First Person

How We Cross The Charter-District Divide

Over the course of the mayoral race, if you listened to the candidates discuss public education, one of the most pressing issues facing our education system today is whether schools should be able to share space, or co-locate, in public school buildings.

There are fundamental and meaningful differences between district-run schools and charter schools, which can include curricular choices, autonomy and level of union involvement. But the political fights focusing on the differences draw attention away from another important conversation that needs to be taking place, about what we have in common.

The goal of providing the best education possible is a shared goal, and teachers in both kinds of schools tend to check politics at the door and focus on educating students. The debate over real estate does little to recognize what’s happening in schools every day: the very difficult challenges educators confront and the hard work they’re doing to improve education for all students, no matter what kind of school they attend.

Last year we joined NYC Collaborates, an initiative designed to bring district and charter school educators together to identify what is working well in our respective schools and discuss if and how we could scale these best practices quickly and effectively from classroom to classroom, creating a higher number of quality seats. The group organizes regular school tours where educators visit highly successful schools and see how they approach challenges such as curriculum structure, classroom design and management, teacher training, and structuring of the school day. From our point of view, what works in one classroom can succeed in another — regardless of what kind of school those classrooms are in.

Some of us school leaders also attend meetings of a Collaboration Council where we discuss our various perspectives, dispel myths and misinformation, and identify policy improvements that would benefit all types of public schools. The Collaboration Council is a group of about 20 educators who represent all types of schools, including large district schools, small high schools, charter schools, specialized schools, charter management organizations, and networks.

The council offers a chance to unite leaders who may not know each other otherwise; it’s an opportunity to pool resources and tips, create solutions, and share best practices. Sometimes, we tackle difficult policy questions, too.

For instance, charter schools are prohibited by law from enrolling students mid-school year unless they come off a wait list, while district schools are usually required to take any student who shows up at their doors. This “over the counter” enrollment, as it’s called, creates a division between districts and charters. On one hand, it lets charters off the hook on a challenge district schools face, but it also creates a challenge that for an arbitrary reason, district schools must face alone: accommodating students who come into a new school midyear. Would changing the policy level the playing field? It’s among the many questions we want to explore.

We already know from experience that when schools work together, children benefit.

At Explore Exceed, a charter school in Crown Heights, for instance, we share space with two district schools. We regularly host each other for instructional walk-throughs to see how each approaches similar curriculum challenges. The schools have co-sponsored building-wide events including a food drive to create a sense of community among students and staff. And we’ve even begun sharing costs to make “home improvements” like buying a new flag and two-way radios for our building’s nurses.

But there are other ways to collaborate. Exceed’s third graders were doing a unit on Mexico and putting together “all about Mexico” books. The third grade teachers noticed that P.S. 705’s bulletin board featured work from their first graders who were also learning about Mexico. They invited the first-grade classes at P.S. 705 to visit their third-grade classes so students could share with each other what they had learned. During this visit, students from both schools shared with each other the pamphlets about Mexico they each had made and talked about what they learned.

It was a mutually beneficial experience both academically and developmentally for both schools. The P.S. 705 first graders got to present their work to older students and learn from the older students, which was motivating for them. The third graders got to present their work and act as role models for the younger students.

School of the Future, a district school, has implemented a program called ZAP, Zeroes Aren’t Permitted, inspired by a similar program we observed at a particularly inspiring school visit and observation session at North Star Charter School in Newark. If students do not complete their homework or complete it insufficiently, they have to make it up that day at lunch or after school. This gives educators the time and space to have immediate, one-on-one conversations with students about choices that are getting in the way of better work habits. It also encourages students to work through challenging assignments rather than avoiding them.

School of the Future worked directly with fellow educators at North Star and learned from them how they structured their successful program. In order to fit directly with the needs and culture of our school, we made slight adjustments to North Star’s approach, including framing it as an opportunity to develop better coping skills when faced with difficult work and tracking ZAP numbers at team meetings. Since then, ZAP has become a mainstay of our culture. This is just one of many reasons why school visits and classroom observation are so important — we learn from one another and are able to expand practices that work across schools and school types to create stronger classrooms.

As with any story, there is always more to it, and that is certainly the case when it comes to district and charter schools in New York City. Still, the current debate about what “types” of schools we should operate and where they should be housed needs to be joined by the all-important question of how charter and district schools can work together to help all schools get better. For anyone hoping to lead the city and its 1,700 public schools, stimulating more ways to collaborate would be a good place to start answering.

First Person

To close out teacher appreciation week, meet the educators whose voices help shape the education conversation

From designing puzzles to get kids fired up about French to being christened “school mama” by students, teachers go above and beyond to make a difference. Chalkbeat is honored to celebrate Teacher Appreciation week with stories of the innovation, determination, and patience it takes to teach.  
Check out a few of the educator perspectives below and submit your own here.

  1. First Person: When talking about race in classrooms, disagreement is OK — hatred is not by David McGuire, principal at Tindley Accelerated Schools and previously a teacher in Pike Township. McGuire is also a co-founder of a group called Educate ME.  
  2. First Person: What my Bronx students think about passing through scanners at school by Christine Montera, a teacher at East Bronx Academy for the Future in the Bronx. She is also a member of Educators 4 Excellence-New York.  
  3. First Person: What 100 ninth graders told me about why they don’t read by Jarred Amato, High School English teacher and founder of ProjectLITCommunity.
  4. This fourth-grade teacher doesn’t take away recess or use points to manage the class. Instead she’s built a culture of respect by Liz Fitzgerald, a fourth-grade teacher at Sagebrush Elementary and Colorado Teaching Policy fellow.
  5. First Person: Why I decided to come out to my second-grade students by Michael Patrick a second grade teacher at AF North Brooklyn Prep Elementary.
  6. Meet the teacher who helped organize the Women’s March on Denver, a profile of Cheetah McClellan, Lead Math Fellow at Denver Public Schools.
  7. First Person: At my school, we let students group themselves by race to talk about race — and it works, by Dave Mortimer, and educator at Bank Street School for Children.
  8. What Trump’s inauguration means for one undocumented Nashville student-turned-teacher a profile of Carlos Ruiz, a Spanish teacher at STRIVE Prep Excel and Teach for America fellow.
  9. First Person: ‘I was the kid who didn’t speak English’ by Mariangely Solis Cervera, the founding Spanish teacher at Achievement First East Brooklyn High School.
  10. First Person: Why recruiting more men of color isn’t enough to solve our teacher diversity problem by Beau Lancaster, a student advocate at the Harlem Children’s Zone and  Global Kids trainer teaching, writing, and developing a civic engagement and emotional development curriculum.
  11. Sign of the times: Teacher whose classroom-door sign went viral explains his message a profile of Eric Eisenstad, physics and biology teacher at Manhattan Hunter Science High School.
  12. First Person: How teachers should navigate the classroom debate during a polarizing election year  by Kent Willmann, an instructor at the University of Colorado Boulder School of Education. He previously taught high school social studies in Longmont for 32 years.
  13. First Person: I teach students of color, and I see fear every day. Our job now is to model bravery by Rousseau Mieze, a history teacher at Achievement First Bushwick charter middle school.
  14. Pumpkin pie with a side of exhaustion: Why late fall is such a tough time to be a teacher by Amanda Gonzales, a high school special education teacher in Commerce City, Colorado.
  15. This teacher was a ‘class terrorist’ as a child. Now he uses that to understand his students by Andrew Pillow a technology and social issues teacher at KIPP Indy College Prep Middle.
  16. What this teacher learned when her discipline system went awry — for all the right reasons by Trilce Marquez, a fourth-grade teacher at P.S. 11 in Chelsea.
  17. Here’s what one Tennessee teacher will be listening for in Haslam’s State of the State address by Erin Glenn, a U.S. history teacher at East Lake Academy of Fine Arts and Tennessee Educator Fellow with the State Collaborative on Reforming Education.
  18. An earth science teacher talks about the lesson that’s a point of pride — and pain a profile of Cheryl Mosier, a science teacher at Columbine High School.
  19. A national teacher of the year on her most radical teaching practice: trusting kids to handle their bathroom business by Shanna Peeples, secondary English language arts curriculum specialist for Amarillo ISD.
  20. How this teacher went from so nervous her “voice was cracking” to a policy advocate by Jean Russell, a literacy coach at Haverhill Elementary School,  2016 Indiana Teacher of the Year and TeachPlus statewide policy fellow.

First Person

I’m a black man raised on the mistaken idea that education could keep me safe. Here’s what I teach my students in the age of Jordan Edwards

The author, Fredrick Scott Salyers.

This piece is presented in partnership with The Marshall Project

I worry a lot about the students in the high school where I teach. One, in particular, is bright but struggles in class. He rarely ever smiles and he acts out, going so far recently as to threaten another teacher. As a black, male teacher — one of too few in the profession — I feel especially compelled to help this young black man reach his potential. Part of that work is teaching him the dangers that might exist for him, including the police.

The killing of Texas teenager Jordan Edwards proves, though, that it’s not just black boys with behavior issues who are in danger. Jordan — a high school freshman, star athlete and honor student — was shot dead by a police officer last month while leaving a house party. As he rode away from the party in a car driven by his older brother, officers who’d been called to the scene fired multiple rifle rounds at the car. One bullet went through the passenger window, striking Jordan in the head. Murder charges have since been filed against the officer who fired the fatal shot.

It’s a near impossible task to educate black children in a society that constantly interrupts that work with such violence. Still, it’s incumbent on educators like me to guide our students through the moment we’re living in — even when we can’t answer all their questions, and even if we’re sometimes confused ourselves.

I began teaching in 2014, the year the police killings of Eric Garner, Michael Brown, and Tamir Rice dominated headlines. The tragedies have piled on, a new one seeming to occur every month since I first stepped into a classroom. I currently teach ninth-graders at a predominantly black charter school in Brooklyn, and I often find myself struggling to make sense of the events for my students.

I’ve shown them clips from popular films like “Selma” and “Fruitvale Station” and prepared lessons on the civil rights movement, and I’ve done my best to ground it all in the subjects I was hired to teach — American history, composition, and college readiness. My hope is that these films will encourage my students to connect today’s police violence to our nation’s history of racial injustice. And, because there are no easy answers, they’ll simply be encouraged by the perseverance of those who came before them.

I can’t help but worry I’m sending them mixed messages, however, teaching them lessons on resistance while also policing their conduct day to day. As an administrator and one of few black male teachers in my school, I’m often charged with disciplining students. I find myself having a familiar talk with many of them: “get good grades,” “respect authority,” “keep your nose clean.”

It’s instruction and advice that can feel pointless when a “good kid” like Jordan Edwards can have his life cut short by those sworn to serve and protect him. Still, I try in hopes that good grades and polite behavior will insulate my students from some of society’s dangers, if not all of them.

The Monday after police killed Edwards, I asked the students in my college readiness class to watch a news clip about the shooting and write out their feelings, or sit in silence and reflect. Many of them were already aware of what happened. I was proud that so many of them were abreast of the news but saddened by their reflections. At just 14 and 15 years old, many of them have already come to accept deaths like Jordan’s as the norm, and readily expect that any one of them could be next. “Will this police officer even be fired?” one asked. “Was the cop white?”

The young man I worry about the most was more talkative than usual that day. During the class discussion, he shared his guilt of being the only one of his friends who “made it” — making it meaning being alive, still, and free. The guilt sometimes cripples him, he said, and high-profile police killings like Jordan’s compound that guilt with a feeling of hopelessness. They make him think he will die in the streets one way or another.

I didn’t know what to say then, and I still don’t have a response for him. I’ve always taught students that earning an education might exempt them from the perils of being black in America, or at least give them a chance at something more. I was raised on that notion and believed it so much that I became an educator. But deaths like Jordan’s leave me choking on the reality that nothing I can teach will shield my students from becoming the next hashtag.

In lieu of protection, I offer what I can. I provide a space for my students to express their feelings. I offer love and consideration in our day-to-day interactions and do my best to make them feel seen and, hopefully, safe for a few hours each day.

Fredrick Scott Salyers teaches at a charter high school in Brooklyn. He began his career in education as a resident director at Morehouse College. Find more of his work here.