Indiana

Roof expected to be next IPS board president

Annie Roof appears poised to become the new president of the Indianapolis Public School Board.

Several board members said Roof had majority support and was expected to beat out Michael Brown, who had also declared his interest in the job. The board’s annual organizational meeting, originally scheduled for today but cancelled due to weather, is expected to be rescheduled for later this week.

In interviews, both Roof and Brown acknowledged they planned to seek the presidency for 2014.

Last year’s board president, Diane Arnold, did not seek the post again and declared her support for Roof. Sam Odle, who considered challenging Arnold for the presidency last year, is not seeking the post this time. He could not be reached for comment.

Arnold said she was approached by more than one board member asking her to stay on. But she declined, saying she wasn’t sure she could win majority support again and pledging early to back Roof.

“I had been asked to consider running but I had already pledged my support to Annie,” she said.

Roof, 36, is entering the last year of her first four-year term on the board. She and her husband are graduates of IPS and their three children all attend IPS schools. She is undecided as to whether she will seek reelection this fall. Roof graduated from Howe High School, one of four IPS schools severed from the district by state takeover after six straight years of failing grades based on low test scores. It is now run by Charter Schools USA under a contract with the Indiana State Board of Education.

In her three years on the board, Roof has agitated for the district to change and for the board and superintendent to be more open in explaining their decisions and sharing information with the public. Since the sea-change election of 2012, she has been supportive of many ideas presented by the three newly elected board members but not fully allied with them. In 2013, Roof proposed a plan the board adopted to reduce the amount of flavored milk served in IPS schools. She also voted for a controversial cost-cutting plan that included layoffs last spring.

Brown is the last remaining member of the board who was a strong supporter of former Superintendent Eugene White. He voted against the buyout plan for White last January, saying it would be better for the district if he stayed. Brown also was the only board member who voted against the layoff plan, calling it unfair to some district employees.

Brown, who has served on the board since 1998 and been board president several times in the past, said his knowledge of the political and media landscapes of the city could help new Superintendent Lewis Ferebee.

“I feel that my experience is needed as we have a new superintendent who is new to our city and young,” Brown said.

Roof said IPS needs more community engagement and a school board president who can focus energy on building relationships.

“I feel I have the experience and the time to give to the position,” she said. “I want the good side of IPS to be apparent to the city. Also, I hope to lead the board in creating a trusting and supportive relationship with Dr. Ferebee.”

Roof repeatedly advocated for more transparency and public input over her term, organizing meetings last year to gather community feedback during the superintendent search.

“I want to help preserve public education and local government in Indianapolis,” she said.

Arnold led the board through a difficult year. In 2013, the board ousted White, hired Peggy Hinckley as interim superintendent, selected Ferebee and approved layoffs due to budget woes. After a bumpy start, Arnold received praise for her leadership, especially for helping to unify the board during the superintendent search.

But some board members chafed at some of her decisions, notably her support of Hinckley when other board members opposed her plan to hire a consultant she had worked with in the past to provide services for George Washington High School.

Hinckley resigned early when some board members questioned the ethics of recommending her former business partner. Arnold said Hinckley did nothing wrong and the consultant ultimately was backed by Ferebee and hired in a closed vote by the board.

“New blood might be good,” said Arnold said.

Roof, Arnold and Samantha Adair-White often voted together as a minority faction who opposed some of former superintendent White’s policies prior to the 2012 election. That vote changed the board, replacing three of White’s supporters with new board members who favored changing the way IPS was managed.

The new board initially struggled to forge a new identity, as board members publicly complained about everything from their colleagues’ policy positions to meeting attendance.

But the board coalesced around the hiring of Ferebee and most of the public bickering subsided.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.