New ideas

Indy “innovation” school aims to send high schoolers abroad

PHOTO: Alan Petersime
Leaders from five proposed schools received fellowships to plan and launch the schools from the Mind Trust today.

Traveling the world to teach and work in Bangladesh and Rwanda was so transformative for Emma Hiza that the Oakland-based educator is determined to find a way to send American teens abroad for school.

That dream is on course to create an unusual new school in Indianapolis that will send every one of its students to another country for five months a year.

Hiza’s Thrival Academy was one of five new “innovation” schools that were awarded fellowships today by the non-profit the Mind Trust, which advocates for educational change. The winning school leaders will receive funding to plan and open new schools in the Indianapolis Public Schools innovation network, which will be part of the district but have charter-like flexibility.

Hiza, who has been working to launch a network of publicly-funded schools that will give teens the chance to travel around the world, plans to open Thrival in Indianapolis as soon as 2018.

Her plan is to open the one-year program to 10th- and 11th-grade students who will prepare for travel, spend five months abroad and complete a capstone project about their experience when they return.

Thrival is also launching a pilot program with 20 students in Oakland next fall.

“We have got to be able to effectively work across cultures and borders,” Hiza said. “This, I think, is the only way that we can really, truly embed those skills in our young people at an early age.”

For affluent families, international travel is a common part of their children’s education — from summer volunteer trips to college study abroad programs. But for low-income families, those experiences are often out of reach.

“Families from wealthier communities, they make it happen,” Hiza said. “It’s one of many ways that our students from underserved communities continue to be left out of our future.”

If the schools in Indianapolis and Oakland are successful, Hiza and her colleagues hope to expand the Thrival network nation-wide. They aim to offer publicly-funded study abroad programs to as many as 50,000 students.

Initially, Hiza expects to spend about $15,000 per student per year. That includes the travel, housing and insurance expenses of sending kids to other countries plus all of the usual teaching and curriculum expenses of typical schools.

Thrival staff are fundraising to make up the difference between the cost of Thrival and the per pupil school funding made available by the state.

If the program can reach a larger group of students, the cost will drop to just under $11,000 per year, Hiza estimates, since the school can save money by, for example, buying plane tickets in bulk.

Thrival is the most surprising idea among the innovation fellowship winners announced by the Mind Trust today. The other awards went largely to educators from established Indianapolis charter schools who are aiming to replicate existing schools or create new schools serving older kids.

Since the Mind Trust started granting fellowships three years ago, the program has attracted increasingly experienced, high quality applicants, said David Harris, chief executive officer of the Mind Trust.

“To build a school from scratch is an enormous undertaking,” Harris said. “We don’t come to any of the work that we do … with a preset idea for what these folks should be proposing.”

The other winning fellows announced today include:

  • Shy-Quon Ely II and Brooke Beavers who helped start Tindley Summit Academy. The pair aim to open an elementary school that incorporates neuroscience, physical health and mental wellness into its curriculum.
  • Tommy Reddicks and Kyle Beauchamp of Paramount School of Excellence. Leaders of the school known for its urban farm, are planning a second elementary school that would share the current school’s focus on science and project-based learning.
  • Earl Martin Phalen, founder of Phalen Leadership Academies, and Nigena Livingston. Phalen currently runs two elementary schools that offer an extended school day and computer-based lessons. The leaders are hoping to open a middle school with a similar program. This is the fourth fellowship that Phalen has won from the Mind Trust.
  • Kelly Herron, principal of Avondale Meadows Academy, and Chrystal Westerhaus-Whorton, a staffer at sister-school Vision Academy at Riverside. The pair plan to start a rigorous college prep middle school, which they say is in high demand from parents.

The latest innovation schools mark a growing partnership among the Mind Trust, the city and IPS. Some of the schools selected will likely be chartered by the mayor’s office, in addition to contracting with the school district. Mayor Joe Hogsett and Superintendent Lewis Ferebee both attended the announcement.

Hogsett said every child in Marion County should have access high quality schools in their neighborhoods.

“This means … that parents don’t have to drive 30 minutes out of their way to get their kids to a high-quality, high-performing school,” Hogsett said. “It means that our kids can walk.”

The IPS school board will review more detailed proposals from the school leaders before approving final contracts for new schools. District leaders are heavily involved in the school selection process, however, so they have already indicated support for the fellowship winners. The board has approved innovation restart contracts with three schools that were incubated with the Mind Trust.

Ferebee highlighted the experience of the winning educators.

“We have proven leaders in this group who have shown that they know how to move the dial on student achievement,” Ferebee said. “We have the opportunity to give them the keys and get out of the way.”

debating admissions

In a mostly black district, parents bring different concerns to debate over New York City’s specialized high schools

PHOTO: Christina Veiga/Chalkbeat
Mutale Nkonde, a parent in Brooklyn's District 16, asked education department officials how black and Hispanic students would be supported in specialized high schools.

After raucous protests against plans to integrate New York City’s specialized high schools, parents in Brooklyn’s District 16 aired starkly different concerns about efforts to overhaul admissions at the coveted schools.

At a public meeting Monday night, parents in Bedford-Stuyvesant asked education department officials how they plan to support black and Hispanic students at specialized high schools, where those students are dramatically underrepresented.

“There are stakeholders within this city who do not want our children in those schools,” said Mutale Nkonde, a district parent with two children. “Ultimately, these are our children who we’re sending into potentially hostile environments.”

Mayor Bill de Blasio ignited a firestorm this summer with a push to eliminate the entrance exam that currently stands as the sole entrance criteria for the city’s specialized high schools. Critics blame the test for segregation at the schools, where only 10 percent of students are black or Hispanic, compared with almost 70 percent who are in district schools citywide. Alumni and some parents have vigorously pushed to keep the Specialized High School Admissions Test, or SHSAT, arguing it’s an unbiased measure that helps ensure the schools’ prestige.

 But parents in District 16 brought different demands to the table. Students in the district are mostly black, and 84 percent are from low-income families. Parents called for teaching practices that reflect the diverse experiences and cultures of these students. To underscore the need for a more welcoming environment at the elite schools, one parent pointed to a social media campaign in 2016 in which students posted about discrimination they faced at one specialized high school with the hashtag “Black in Brooklyn Tech.”

Parents also decried the education department’s efforts as small scale — only 25 black students from the district would be admitted to specialized high schools under the city’s plans. In a district where test scores are historically low and retaining students in local schools is a struggle, parent leaders said more systemic approaches are needed to lift performance and vaunt black, Hispanic, and low-income students to success.

Since the SHSAT is enshrined in state law, legislators will have to act on de Blasio’s plan. In the meantime, the city is expanding a program that offers admission to students who score just below the entrance cutoff.

“Our needs are not going to be met by getting the exact same things that everyone else gets,” said Lurie Daniel Favors, a parent and general counsel at the Center for Law and Social Justice at Medgar Evers College.

The meeting was in sharp contrast to last week, when about 300 parents packed a meeting that quickly grew heated in Manhattan’s District 2, a wealthy enclave that sends an outsized share of students to specialized high schools. Many of those present argued the city’s plan would send unprepared students to rigorous schools. Backlash in the Asian community has been particularly fierce; more than 60 percent of students at specialized high schools are Asian, compared with just 16 percent citywide.

Education department leaders highlighted a pilot initiative already underway at two specialized high schools to address climate concerns, including anti-bias training for students and staff at High School of American Studies at Lehman College, and training for black and Hispanic parents at Brooklyn Tech who will help serve as recruitment ambassadors for the school. They also pointed to initiatives such as an expansion of pre-K for 3-year-olds in District 16 as proof that the city is tackling wider inequities in the system.

“The fact that we had ‘Black in Brooklyn Tech,’” where young people were asking, “‘Is this a place for me?’ is a problem,” said LaShawn Robinson, deputy chancellor for school climate and wellness. “We have to address those problems, because every school in this system is a place for our young people.”  

Payroll Data

From pay to personnel, changes in the principal’s office shed light on Vitti’s first year — and his plans for the next

PHOTO: Erin Einhorn
On his first day as Detroit schools superintendent, Nikolai Vitti, with former interim superintendent Alycia Meriweather, greets principals at a teacher hiring fair at Martin Luther King Jr. High School.

Take a look at the Detroit district’s payroll, and you’d be forgiven for thinking that Superintendent Nikolai Vitti has already brought major changes to the principal’s office.

Fully 17 new principals have been hired at the Detroit Public Schools Community District since Vitti took over the superintendent’s office last summer, and another nine have transferred to new schools. Pay is up three percent, and principals now report to “principal leaders” — former principals whom Vitti tasked with overseeing turnaround efforts building-by-building.

(Find salary and staffing data for principals in the Detroit Public Schools Community District below. Chalkbeat has requested but has not yet received salary data for charter school principals from Michigan’s education department.)

But more than a year into a turnaround effort led by Vitti, those changes are likely only a start.

Vitti spent much of his first year moving the district to a new K-8 curriculum and reshaping the central office. It’s common for turnaround districts to replace principals — an Obama-era school improvement grant even required it as a first step. While Vitti’s administration hasn’t yet sought to completely overhaul the principal corps, he said this week that deeper changes can be expected next summer.

“This will be the first year we focus more closely on performance (staffing, attendance, enrollment, climate and culture, and student achievement),” he wrote in an email. “Last year the focus was on operations and setting the right culture and climate in schools to begin implementation of this year’s reform.

“We are not satisfied with principal salaries right now,” Vitti added, saying he wants to further increase pay, especially for principals who help improve schools with especially low attendance or test scores.

Education experts see principals as a key ingredient in any u-turn school improvement efforts like the ones underway in many Detroit district schools. They say principals deserve as much credit as anyone for a successful school turnaround, and they note that when things aren’t going well, principals are very often the first to leave.

The pressure facing principals in the district is one reason Vitti hired four principal leaders, about one for every 25 principals in the district. Other districts have found that extra coaching for principals can pay off for schools, especially in large cities.

Staffing data obtained by Chalkbeat makes clear that changes to the principal corps are already a significant piece of Vitti’s legacy. Nearly one-third of the district’s roughly 100 schools have a new principal who was hired by Vitti’s administration.

Still, the district hasn’t seen the high level of principal turnover that often accompanies turnaround efforts.  Most of the departing principals retired or accepted a job elsewhere, Vitti said, and only a handful of school leaders were removed for low performance.

“We did not make more principal changes last year because we wanted to give principals the opportunity to learn and grow professionally,” he said. “Under emergency management, time and resources were not spent on building principal capacity to drive instructional reform.”

Despite a 3 percent raise this year, Vitti says pay for principals remains near the top of his to-do list. He wants to tie principal salaries to the size of the school, the principal’s performance, and the school’s historic performance. The idea is that principals should be paid more for helping a large, struggling school improve.

While it seems at first glance that principal salaries have already undergone major changes since June of 2016, Vitti says those changes are largely due to the district’s decision to treat principal as 12-month employees instead of nine-month employees. Under the previous system, principals who chose to work summer school received an additional stipend that didn’t appear in their overall salary, meaning their actual pay has changed less than it might appear on paper.

That’s why the data shows that the average salary for principals increased by 10 percent even though they only received a 3 percent raise.

Vitti said principals received raises if they took on more responsibilities at their current school or were transferred to larger or more challenging schools. Still, their salaries aren’t necessarily tied to their school or their level experience because principals in the district aren’t unionized and aren’t paid on a fixed scale.

There hasn’t been much change at the top of the pay range. While the top salary increased from $117,000 in 2016 to $131,000 today, the people earning those salaries — including the principals at Cass Technical High School, Cody High School, Pershing High Schools, and John R. King Academic and Performing Arts Academy  — remained the same. Cass is one of Detroit’s elite high schools, while Cody and Pershing are among its most troubled. John R. King is a large K-8 program with low test scores and high rates of chronic absenteeism.

Nearly half of the district’s 102 principals are clustered at the bottom of the pay range, making around $100,000 per year.

The lowest paid principals include dozens of returning principals, as well as new arrivals and two former Cass Tech teachers who Vitti tapped to lead Detroit School of Arts and Nolan Elementary-Middle School.

As the state of Michigan ratchets up accountability for principals, Vitti’s administration says higher pay will help attract replacements for principals who retire or who don’t cut muster.

While philanthropists have stepped up to help train some principals, the district no longer has an internal training program for school leaders. It ended during a decades-long period of declining enrollment, budget cuts, and administrative turmoil, which also led many Detroit administrators to flee for more stable suburban districts.

Jeffery Robinson, principal at Paul Robeson Malcolm X Academy, stuck it out for the last 11 years without a raise, and he says he welcomes the changes Vitti is proposing, especially the changes in pay. Even with the raise earlier this year, he says Detroit principals are still undercompensated compared to similar districts, especially taking into account the challenges their schools face. Principals in the district don’t have a union, but Robinson is part of a “focus group” that will meet with Vitti to hash out the details of changes to the pay scale.

Robinson says he supports the idea of paying principals based on the kind of school they manage.

“While both are complex, there are still some things that have to be managed at the high school level that don’t have to be managed at the K-8 level” he said.

Both Robinson and Wendy Zdeb, executive director of the Michigan Association of Secondary School Principals, say the most important figure isn’t how many principals have left the district — it’s how many have stayed in spite of the difficult conditions.

“I find that administrators in Detroit are really committed,” Zdeb said. “They’re the consistency of the district, when you really think about it.”

 

See below for a list of current principals in the Detroit Public Schools Community District. You can search for names at the top right corner.

Note that the pay increases evident in this table largely weren’t raises. Vitti shifted principals to a 12-month schedule instead of 10-month schedule, so their salaries rose. However, many had already been receiving that extra pay in the form of a stipend for running summer school.

Source: Detroit Public Schools Community District payroll as of June 2016 and October 2018. “NA” means the principal was not employed by the district in June 2016.