Future of Teaching

Teachers kept quitting this Indianapolis school. Here’s how the principal got them to stay

PHOTO: Dylan Peers McCoy
Abby Campbell is a first year teacher at Lew Wallace, an elementary school where 97 percent of teachers will return next year.

When Jeremy Baugh took the helm as principal of School 107 three years ago, staff turnover was so high that about half the teachers were also new to the struggling elementary campus, he said. For his first two years, the trend continued — with several teachers leaving each summer.

“In the back of my mind,” he said, “I just kind of had assumed that that was going to be the norm — that I was going to have to always be on the lookout for good talent.”

But when he surveyed his staff this year, Baugh got some unexpected news: about 97 percent of teachers said they plan on returning. “I was thrilled,” he said.

Staff say the change is heavily driven by a new teacher leadership program Indianapolis Public Schools has rolled out at 15 schools. Known as opportunity culture, some teachers are paid as much as $18,300 extra per year to oversee and support several classrooms. Educators at School 107, which is also known as Lew Wallace, say opportunity culture helps retain staff in two ways: It gives new teachers, who can often feel overwhelmed, support. And, it allows experienced teachers to take on more responsibility without leaving the classroom.

As districts across the country struggle to hire teachers — particularly in hard-to-fill specialties such as math and science — many schools are especially interested in retaining the teachers they have. Although there is little research directly linking leadership opportunities with retention, there is some research suggesting one reason teachers leave the profession is because they feel they don’t have influence in their schools and they have few opportunities to advance.

PHOTO: Dylan Peers McCoy
Principal Jeremy Baugh has been at Lew Wallace for three years.

At School 107, which began the program last school year, there are three multi-classroom leaders who each oversee several classroom teachers. Their role is to offer advice, training, and support to their peers. They are ultimately responsible for the test data in all the classrooms they oversee.

One of those teachers is Deanna Schmidt. With five years of experience and a masters degree, she was looking for a job where she could train teachers and continue to work with students.

“I loved teaching but I just wanted to do something different. I had kind of tossed around the idea of maybe going back for an admin license,” she said. But “I don’t really want to be a principal.”

Instead, Schmidt left her job at the Butler Lab School to work as a multi-classroom leader at Lew Wallace. “I think I found the perfect fit,” she said.

Lew Wallace is one of the most diverse campuses in the city. The neighborhood it draws from, near Lafayette Square, is full of recent immigrants and refugees. And that’s reflected at the school, where 38 percent of students are learning English.

That’s just one of the challenges facing students and teachers. Over 80 percent of students come from families that are poor enough to qualify for free lunch, according to state data. And mobility at the school is so high that more than half of its 606 students are new this year, Baugh said.

The result is that teaching at School 107 can be particularly hard, Baugh said. In one classroom, for example, there might be several students who are learning English — who the teacher struggles to communicate with — and four children with difficult behavior, he said.

“Those four children create kind of this shaken pop bottle syndrome in the classroom where everybody feels on edge,” he said. “That can be difficult to teach in because you don’t have this sense of calm all the time.”

PHOTO: Dylan Peers McCoy
About half the students in Abby Campbell’s fourth-grade class are learning English.

School 107 has long struggled on state tests. Fewer than a quarter of students passed the state ISTEP exam in 2016-2017. Over the last two years, however, individual students have made gains in test scores from one year to the next. Those improvements began before the school started using opportunity culture. But a recent study of three districts using the teacher leadership model found multi-classroom leaders raised student math scores — although they did not appear to raise reading scores.

The idea behind opportunity culture is that teachers — especially newer teachers — are not alone in handling challenges. They have mentors helping them in a range of ways — including modeling lessons, pulling small groups, and working on lesson plans.

Abby Campbell, who is in her first year teaching, has 31 students in her fourth grade class. Her students run the gamut from those who are far below grade level to those who are above it. Close to half of them are English language learners, and about five have special education plans, she said.

When she started teaching, she was overwhelmed. “I had a lot of nights with tears, and not sure if I was going to survive the year,” she said.

Campbell not only survived the year but plans on returning in the fall. One of the main reasons, she said, is because of the support she’s gotten from her multi-classroom leader, Jessica Smith. Smith helps Campbell with nearly all the pieces of her job — from lesson plans to emotional support, said Campbell.

“I can’t even imagine doing it without Jessica,” she said. “I would’ve been a hot mess.”

PHOTO: Dylan Peers McCoy
Teacher Abby Campbell works on math with her fourth-grade class.

Initially, some teachers at Lew Wallace were uncomfortable with having multi-classroom leaders essentially overseeing their classes. But the classroom leaders are supposed to be team members, and most teachers are more at ease now that they’ve gotten to know them, staff said.

“I was wary,” said Steve Carr, who teaches sixth-grade math. But Brandon Warren, the classroom leader he works with, helps him without being prescriptive, Carr said.

“It’s not me telling you what to do. It’s what we’re going to do together,” Warren said.

Multi-classroom leaders also lead regular training for teachers. After struggling to tackle everything during teacher training, the multi-classroom leaders at School 107 eventually decided to focus on a small number of issues. This year, they are working on strategies for improving student writing and for keeping students engaged — particularly English language learners, who may not feel comfortable answering questions in front of the class.

Because so many of their teachers are returning next year, they will be able to move on to new focus areas — strategies for teaching math and English language learners — instead of repeating the same teacher training, said Smith, one of the classroom leaders.

“It’s so hard to keep training new teachers all the time,” she said. “If we can keep our teachers, they are going to be such a higher caliber because we’ve put our time into them, and we’ve invested in them.”

pink slips

One Detroit principal keeps his job as others get the ax. Next year’s challenge? Test scores.

PHOTO: Brenda Scott Academy
Students at Brenda Scott Academy will have the same principal, Eric Redwine, next year.

Educators and staff from a Detroit middle school took the microphone on Tuesday evening to save their principal’s job. Addressing the school board, they listed off Eric Redwine’s virtues, arguing that recent problems at the school can be attributed to its transition from state to district management.

And the board listened. Redwine, principal of Brenda Scott Academy, kept his job in a narrow 4-to-3 vote. He was the only one to survive among more than a dozen other administrators — and three other principals — who either lost their jobs or were reassigned to new ones.

The vote came amid a quiet year for “non-renewals,” shorthand for losing one’s job. In previous years, every administrator in the district was forced to re-apply for their job every year, a tactic designed to give state-appointed emergency managers flexibility in the face of an unstable financial situation. This year, by contrast, only 16 administrators — including four principals — were notified by the superintendent’s office that their contracts would not be renewed, as Superintendent Nikolai Vitti seeks to bring stability to a district still recovering from repeated changes in management.

The principals were singled out for their school management, Vitti has said — not because of how students performed on tests. Test scores will be a major factor in principal contract renewals next spring for the first time under Vitti, part of the superintendent’s effort to meet his promise of boosting test scores.

Seven of the 16 administrators who received “non-renewals” asked the board to reconsider the superintendent’s decision. But in a vote on Tuesday evening, only Redwine survived. He’ll remain as principal of Brenda Scott Academy, according to board member LaMar Lemmons.

The other officials were not named, but Chalkbeat confirmed independently that the district did not renew its contracts with principals Sean Fisher, of Fisher Magnet Upper Academy, and Allan Cosma, of Ludington Magnet Middle School. Vitti previously attempted to remove Cosma, then agreed to offer him a job as assistant principal at Ludington.

At an earlier meeting, Cosma’s employees gathered to vouch for his work. On Tuesday, it was Redwine who received vocal support.

Redwine himself argued publicly that the problems identified at his school by administrators — teacher vacancies and school culture — could be attributed to the school’s transition from a state-run recovery district back to the main district. The recovery district, called the Education Achievement Authority, was created in 2012 to try to turn around 15 of the most struggling schools in the district but the effort was politically unpopular and had limited success. Most of the schools were returned to the main district last summer when the recovery district was dissolved. The only exceptions were schools that had been closed or converted to charter schools.

“I’ve never been told your job is in jeopardy, never been presented a corrective action plan,” Redwine said. “I ask that you reconsider your decision.”

Of the 12 schools that returned to the district last summer, most still have the principals who were in place during the transition last summer. A few got new principals this year after their predecessors left and at least one other former recovery district principal was moved earlier in the year.

Many school leaders reported that the transition was very difficult. It occurred at a time when Vitti was new and still putting his team into place in the central office, making it challenging for principals of the schools to get information they needed about the new district.

When Marcia Horge worked for Redwine, she appreciated his openness to classroom experimentation and his schoolwide Sunday night email, which laid out a game plan for the week ahead.

Then the recovery district folded, Brenda Scott Academy rejoined the main district, and Horge found herself facing a steep pay cut. Rather than accept credit for only two of her 17 years of teaching experience, she left for the River Rouge district. But now, with the Detroit district planning to fully honor teacher experience starting this fall, Horge is contemplating a return to work for Redwine.

“He’s open to our ideas,” she said. “You can go to him. And when there’s a need, he steps in and makes sure we’re communicating.”

 

meet the fellows

Meet the 38 teachers chosen by SCORE to champion education around Tennessee

PHOTO: SCORE
The year-long fellowships offered by the State Collaborative on Reforming Education were awarded to 38 Tennessee educators.

Six teachers from Memphis have been awarded fellowships that will allow them to spend the next year supporting better education in Tennessee.

The year-long fellowships, offered by the State Collaborative on Reforming Education, train and encourage teachers and other educators to speak at events, write publicly about their experiences, and invite policymakers to their classrooms. The program is in its fifth year through the nonpartisan advocacy and research organization, also known as SCORE, which was founded by former U.S. Senate Majority Leader Bill Frist from Tennessee.

The fellowships, known as the Tennessee Educator Fellowships, have been awarded to 150 educators since the program’s launch in 2014. This year’s class of 38 educators from around the state have a combined 479 years of experience.

“The fellows’ diverse perspectives and experiences are invaluable as they work both inside and outside the classroom and participate in state conversations on preparing all students for postsecondary and workforce success,” SCORE President and CEO Jamie Woodson said in a news release.

Besides the Shelby County teachers, the group also includes educators who work for the state-run Achievement School District, public Montessori schools, and a school dedicated to serving children with multiple disabilities.

The 2018-19 fellows are:

  • Nathan Bailey, career technical education at Sullivan North High School, Sullivan County Schools
  • Kalisha Bingham-Marshall, seventh-grade math at Bolivar Middle School, Hardeman County Schools
  • Sam Brobeck, eighth-grade math at Memphis Grizzlies Preparatory Charter Middle School. Shelby County Schools
  • Monica Brown, fourth-grade English language arts and social studies at Oakshire Elementary School, Shelby County Schools
  • Nick Brown, school counselor at Westmoreland Elementary School, Sumner County Schools
  • Sherwanda Chism, grades 3-5 English language arts and gifted education at Winridge Elementary School, Shelby County Schools
  • Richard J. Church, grades 7-8 at Liberty Bell Middle School, Johnson City Schools
  • Ada Collins, third grade at J.E. Moss Elementary School, Metropolitan Nashville Public Schools
  • Lynn Cooper,  school counselor at South Pittsburg High School, Marion County Schools
  • Colletta M. Daniels, grades 2-4 special education at Shrine School, Shelby County Schools
  • Brandy Eason, school counselor at Scotts Hill Elementary School, Henderson County Schools
  • Heather Eskridge, school counselor at Walter Hill Elementary School, Rutherford County Schools
  • Klavish Faraj, third-grade math and science at Paragon Mills Elementary School, Metropolitan Nashville Public Schools
  • Mavis Clark Foster, fifth-grade English language arts and science at Green Magnet Academy, Knox County Schools
  • Ranita Glenn, grades 2-5 reading at Hardy Elementary School, Hamilton County Department of Education
  • Telena Haneline, first grade at Eaton Elementary School, Loudon County Schools
  • Tenesha Hardin, first grade at West Creek Elementary School, Clarksville-Montgomery County Schools
  • Thaddeus Higgins, grades 9-12 social studies at Unicoi County High School, Unicoi County Schools
  • Neven Holland, fourth-grade math at Treadwell Elementary School, Shelby County Schools
  • Alicia Hunker, sixth-grade math at Valor Flagship Academy, Metropolitan Nashville Public Schools
  • Alex Juneau, third grade at John Pittard Elementary School, Murfreesboro City Schools
  • Lyndi King, fifth-grade English language arts at Decatur County Middle School, Decatur County Schools
  • Rebecca Ledebuhr, eighth-grade math at STEM Preparatory Academy, Metropolitan Nashville Public Schools
  • Aleisha McCallie, fourth-grade math and science at East Brainerd Elementary School, Hamilton County Department of Education.
  • Brian McLaughlin, grades 10-12 math at Morristown-Hamblen High School West, Hamblen County Schools
  • Caitlin Nowell, seventh-grade English language arts at South Doyle Middle School, Knox County Schools
  • Paula Pendergrass, advanced academics resources at Granbery Elementary School,  Metropolitan Nashville Public Schools
  • Julie Pepperman, eighth-grade science at Heritage Middle School, Blount County Schools
  • Kelly Piatt, school counselor at Crockett County High School, Crockett County Schools
  • Ontoni Reedy, grades 1-3 at Community Montessori, Jackson-Madison County Schools
  • Tiffany Roberts, algebra and geometry at Lincoln County Ninth Grade Academy, Lincoln County Schools
  • Craig Robinson, grades 3-5 science at Georgian Hills Achievement Elementary, Achievement School District
  • Jen Semanco, 10th- and 11th-grade English language arts at Chattanooga Girls Leadership Academy, Hamilton County Department of Education
  • Amanda Smithfield, librarian at Hume-Fogg Academic Magnet School, Metropolitan Nashville Public Schools
  • Cyndi Snapp, fourth-grade math at Carter’s Valley Elementary School, Hawkins County Schools
  • David Sneed, 12th-grade English at Soddy Daisy High School, Hamilton County Department of Education
  • Yolanda Parker Williams, fifth-grade math at Karns Elementary School, Knox County Schools
  • Maury Wood II, grades 4-6 technology at Westhills Elementary School, Marshall County Schools