too soon

Tech-savvy principals give muted response to seat-time change

Principals are grappling with the implications of a state policy change that allows them to award credit for shorter courses that students take online.

A regulation passed in June by the Board of Regents allows city high schools to award credit in online courses or blended learning courses, where the class is conducted partly online and partly in a traditional classroom setting, regardless of how much time students actually spend in the classes. City Department of Education officials lobbied the Regents in support of the change.

A dozen principals discussed the new regulations today at the meeting of a monthly panel led by Alisa Berger and Sarah Scrogin, two principals who have spearheaded activities within the Innovation Zone, the DOE’s subset of technology-centered schools. (Notably, Berger’s high school, the iSchool, and Scrogin’s, East Bronx Academy for the Future, have worked together in the past on intra-city distance learning classes.)

As members of the Innovation Zone’s selective iLearn cohort, which numbered 40 last year but is jumping to 127 this fall, the principals who attend the monthly meetings have used technology to reshaped their schedules, supplies, and teachers’ workloads. When it comes to using technology to change teaching and learning, the principals usually have a lot to say.

But when Scrogin asked them how they were thinking about responding to the change in seat time rules, they were quiet.

Then the questions began. Would any online course count? (Yes.) And blended learning classes too? (Yes, again.) What does online learning look like inside a school? (That’s complicated, and pretty much up to principals.)

Schools at the vanguard of using technology have embraced the change. At the iSchool, Berger is considering asking her teachers to upload videos of their “mini-lesson” each day and requiring students to view it before coming to class. That way, direct instruction can take place outside of seat time and teachers can use time in school to work with groups of students formed around their shared comprehension — or lack thereof — of the day’s lesson.

But other principals expressed concerns about implementing the new policy. Some argued that some classes, such as gym, are best conducted offline. Others worried about making changes that would later be deemed unacceptable by the city or state. One pointed to recent news reports of schools that have been shown to have awarded credit to students who did not deserve it and worried that their schools would be lumped together. Another said she is already running a “three-ring circus” and could not imagine launching a completely new program.

And a middle school principal argued that the emphasis on seat time — the agenda of today’s meeting only because of the recent policy change — feels misplaced. She worried aloud that her school would be excluded from iLearn efforts that are focused on maximizing the change, because her students face no seat time requirement at all.

Taking advantage of the change won’t be easy, but it is important, Scrogin told the principals.

“It would be bad if we pushed hard to get the waiver and then we didn’t use it,” she said.

Berger said she thought the principals’ uncertainty not from a lack of interest but from the experience of suddenly being faced with a set of options that were impossible just a few weeks ago.

“Everyone sees it as an opportunity,” she said. “But it’s been there for so long. Now we’re starting to think — now that we’ve gotten rid of this arcane rule.”

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”