engagement party

Walcott outlines new initiatives to involve parents in schools

Outside, an organizer lobbies security to let protesting parents inside; In the auditorium, the audience was far more subdued than last night.

The Department of Education will replicate other cities’ parent training programs and start measuring how well schools engage families, Chancellor Dennis Walcott announced tonight.

In his first-ever policy address last month, Walcott unveiled an initiative to help the city’s long-struggling middle schools. Tonight, he turned his attention to another weak spot in the department’s record: keeping parents involved.

Addressing parent leaders at an RSVP-only event where he was joined by Jesse Mojica, head of the department’s oft-renamed family engagement office, Walcott outlined a plan that he said would boost parent involvement in city schools. He said the department would hire outside groups to run training workshops for parents who want to get involved, ask more from parent coordinators, and put more information for parents online, at a new portion of the DOE website for families.

Walcott also said the city had developed standards for family involvement that a small number of schools would test before they are rolled out citywide. Ultimately, he said, the city plans to measure schools on how well they communicate with parents and make them feel welcome.

The speech comes after years of complaints that DOE decision-making has shut parents out — and months after elections for district parent councils went so badly that they had to be redone. Walcott acknowledged problems with the elections and promised that the next time they happen, in 2013, the process would go more smoothly.

But he did not open the door to giving parents a larger role in setting city education policy.

“I want to state clearly what we mean by successful family engagement in New York City schools: Family engagement means informing and involving parents to get students on track for college and careers,” he said before launching into the new initiatives.

A centerpiece is a new training program for parents and parent coordinators that would start in the 2012-2013 school year.

“We’re very serious about having an academy,” Walcott told reporters after the speech. “And we believe in this. We see where it works in other cities and people have talked to use about that.”

The model the DOE will likely pursue is the “parent university” that the Charlotte-Mecklenburg, N.C., school district operates. Walcott did not specify a price tag for the initiative but said funding would likely come from both public and private funds.

Reception to the speech was mild compared to the first event of “Parents as Partners Week,” a curriculum talk Tuesday night where protesters drowned out Walcott and other officials. Tonight, parent coordinators, CEC members, and PTA members at the RSVP-only speech offered mostly polite applause and the occasional isolated grumbling.

“I don’t think he addressed any of the deep dark issues that parents are concerned about,” said Doug Stern, a member of the Community Education Council for Manhattan’s District 1.

But Stern said he was impressed with Walcott’s message about involving parents in new curriculum standards and was touched by a story Walcott told about his parents’ early death.

“I think it was touching to see that he’s not that cold,” Stern said. “I guess he’s trying to connect more with parents on that level.”

Some attendees offered a harsher critique. Santos Crespo, a local president for the DC-37 labor union, said he questioned Walcott’s pledge of support for parent coordinators when 66 of them were among 737 DC-37 employees laid off earlier this month.

“What about the parent coordinators you just laid off?” he asked. “Are the parent coordinators still going to be optional in the high schools if they’re getting all this support? … To us he has no credibility.”

Outside the Park West Educational Campus, where the event took place, about two dozen protesters, many of them parents from schools that face closure, were shut out because they had not signed up to attend.

The spacious auditorium was only sparsely filled. About 650 parents had registered to attend, according to a DOE spokesman, but many did not show up. Hundreds of seats were available.

That was of little consequence to about a dozen DOE officials and school safety agents who stood outside and turned away the protesters. They couldn’t come in, the officials said, because the event was not open to the public.

“Let us in,” said Sherry Dorwish, a parent from P.S. 256 in the Bedford-Stuyvesant section of Brooklyn, which could face closure. She was among several parents with signs who did not sign up but waited for about an hour outside. “There’s only a handful of parents out here. If there are empty seats in there, why not let us in?”

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.