edu-tourism

City schools tour aims to spur democratic education elsewhere

iSchool students taking part in a Model United Nations class that the IDEA tour visited

Ammerah Saidi, a program coordinator with Detroit Future Schools, meandered in and out of classrooms in the iSchool one morning last week. She had her pick of classes to observe – classes such as “Sixteen,” a course designed around the question of what it means to be 16 in New York City, and Cartography, where students creatively mapped their hearts and fictional worlds.

Saidi was one of nearly 30 educators, advocates, and consultants from across the country and world taking part in a two-day, three-borough tour of schools and programs that promote democratic education.

“To hear about student-centeredness is one thing, but to feel it is something different,” Saidi said later in the day. “I love being reminded that it should be about the students at all times.”

That getting up close and personal with democratic modes of schooling is likely to inspire educators to change their practice is the theory behind the Institute for Democratic Education in America‘s “Innovation Tours” of city schools. Inspired by an Israeli organization, IDEA promotes the vision that students and communities should be democratically invested in their schools. To get educators to sign on, the group exposes them to democratic models of schooling in action. The goal of each Innovation Tour, which IDEA co-founders Dana Bennis and Jonah Canner lead, is for participants to walk away with ideas about how to broaden participation in their own communities — and then to implement those ideas, with IDEA’s help.

“We’re not just creating a certain school and modeling it and building it out around the country,” said Bennis, now IDEA’s director of research and programs. “This is about communities coming together and asking: What are our goals for education? What do we want to achieve?”

During last week’s tour, the group’s third since its founding in 2010, participants visited the iSchool, a centerpiece of the Department of Education’s Innovation Zone, and Urban Academy, the alternative high school on the Upper East Side whose students demonstrate proficiency through presentations and projects instead of Regents exams. They heard the principal of Brooklyn’s P.S. 28 describe her vision for a school that helps everyone in the community, not just the students who are enrolled. And they saw how The Point, a community group in the Hunts Point section of the Bronx, works with new schools, develops green spaces, and provides outlets for creativity.

Administrators at the two high schools emphasized  the ways they grant students and teachers the freedom to shape the curriculum and program. At both schools, teachers design courses they want to teach and students select most of the classes they take, and classes include students from all grades whose learning is dictated by their interests. Even space is distributed democratically among faculty and students, with large common rooms where teachers and students work side by side.

At the iSchool, administrators said, the goal of democratic learning is to let students take control of their academic success. In many rooms, the teachers disappeared behind the students, who took center stage as they passionately debated the dangers of nuclear testing in India and Pakistan in a Model United Nations short course and as they designed their own symphonies on laptops in a short, intensive course called “Inside the Music.”

In contrast, Urban Academy founding director Ann Cook said democratic learning at her school is meant to engage students around social and political issues that affect them. Urban Academy’s hallways contained sculptures, murals, and photographs, but also news clippings about the school’s battle for a waiver from requiring Regents exams and a big banner across the entrance that declared “Hunter College Hands Off! Save Julia Richman Schools! Save Our Community!”

“What we’re looking for is to have obnoxious citizens come out of our school,” she said.

If the mornings showed the IDEA tour group what education looks like “with liberty,” the afternoons showed what it looks like with “justice for all.”

P.S. 28 kindergartners sharing their observations about leaves

At P.S. 28, principal Sadie Silver described her efforts to turn half of the school building into community space that includes a meeting room and space for nonprofit groups to offer a nursing program, support for foster care families, job training, and other services. How the implementation of wraparound services will trickle down from big ideas to classroom practice remains to be seen, she said. During a whirlwind tour of the school (bubbly student leaders counted to sixty in each classroom before tapping visitorson the arm, whispering “we have to go,” and skipping off to the next room) the IDEA group saw uniform-clad elementary-schoolers engaging in fairly traditional lessons about editing for capitalization, counting to five, and making observations about leaves.

“It’s not just about how to teach your kid reading, but about how to find an apartment in this economy, about how to find a job.” Silver said. “We couldn’t do what we wanted to do within the school without targeting the environment as a whole.”

Innovation Tour members getting a guided walk through Hunts Point

Tour members saw a different vision of whole-community improvement efforts at The Point, the last stop on the Innovation Tour. On Friday afternoon, the group’s airy brick and windowed building in Hunts Point was busy with students entering a Shakespeare program and community members working on their incubating business ventures. After a presentation about the area’s poverty, Point staff led a walking tour through the community, pointing out places of progress: new schools, green spaces, a cleaned-up waterfront.

The Point prides itself on giving community members the tools to improve their environment and their lives.

“It’s about power,” said Sharon De La Cruz, director of The Point’s A.C.T.I.O.N. program. “Not in a greedy or nasty way, but as in empowerment.”

As the tour concluded, participants reflected on what they liked about what they saw — the couches in Urban Academy’s hallways, the vision at P.S. 28 — and how they would take the lessons they learned back to their home communities.

“I didn’t imagine that there were so many people working on education and trying to improve their community and the youth,” Omar Soto, a social worker and coordinator for Nuestra Escuela, an alternative school in Puerto Rico, said through a translator. “I learned that there is tons of work to be done.”

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.