network diagnostics

Tensions flare as officials defend their school support systems

Councilman Jackson waives at Shael Polakow-Suransky (far right) during a hearing on the networks.

Facing criticism that the Department of Education does not hold the organizations responsible for supporting schools accountable for their success, Chief Academic Officer Shael Polakow-Suransky told members of the City Council today that the opposite is true.

In fact, he said during a heated hearing about the department’s network support structure, he has changed the leadership of 15 of the department’s 55 networks.

“Fifteen of those [former network leaders] are people that I did not have confidence in and we wanted someone to do better,” Polakow-Suranksy told the city council members during a lengthy hearing. “There is very clear accountability.”

That revelation was one of many data points he and other top officials shared this afternoon at a City Council Education Committee hearing on the school networks and their nebulous roles supervising each of the city’s 1,700 schools. The networks fit into a complicated and at times unintuitive picture of the school system’s structural make-up. They were created in 2007, several years after Mayor Michael Bloomberg took office and his former schools chancellor, Joel Klein, dissolved the 32 Community School Districts that once supervised the city’s schools and made academic and operational decisions.

Now, instead of being placed into networks based on their schools’ geography, principals are able to select which networks to join based on the philosophies and support systems they offer. And in turn, networks play the dual role of helping schools improve and communicating with the department’s superintendents who decide what teachers and principals should get tenure or be replaced.

Under duress from Councilman Robert Jackson, the committee chair, and several other councilmembers who spent hours grilling him on the ways the department hold schools and networks accountable, Polakow-Suransky conceded that the department should be more transparent about the role of the networks.

“The larger point you’re making—have we not done a good job sharing with the public all the information we have and can share—is right,” he said.

The information has never been a secret, department officials said, but they have never made an effort to make it public, for example by posting it on the department’s website in this level of detail.

To keep tabs on the networks, department officials said they evaluate them in six areas, from the rigor of their academics to their efforts to engage families, and then share those evaluations with school principals who may  be considered whether to join or leave a network. Beyond that, officials shared few new pieces of information on the networks, whose day-to-day operations have been largely unknown to the public since they were created in 2007.

The details shared this afternoon included a list of the 55 networks, which are organized into five clusters, and the names of each of their leaders, a map of where the networks’ have their offices, and a chart detailing how the department has funded the networks over the years. The main takeaway of that chart is that funding for the networks has decreased since 2007, from $250 million to $181 million in 2011. Those funds pay the salaries of the cluster and network personnel, the district superintendents, special education committees and partnership support organizations.

Officials also provided a chart of the structure of the networks, which each have 15 employees ranging from the leader and deputy leader to operations consultants and academic “achievement” coaches. The list of  their jobs is long, according to the powerpoint presentation officials presented; the networks are in charge of providing targeted professional development to school staff in need, creating reports on special education, making sure schools can access data on their students and operations, and educating families about their children’s education.

As Polakow-Suransky walked the committee through the powerpoint presentation on the networks, Jackson interrupted him several times to criticize the amount of time it took for the department to submit requested information to the City Council. Jackson repeatedly told Polakow-Suransky that he would have to make more information about the networks public “right now,” and criticized Polakow-Suransky’s sometimes-vague responses.

“You’re getting me a little annoyed here,” Jackson said at one point, waving his arms at Polakow-Suransky.

“Likewise,” Polakow-Suransky responded.

After he spoke, a network leader, a superintendent and a school principal recounted stories of how they help the schools under their purview, and how they work with each other.

“I am personally in schools working with principals almost every single day,” said Alinson Sheehan, the Children First Network 102 leader. She told a story of how her network, which includes 33 schools from Manhattan, Brooklyn and the Bronx, supported one struggling Manhattan high school with an ineffective leader,  which she did not name.

Serapha Cruz, the principal of the Bronx School of Science Inquiry, a middle school, said her network, CFN 411, has helped her avoid closure.

“An achievement coach worked in our school with our teachers to create a much calmer school environment,” she said. “Five years later our school is a much safer place, with 95 percent attendance. Networks can have a profound and positive impact on schools.”

“My team had been supporting this school, incuding weekly meetings with the principal, the liaons helped with attendance interventions for students, and i also did classroom interventions, but the school was still struggling. despite our intentions the supports didn’t seem to be improving thelearning environment at the school. ”

Before deciding the principal ought to be replaced, She sought the advice of Tamika Matheson, the district superintendent of Manhattan High Schools. “Things aren’t perfect… but student attendance is up and teacher morale is also up.”

Even as Matheson, Sheehan and Cruz recounted the good that can come from a strong network-school-superintendency relationship, city council members remained skeptical of the networks’ value.

“I talk to all my principals, [and] I don’t know anyone who is satisfied with the current system,” Councilman Mark Weprin said. “Give me a superintendent and ten staffers and I will run my school district better than you are.”

Polakow-Suransky countered that he was familiar with many school administrators who are much more satisfied with the current network structure than they were a decade ago, when the schools were run by community districts. But Weprin was unconvinced.

School leaders, he said, “are afraid of their own shadows. They don’t want to do anything without checking behind them to make sure they’re not getting fired.”

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.