parent power

Parents with Families for Excellent Schools start to get political

Parents talk about the answer to a question posed by the group facilitator: "What are the characteristics of a quality education?"
Parents involved with Families for Excellent Schools sit in a small group discussion to talk about the answer to a question posed by the group facilitator: “What are the characteristics of a quality education?”

Regina Dowdell stepped up to the microphone and made an honest admission to the room full of fellow parents.

“I personally didn’t know exactly what the mayor did,” said Dowdell, whose daughter attends Girls Preparatory Bronx Charter School. “I think that’s an important focus today.”

Then a PowerPoint slide with the words “Why the mayor matters” flashed onto the screen, followed by slides explaining that the mayor chooses the chancellor and the majority of members on the Panel for Educational Policy, the city’s school board.

The education policy tutorial was part of Families for Excellent Schools‘ first town hall meeting, aimed at turning parents affiliated with the 18-month-old group into a political force in this year’s mayoral election. The nonprofit organization, which focuses on parent-to-parent training and has received hundreds of thousands of dollars in grants from local and national foundations, is one of several trying to mobilize parents as a voting bloc this year.

The group’s top priorities are school choice, teacher evaluations, and ensuring that charter schools have access to public space. But rather than to tell the parents what to think, said Executive Director Jeremiah Kittredge, the purpose of Saturday’s event was to start a conversation for the 200 parents in attendance to begin understanding the policies they can push for.

“This is about developing a statement of principles that these families can use, on which they would hold a mayor who’s here for 10 or 12 years accountable,” Kittredge said. “It’s my hope, if we’re doing our job right, that folks here feel like they’re helping to found and grow an organization that’s not going away.”

More than 5,000 parents from more than 50 schools — almost all charter schools — have attended at least one event or training session during the school year, according to the group.

“Parents can be a political force if they really come together as advocates,” Kittredge said. “But that requires some real learning about what those policies are and how they work.”

On Saturday, the parents divided into 12 groups, with one parent facilitating each table’s discussion based on prompts such as, “What are the things you look for when choosing a great school for your child?” and “How do you know that a school is preparing students for success in college and beyond?” Then the groups brainstormed answers and voted on which issues should be considered top priorities.

Some of the responses fell neatly in line with FES’s agenda. Dowdell, for example, said she was especially worried about how the next mayor will deal with charter schools.

“Bloomberg has always been a huge supporter of charter schools,” she said. “It’s kind of scary that he’s not going to be here anymore.”

But the two ideas that parents brought up most often — the need for safer schools and more parental involvement — spanned education’s ideological divide.

“Parents need to be educated about the system, not just involved,” said Marcia James, who is the PTA president at her child’s KIPP Academy charter school. She added that she thought rivalries between public and charter schools are misguided. “Do not think of it as charter versus traditional public schools. Think of it as what will help our children.”

Carl Powlett, whose son attends Excellence Boys Charter in Brooklyn, said he came to the event because he wants to get more men involved with parent organizations.

“It’s the kind of traditional role that men in our community think women should take on and they’re simply not willing to take the time,” he said. “Mothers are raising these kids by themselves even when there’s a father in the home and we need to fix that.”

FES will hold another town hall meeting for Brooklyn parents April 30 in the Bedford-Stuyvesant section of Brooklyn. The Harlem and Brooklyn town halls will prepare parents for FES’s mayoral candidate forum in mid-June.

FES does not plan to endorse candidates, and Kittredge said 60 percent of parents in the group have not yet decided whom to vote for. He also said the organization is less concerned about election day and more focused on the years to come.

“We want to work with whoever the next mayor is to be focused on issues that our families care about,” Kittredge said. “This is less about picking a victor and more about making sure families’ voices are heard.”

Families for Excellent Schools created posters describing each mayoral candidate's personal biography, including where they were born, what schools they went to and whether they have children.
Families for Excellent Schools created posters describing each mayoral candidate’s personal biography, including where they were born, what schools they went to, and whether they have children. Anthony Weiner was included as a potential candidate. “If he does end up throwing his hat into the ring, people should know what he’s all about,” one FES staff member said.
Before Saturday's event began, parents were invited to write their own answers to questions like, "What is the biggest challenge facing your children?" and "What is your biggest dream for your children?"
Before Saturday’s event began, parents were invited to write their own answers to questions like, “What is the biggest challenge facing your children?” and “What is your biggest dream for your children?”
After Spanish-speaking parents spent an hour brainstorming a long list of issues most important to them, they each voted on which ones they would focus on first.
After parents spent an hour brainstorming a long list of issues most important to them, they each voted on which ones they would focus on first. Two of the discussion tables were solely dedicated to Spanish-speaking parents and all of the FES presentations at the event were translated to Spanish for these parents.

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.