a second look

For three co-located schools, Learning Partners pilot leads to plenty of suggestions

PHOTO: Geoff Decker

The eight schools housed in the massive John F. Kennedy campus in the Bronx get along. Schools share floors of the building, administrators meet regularly, and teachers often stop to chat while passing in the hallways.

But when it comes to teachers knowing what goes on inside each other’s classrooms, the schools might as well be in different boroughs.

“I’ve been in this building for seven years and I’ve never been in this room,” said Wanda Dingman, an assistant principal at the Marble Hill School for International Studies, sitting inside a High School for Law and Finance classroom.

Dingman was finally in the room, which is outfitted with wooden benches for a criminal law class’ mock trials, through the city’s new Learning Partners program. The program is the extension of Chancellor Carmen Fariña’s guiding theory that schools can improve by sharing their best ideas with others. And as the pilot program gets underway this spring, Chalkbeat tagged along for one of those idea-swapping visits to ask, how is it working?

The day-long meeting included staff members from Marble Hill, Law and Finance, and Bronx Engineering and Technical Academy—schools that have a lot in common and make up one of the pilot program’s seven “triads.” All three high schools are inside the JFK campus, so teachers are a just flight of stairs or a few doorways from some classroom visits. They also benefit from sharing a school support organization, New Visions for New Schools.

But Law and Finance is an open-enrollment school that serves a different student population than Marble Hill, which itself serves a high proportion of recent immigrants and English Language Learners. Law and Finance has more than twice as many students with special needs and a high percentage of overage students. The school’s attendance rate is 82 percent, about 10 points below the city average.

As the day began, staff members said that even small amounts of mutual feedback have already sparked change. After one visit to Marble Hill, BETA is redesigning its seven-week summer school program for incoming freshmen based on Marble Hill’s model. Principal Karalyne Sperling said that if it’s successful, she might incorporate it into a new career and technical program that she’s developing.

Those conversations continued as Law and Finance hosted staff members from both Marble Hill and BETA—when it was clear that the program is causing some anxieties as well.

The full-day visit started with a presentation from Law and Finance assistant principal Tyrone Iton, who said he wanted Marble Hill to help his school improve the “rigor” and consistency of its classes. Law and Finance’s challenges were occasionally on display during the classroom visits: In one economics class, where students were calculating what their yearly raises should be in order to keep up with inflation, visiting adults outnumbered the students.

But the teachers’ and administrators’ takeaways were varied, and ideas didn’t always flow from host school to partner school. Marble Hill’s Dingman said she had learned some things herself, pointing to the group’s visit to a 10th grade English classroom where students passed around a conch shell and debated the role that two Lord of the Flies characters played in the murder of Piggy.

“The teacher said almost nothing at all,” said Dingman, which she attributed to high student engagement with the Socratic-style seminar. “I’d like to see more of that in my school.”

Still, the partner schools said they were looking to Marble Hill’s example. One key to that school’s success in graduating their mostly high-need students at an 89 percent clip, and preparing a larger-than-average percentage of them for college, is its project-based curriculum, teachers said.

Teachers and principals agreed that the length and number of visits prescribed by the Learning Partners are likely to prompt concerns. BETA Principal Sperling said she had to issue reassurances to teachers wary of missing class as students were preparing to take end-of-year Regents exams.

“We’re a small school, so for five of us to be out, that’s a big deal,” said Jessica Goring, principal of Law and Finance. “But do we make it work? Absolutely, because we believe in it.”

Next year, the city plans to include 75 schools in the program. The city received 253 applications, including seven from charter schools, officials said.

As the program grows, principals at the JFK campus all said they hoped to remain together since the pilot program started so late into the school year. The city hasn’t guaranteed that yet.

Joseph Urrico, a social studies teacher in his fifth year at BETA, said that collaboration had never felt possible in the past. “We share floors,” he said, “but there’s so many things to do.”

Correction: A previous version misattributed a quote to the principal of Bronx Engineering and Technical Academy. The correct attribution is to Jessica Goring, principal at the High School for Law and Finance. 

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.