In with the new

Fariña appoints new Boys and Girls principal as staffers await her turnaround plan

PHOTO: Patrick Wall
Brooklyn's Boys and Girls High School is one of dozens of low-ranked schools where the city must launch overhauls by September.

The longtime leader of a high-performing Brooklyn school will take over struggling Boys and Girls High School, Chancellor Carmen Fariña announced Thursday, a week after Boys and Girls’ principal resigned while criticizing the city’s failure to help improve the school.

Michael Wiltshire, the principal of Medgar Evers College Preparatory School in Crown Heights since 2001, will soon take control of Boys and Girls High School in Bedford-Stuyvesant where he once taught, Fariña said late Thursday. The New York Daily News first reported the move.

“Michael Wiltshire is a veteran educator with a proven track record of success as a principal and is undoubtedly the right leader to turn this school around,” Fariña said in a statement.

On Thursday evening, a group of parents, staffers, and students meeting at Boys and Girls said they were eager to meet Wiltshire and to receive details of the city’s improvement plan. But some questioned how his experience would translate, noting that his school only admits top-ranked students, while many Boys and Girls students have special needs or are behind academically.

At the meeting, staff members said Boys and Girls was thrown into chaos by the sudden departure of principal Bernard Gassaway, who said last week that the city’s yet-to-be-revealed turnaround plan for the school “is doomed to fail.” The city must submit that plan to the state because Boys and Girls is one of the lowest-ranked schools in New York. The plans were due this summer, but Fariña has asked for permission to turn them in next month.

Michael Wiltshire will be taking over as principal of Boys and Girls.
PHOTO: Sharon Rubinstein, Teaching Matters
Michael Wiltshire will be taking over as principal of Boys and Girls.

The leadership group echoed Gassaway’s charge that the city’s delay in finalizing its plans would make it harder for the school to improve this year, noting that the school’s first marking period is nearly over.

“We still haven’t seen the real action plan,” one teacher said. “It’s like if you go into a classroom without a lesson plan — you’re planning to fail.”

The elected officials and community leaders who make up Boys and Girls’ powerful advisory board did recently meet with Fariña to discuss her plans for the school, and Fariña told them that “closure is not an option” for the school, according to board member and former City Councilman Albert Vann. She also promised more money for school facilities and staff, according to another board member, State Sen. Velmanette Montgomery. (Department officials declined to comment on those specifics.)

The advisory board also played a major role in Wiltshire’s appointment, members said. They began casting about for a new principal shortly after Gassaway announced his intention to leave about a month ago, according to Vann and Montgomery. After they met Wiltshire at his school and were impressed, they submitted his name to the chancellor, who interviewed him soon after, they said.

Though they are separated by less than two miles, Wiltshire’s school and Boys and Girls could not be more distinct.

Medgar Evers College Prep is a grades 6-to-12 school that admits new students based on their state test scores, grades, attendance, and entrance-exam results. With just 3 percent of students having disabilities and 1.4 percent having been held back before, the school achieved a 97 percent graduation rate in 2013.

Boys and Girls, meanwhile, is a bottom-ranked high school that accepts all applicants, but only managed to fill 98 of 140 open ninth-grade spots this year, teachers said. In 2013, when about 22 percent of its students had disabilities and 16 percent had been held back before, it managed a 44 percent graduation rate.

As news of Gassaway’s resignation spread through the school this week, hastened by an automated phone message that he sent to parents and faculty, the school’s leadership team said students have been upset and teachers anxious. They learned about his replacement that morning by reading the newspaper, they said.

“Nobody’s informing us,” said 17-year-old student Calvin Brown, Jr.

City officials said they expect the school to raise its graduation, credit accumulation, attendance, and Regents-exam pass rates by the end of the school year, group members said. Some argued that is unreasonable and unfair, since the school is undergoing a leadership change and staffers still have not seen the city’s turnaround plan for the school.

“Fariña got her extension to November,” one educator said, referring to the extra three months the city received to file its school-improvement plans. “Why shouldn’t we get an extension?”

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.