lesson leaders

City doubles Learning Partners program and gives some principals a raise

PHOTO: Geoff Decker
The city's Learning Partners program in action in 2014 at High School for Law and Finance. Carmen Fariña announced she is expanding the program in the 2015-16 school year.

Chancellor Carmen Fariña is expanding her signature school-collaboration initiative, doubling its ranks and giving some principals a larger role.

Ten principals in last year’s “Learning Partners” program are getting $25,000 raises to work with groups of up to seven schools next school year in what the city is calling “Learning Partners Plus,” officials said Thursday. A total of 146 schools will participate in one of the two programs starting this fall, up from 73 schools last year.

The expansion underscores a larger shift underway at the Department of Education since Fariña took over more than 18 months ago. Fariña was critical of the school ranking system that the Bloomberg administration had used for its accountability system, which she saw as discouraging schools from working together. Under Fariña and her Learning Partners initiative, the department has pushed principals and teachers to visit other schools to learn what works there, like a new curriculum or teacher leadership models, and bring those ideas back to their own buildings.

“It is the purest form of collaboration and sharing of practices,” said J.H.S. 088 Principal Ailene Mitchell, one of the 10 principals chosen for the “plus” program. “There’s no more secrets.”

Learning Partners launched last April and expanded to 73 schools at the start of the 2013-14 school year. The schools were organized into groups of three or four led by “host” schools, whose staff visited the other schools and met regularly.

The department is evaluating both programs, officials said, but it is too early to know if they will move the needle on student achievement, with even one year’s worth of state test scores and graduation rates not yet released. Participants in 2014-15 said their school had made “positive” changes and that they feel better-connected to colleagues outside the school because of Learning Partners, according to an internal survey.

The lynchpin of the new program are the 10 school leaders, Fariña said, who are among the first group to be named “master principals” since the positions was created in the city’s new contract with the Council of School Supervisors and Administrators. In exchange for their salary boost, they will be required to coordinate visits among up to seven schools and provide other principals with monthly training. The program will be partially funded through grants from the Wallace Foundation.

“Learning Partners Plus recognizes strong leaders in our schools and utilizes them to help improve student outcomes,” Fariña said in a statement.

The master principal raises are different from merit pay bonuses that the city gives to principals and assistant principals. Those bonuses, which have gone to administrators of schools with top-ranking progress report scores in the past, are still part of the CSA contract, although Fariña is tasked with deciding how to rank the top schools in upcoming years.

As with last year, the Learning Partner cohorts in both programs are organized by grade levels. Of 35 groupings, 13 are only high schools, nine are only middle schools and seven are only elementary schools. Two groups include prekindergarten programs and the rest include schools with mixed grades. (Complete lists of schools for both programs are available below).

Most of the Learning Partner Plus host schools will be paired up with at least one school they worked with last year, although Mitchell said principals said they had more say in deciding the groupings this year. She said she was particularly excited about working with P.S. 230 in Windsor Terrace, where many students in her middle school come from.

“Now those teachers can plan with my sixth and seventh grade teachers,” Mitchell said.

All 148 of the Learning Partner schools will be able to have up to three model teachers, which are leadership positions that require extra work and come with a $7,500 raise, a department official said. The 10 host principals in Learning Partner Plus schools will be allowed to promote more teachers.

Ed Tom, principal of the Bronx Center for Science and Mathematics, said having model teachers was a highlight of last year’s program and is promoting an additional five teachers to the position this year.

“I think the biggest gains for our school community is model teachers,” Tom said.

Nearly 100 schools will be new to the programs this fall. Of the 73 schools that participated last year, 50 will be involved a second year, with some moving onto the “plus” program. Learning Partners Plus will consist of 71 schools and Learning Partners will consist of 75 schools.

Over 260 schools applied for the programs, city officials said on Thursday.

Fariña’s vision for collaboration has expanded beyond the Learning Partners programs, too. An entire office at the department is now dedicated to helping schools work together, absorbing the existing the Middle School Quality Initiative and launching Showcase Schools, a group of 17 schools that hosted tours and shared ideas directly with the department.

A complete list of Learning Partner Plus schools below. For a list of Learning Partner schools, click here.

P.S. 112 Jose Celso Barbosa, host 
P.S. 57 James Weldon Johnson
P.S. 206 Jose Celso Barbosa
Dos Puentes Elementary School
P.S. 132 Juan Pablo Duarte
Professor Juan Bosch Public School
P.S. 163 Alfred E. Smith
Samara Community School

P.S. 249 The Caton, host
P.S. 161 The Crown
New Bridges Elementary
P.S. 49 Willis Avenue
P.S. 208 Elsa Ebeling
P.S. 268 Emma Lazarus
P.S. 276 Louis Marshall

P.S. 214, Bronx, host
P.S. 109 Sedgwick
P.S. 143 Louis Armstrong
P.S. 106, Queens
J.H.S. 052 Inwood
Global Technology Preparatory
Ronald Edmonds Learning Center II

P.S. 321 William Penn, host
P.S. 009 Teunis G. Bergen
P.S. 282 Park Slope
Academy of Arts and Letters
The Maurice Sendak Community School
Sunset Park Avenues Elementary School
Riverdale Avenue Community School
Riverdale Avenue Middle School

I.S. 034 Tottenville, host
I.S. 075 Frank D. Paulo
I.S. 051 Edwin Markham
South Richmond High School I.S./P.S
I.S. 061 William A Morris
P.S. 001 Tottenville
P.S. 6 Corporal Allan F. Kivlehan School
P.S. 042 Eltingville

J.H.S. 088, host
Corona Arts and Sciences Academy
I.S. 5 – The Walter Crowley Intermediate School
Sunset Park Prep
I.S. 392
P.S. 230 Doris L. Cohen
Bronx Writing Academy

School for Global Leaders, host
M.S. 267 Math, Science & Technology
J.H.S. 383 Philippa Schuyler
The School for the Urban Environment
J.H.S. 210 Elizabeth Blackwell
Middle School for Art and Philosophy
Life Sciences Secondary School 

J.H.S. 216 George J. Ryan, host
P.S./M.S 042 R. Vernam
I.S. 254, Bronx
The Forward School
J.H.S. 185 Edward Bleeker
Village Academy

Bronx Center for Science and Mathematics, host
Bronx Leadership Academy High School
Bronx High School for Law and Community Service
Belmont Preparatory High School
Pelham Preparatory Academy
Theater Arts Production Company
Bronxdale High School

East Brooklyn Community High School, host
Brooklyn Frontiers High School
High School for Excellence and Innovation
Brooklyn Democracy Academy
Brooklyn Bridge Academy
Green School: An Academy for Environmental Careers

Top 10

From forest preschools to a secret apology, here are Chalkbeat Colorado’s must-read stories of 2018

PHOTO: Ann Schimke/Chalkbeat
Megan Patterson works with children to make a dam in a creek during a recent "forest school" class.

We spend a lot of time at Chalkbeat chasing the news to keep our readers informed about controversial policy changes, fast-moving debates, and late-breaking decisions.

But we also relish the opportunity to dig deep into issues affecting students and families, shine light on innovative ideas, and hear from dedicated educators making a difference. With that in mind, we’ve gathered 10 of our best stories from 2018.

These stories don’t necessarily chronicle the biggest education issues of 2018, from teacher walkouts to unprecedented state interventions. But they are stories we think are important and insightful, and that we enjoyed reporting and writing. We hope you enjoy reading them.

No walls: Forest preschools let kids run free, but can they change to reach diverse families?

One day this past summer, about a dozen children frolicked by a Jefferson County creek — making pretend tea in small metal buckets, and building dams with sticks and mud.

They were students at Worldmind Nature Immersion School, where children spend all their time outside. So-called forest preschools like Worldmind are beloved by many families but face significant regulatory and logistical barriers in expanding their footprint nationwide. Here in Colorado, a pilot program could lead a new kind of child care license designed for them.

And being licensed could help the schools confront another problem: a lack of diversity among their students. Read more.

Colorado was never ranked 46th for teacher pay. Does this change the debate?

It was an oft-cited statistic: that Colorado, despite its booming economy, ranked 46th in the nation for teacher pay. The eye-popping number found its way onto social media posts and signs at massive teacher rallies last spring. News outlets latched on to it, too.

But it was wrong. Colorado was actually ranked 30th in the nation.

Our story breaks down how the mistake happened (hint: a new data system, an unrevised report) — and how groups with different agendas seized on the snafu to score points. Read more.

This is the letter of apology that Adams 14 leaders never sent

The Adams 14 district in Commerce City is arguably the most troubled and low-performing in Colorado. Just last month, state officials directed Adams 14 to hire an external manager to oversee the district’s operations for at least the next four years.

Back in September, Adams 14 officials considered taking a rare step: saying sorry to the community. But an apology letter was never signed nor sent out.

Chalkbeat obtained a copy of the letter, which makes mention of “various and conflicting priorities, coupled with constant turnover and organizational disarray.” Read more.

Rising test scores and dwindling trust: Denver’s Tom Boasberg leaves a complicated legacy

Colorado’s largest school district experienced a big change this year when longtime leader Tom Boasberg announced he would step down after nearly 10 years in Denver Public Schools.

Because of his school improvement strategies — some of which were controversial and heightened tensions with the community — the district that the new superintendent, Susana Cordova, will inherit in January is vastly different than it was a decade ago.

One tangible difference: Schools that once served as anchors of the community but struggled academically have been closed or replaced. That disappearance was on display on one of Boasberg’s last days, when he held his cell phone close to his mouth and enunciated each word so his GPS would understand his direction: “Montbello High School.” Read more.

Parents in one Aurora high school are visiting classrooms and giving teachers feedback

Like many schools in Colorado, Aurora’s Rangeview High School has a test score gap between white and black students. But the assistant principal there came up with a unique way to try to address it: by inviting black parents to visit classrooms and observe how students are — or are not — engaging with the teacher’s lesson, and then provide suggestions for improvement.

“We give true and honest feedback,” said one parent involved, “if they looked or appeared comfortable, how they interacted with the environment, the temperature of the room.”

Although the assistant principal considers the African American Parent Committee an experiment, she said it’s generating uncomfortable but necessary conversations. Read more.

How education reform became a wedge issue among Colorado Democrats this election year

For years, more moderate Democrats, often working in unison with like-minded Republicans, championed education reform efforts ranging from school choice to holding educators accountable for student performance.

But partly because of backlash against President Donald Trump and his education secretary, those strategies no longer fly with many Democrats — especially left-leaning Democrats who see them as undercutting public education and devaluing the work of teachers.

That sentiment was palpable in Colorado’s Democratic gubernatorial primary, and could shape the next legislative session, which starts in January. “Education is the issue that really stands to divide the left in a very substantial way,” one observer said. Read more.

How a Colorado school district turned things around at 10,000 feet above sea level

School improvement efforts look a little different high in the Rocky Mountains. While many of the strategies used by the 1,000-student Lake County school district are familiar to urban settings, they’ve been retrofitted to meet the needs of a district that’s 100 miles west of Denver.

For example, instead of firing teachers and principals who weren’t accelerating student learning fast enough, the district adopted a new curriculum and gave its teachers lots of training.

“The belief that the people are the problem is wrong,” the superintendent said. “Our teachers are professionals, and we believe in them. We’re proving that there is a framework or a pathway for rural schools to improve that’s about building capacity within your own community.” Read more.

7 things to know about how Colorado schools punish their youngest students

After state lawmakers rejected a bill to limit the use of suspensions in the earliest grades, Chalkbeat wanted to know more about the early childhood discipline landscape in Colorado. Data from the Colorado Department of Education revealed several trends.

Among them: Young black boys are suspended at disproportionate rates. Some rural school districts have the highest early childhood suspension rates in the state.

And despite nationwide debate about the impact of harsh discipline on young children and local efforts to bring the numbers down, suspensions in the early grades are actually going up. Read more.

In Denver’s gentrifying neighborhoods, some middle-class parents are avoiding the school down the block

Many neighborhoods in Denver are gentrifying, with middle-class families moving into what have historically been working-class communities. That type of demographic shift could easily lead to neighborhood schools that are more integrated by family income and race.

But that doesn’t always happen in Denver. Instead, data show that wealthier families – more often than low-income families – are using Denver Public Schools’ universal school choice process to send their kids to schools elsewhere in the city.

That’s a problem because research shows integrated schools boost test scores for students from low-income families without lowering the scores of those from wealthier ones. Denver officials want to see those benefits, but allowing parents to choose may be thwarting them. Read more.

Why this Colorado principal hand delivers birthday cards to more than 2,000 students and staff

Northglenn High School Principal Sharee Blunt is Colorado’s 2018 School Principal of the year — but perhaps even more impressive is the enormous number of birthday cards she hand delivers each year. If you’re one of those people who can barely remember your spouse’s birthday, you’ll be floored by Blunt’s annual feat.

In our interview with Blunt, part of Chalkbeat’s “How I Lead” Q&A series with distinguished school leaders, she talks about what she realized after a mother’s emotional reaction, and why she gave a teacher a pass during a lesson that went awry. Read more.

union power

Charter teachers won big in nation’s first strike. What now?

PHOTO: Yana Kunichoff / Chalkbeat
Teachers from Acero charter schools in Chicago protest stalled negotiations Oct. 24, 2018, as they readied to vote on authorizing a strike.

Some 500 unionized teachers joined in the nation’s first charter strike last week, and succeeded in negotiating wage increases, smaller class sizes and a shorter school day. Their gains could foreshadow next year’s citywide contract negotiations — between the Chicago Teachers Union, with its contract expiring in June, and Chicago Public Schools.

“The issue of class size is going to be huge,” said Chris Geovanis, the union’s director of communications. “It is a critically important issue in every school.”

Unlike their counterparts in charters, though, teachers who work at district-run schools can’t technically go on strike to push through a cap on the number of students per class. That’s because the Illinois Education Labor Relations Act defines what issues non-charter public school teachers can bargain over, and what issues can lead to a strike.

An impasse on issues of compensation or those related to working conditions, such as length of the school day or teacher evaluations, could precipitate a strike. But disagreements over class sizes or school closures, among other issues, cannot be the basis for a strike.

The number of students per class has long been a point of contention among both district and charter school teachers.

Educators at Acero had hopes of pushing the network to limit class sizes to 24-28 students, depending on the grade. However, as Acero teachers capped their fourth day on the picket line, they reached an agreement with the charter operator on a cap of 30 students — down from the current cap of 32 students.

Andy Crooks, a special education apprentice, also known as a teacher’s aide, at Acero’s Sor Juana Inés de la Cruz school and a member of the teachers bargaining team, said that even having two fewer students in a classroom would make a huge difference.

“You really do get a lot more time with your students,” Crooks said. “And if you are thinking about kindergarten in particular, two less 5-year-olds really can help set the tone of the classroom.”

In district-run schools, classes are capped at 28 students in kindergarten through third grade, and at 31 students in fourth through sixth grade. But a survey by the advocacy group Parents 4 Teachers, which supports educators taking on inequality, found that during the 2017-2018 school year, 21 percent of K-8 classrooms had more students than district guidelines allowed. In 18 elementary school classrooms, there were 40 or more students.

The issue came up at last week’s Board of Education meeting, at which Ivette Hernandez, a parent of a first-grader at Virgil Grissom Elementary School in the city’s Hegewisch neighborhood, said her son’s classes have had more than 30 students in them. When the children are so young and active — and when they come into classrooms at so many different skill levels — “the teachers can’t handle 30 kids in one class,” she told the board.

Alderman Sue Garza, a former counselor, accompanied Hernandez. She also spoke before the board about classroom overcrowding — worrying aloud that, in some grades at one school in particular, the number of students exceeded the building’s fire codes. (Board chair Frank Clark said a district team would visit the school to ensure compliance fire safety policies.)

While the Chicago Teachers Union aren’t technically allowed to strike over class sizes, the union does have a history of pushing the envelope when it comes to bargaining.

Back in 2012, when the Chicago Teachers Union last went on strike, they ended up being able to secure the first limit on class sizes in 20 years because the district permitted the union to bargain over class size.

They also led a bargaining campaign that included discussion over racial disparities in Chicago education and school closures, arguing that these trends impacted the working conditions of teachers.

“Even if you can’t force an employer to bargain over an issue, you can push them to bargain over the impact of an issue,” Bob Bruno, a labor professor at the University of Illinois at Champaign-Urbana, explained.

The Chicago Teachers Union also emerged from its 2012 negotiations with guarantees of additional “wraparound services,” such as access to onsite social workers and school counselors.