naomi smith

As the city pushes collaboration, demo schools fine-tune their tips

Christina Cordell, a director for the Showcase Schools program, works with Central Park East II Principal Naomi Smith, right, at conference on Tuesday.

Naomi Smith and her team at Central Park East II knew that their early-education methods worked. To demonstrate, they opened their doors to visitors from other schools last year, pointing out how time spent playing with blocks and Play-Doh helped the school’s youngest students learn and develop.

But there was one problem: Outsiders weren’t convinced.

“When people first came in, they were like, this is what your kids do all day?” said Smith, the school principal. “What is this?”

How to react to, and move past, that kind of disconnect was among the topics raised during a brainstorming session this week for New York City’s “Showcase Schools,” an initiative that debuted last October and required schools to offer tours to educators from other schools. City officials will announce Wednesday that the program is expanding to 27 schools, up from 20 — one of a number of growing collaboration programs that have become emblematic of Chancellor Carmen Fariña’s vision for improving the city school system.

Next year, about 220 schools will belong to one of four programs operated by the department’s Office of Interschool Collaborative Learning, representing roughly 14 percent of the school system. And workshops like the one held this week indicate that city officials are paying increasing attention to ensuring that the collaboration efforts are productive, as a few of those programs enter their second or third rounds this fall.

Disseminating good ideas through school visits is the central premise of three of the four programs. Schools in the Showcase program can draw visitors from any school who are interested in a specific concept the city has flagged as the school’s strength (Central Park East II’s is early education). In two versions of the city’s “Learning Partners” program, between three and eight schools form groups that visit each other’s schools.

The office is “growing in its reach because it speaks to the chancellor’s philosophy,” said Phil Weinberg, the deputy chancellor for teaching and learning, “which is rather than compete, we collaborate.”

The fourth program, the Middle School Quality Initiative, is one that Fariña inherited from the Bloomberg administration and is focused on helping schools improve literacy for middle-school students. That initiative, primarily designed for schools with large percentages of black and Hispanic students who qualify for lunch subsidies, is also set to expand from 87 to 108 schools, officials said.

While the middle school initiative is well-established, the Showcase schools, which began with 17 schools in October, belong to a program that is still developing, a process on display Tuesday. At dozens of small tables, discussions ebbed and flowed as principals and teachers imagined what visitors would want to get from tours at their schools.

“What will make visitors leave excited but not overwhelmed?” Milo Novelo, the department’s senior director Showcase Schools, asked the audience.

The schools were chosen for a wide range of strengths. P.S. 69 Vincent Grippo’s tours will focus on its arts curriculum, while Lower Manhattan Community Middle School was flagged for the way its teachers visit one another’s classrooms.

Three chronically struggling schools in the city’s school-turnaround program are also participating: P.S. 154 Jonathan D. Hyatt, J.H.S. 22 Jordan L. Mott, and P.S. 298 Dr. Betty Shabazz. Officials said they would be tasked with explaining their efforts to work with their local communities and how they have created a “sense of urgency” around improvement to other struggling schools.

At Central Park East II’s table, Smith and a colleague huddled with six others. The school was picked to showcase its “work time” period for pre-kindergarten through second grade, during which students work in different areas of a classroom that prompt students to paint, learn about class pets, or play with blocks, among other activities. The idea is to keep the activities unstructured and allow children to choose what they want to do, which Smith said leads to interactions students need as they acquire language.

“How would people know how to get that started?” asked Ellis Scope, an instructor at the Bank Street College of Education.

“I think showing that this can apply to all types of students, all different levels — which I know it does — I think that might be important,” said Patty Williams, a staff member in the office overseeing superintendents. “Because a visitor might say, well, this won’t fit the demographic of my school, this would never work at my school.”

As the meeting wrapped up, the educators returned to how they could avoid the confusion of Central Park East II’s first visits. Some suggested recording video of students talking about what they do during “work time” or providing case studies that illustrate how the format has worked for students with different learning needs.

Smith noted that the last tour she hosted was the best one. By then, she had started priming visitors by emailing them information about the model before the visit, then handing out a fact sheet when they arrived.

“By the last visit, we were like, this is so easy,” Smith said.

This article has been updated to include Milo Novelo’s title and the full name of the office that operates the Showcase Schools program.

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.