Ed Chief

Arne Duncan talks turnaround work in the trenches of struggling Memphis schools

PHOTO: Kayleigh Skinner
U.S. Education Secretary Arne Duncan talks Friday with Lionel Cable, principal of Douglass K-8 Optional School in Memphis and part of the Innovation Zone for Shelby County Schools.

With an audience that included U.S. Education Secretary Arne Duncan, Melrose High School Principal Mark Neal described the challenges of school turnaround work in Memphis, where efforts to address the city’s high concentration of struggling schools is attracting the attention of the nation.

One of the challenges, Neal said, is understanding “there are some dynamics bigger than us.”

In Tennessee’s largest city, poverty is pervasive. In Shelby County Schools, the state’s largest public school district with more than 93,000 students, nearly 80 percent are economically disadvantaged. Poor literacy skills, high mobility, gangs and truancy are part of the mix too.

Neal was among educators who spoke with Duncan Friday during a roundtable discussion about how to turn the trajectory of chronically underperforming schools. Serving as the backdrop for the conversation was Douglass K-8 Optional School, a struggling school now achieving student growth under the umbrella of Shelby County Schools’ Innovation Zone, a state-approved district initiative focused on quickly moving schools out of the state’s bottom 5 percent.

Visiting Memphis for the fourth time since he became the nation’s education chief, Duncan commended administrators for their dedication in the trenches of school turnaround work.

“I don’t think there’s any harder work, any more important work, than turning around schools that are historically struggling,” Duncan said.

The outgoing secretary’s return to Memphis in the last months of his tenure was fitting because the city’s changing education landscape reflects part of his legacy as the nation’s education chief. Under the Race to the Top competition announced by Duncan and President Obama in 2009, the administration’s push to improve the nation’s worst schools and close the achievement gap among their students helped to drive local, state, federal and philanthropic efforts to address the city’s woeful K-12 public education system.

The secretary also used Friday’s Memphis trip, including a visit to Southwest Tennessee Community College, as his podium to announce the launch of an experiment that will expand access to college coursework for high school students from low-income backgrounds.

For the first time, those students will be able to access federal Pell grants to take college courses through dual enrollment. Dual enrollment, in which students enroll in postsecondary coursework while also enrolled in high school, is a promising approach to improve academic outcomes for low-income students, Duncan said.

“A postsecondary education is one of the most important investments students can make in their future. Yet the cost of this investment is higher than ever, creating a barrier to access for some students, particularly from low-income families,” Duncan said in a news release. “We look forward to partnering with institutions to help students prepare to succeed in college.”

Getting students to graduate high school ready for college, career or other postsecondary training is the goal of schools in the iZone as well. But first, K-12 schools must raise their yearly achievement level and create a culture of learning that supersedes the challenges faced by students outside of school.

Arne Duncan talks about strategies for chess with a student learning through play at Douglass.
PHOTO: Kayleigh Skinner
Arne Duncan talks about strategies for chess with a student learning through play at Douglass K-8 Optional School.

During his school turnaround discussion at Douglass School, principals told Duncan that building relationships with students and their families is key to building a foundation for student learning.

Rodney Rowan, principal of Cherokee Elementary School, said educators are providing “a voice to the children, [but] being a voice to the parents as well.” Many parents know what they want from the school, he said, but struggle to articulate their needs.

“You have to make them comfortable enough to be transparent with you about the things that they need,” Rowan said. “People don’t care what you know until they know that you care.”

Shelby County Schools Superintendent Dorsey Hopson said the district’s 3-year-old iZone is finding success bridging the gaps among students, parents and families. Its intensive turnaround model requires additional funding for interventions such as extended school hours, rewarding effective teachers with bonuses, and giving principals autonomy to hire teachers and rewrite curriculum.

“In particular, our iZone schools have very strong school leaders,” Hopson said.

Duncan said the iZone’s steady gains in student scores demonstrate that “the progress is very real.”

“I have a pretty good sense of the challenges you face … single-parent homes and sometimes no-parent homes, kids in school when they’re hungry or can’t see the blackboard or whatever it might be. But great principals and great teachers make a huge difference in students’ lives,” he said.

The secretary said he would like to see more school districts emulate the approach that Shelby County Schools has taken with its iZone.

“There’s something pretty special happening in Memphis,” Duncan said. “You guys are ahead of many districts in challenging status quo and putting together a plan, putting together a team and putting together a mini district. I know you have a long way to go, but you’re making faster progress than many school districts and that’s a really, really big deal.”

 

Editor’s note: This story has been updated to clarify that Douglass School is now a state reward school for student growth.

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.

What's Your Education Story?

As the 2018 school year begins, join us for storytelling from Indianapolis educators

PHOTO: Dylan Peers McCoy/Chalkbeat
Sarah TeKolste, right, and Lori Jenkins at a Teacher Story Slam, in April.

In partnership with Teachers Lounge Indy, Chalkbeat is hosting another teacher story slam this fall featuring educators from across the city.

Over the past couple of years, Chalkbeat has brought readers personal stories from teachers and students through the events. Some of our favorites touched on how a teacher won the trust of her most skeptical student, why another teacher decided to come out to his students, and one educator’s call to ramp up the number of students pursuing a college education.

The event, 5:30 p.m. Thursday, Sept. 13, is free and open to the public — please RSVP here.

Event details:

5:30 p.m. to 7:30 p.m.
Thursday, Sept. 13, 2018
Tube Factory artspace
1125 Cruft St., Indianapolis, IN 46203
Get tickets here and find more on Facebook

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