For those of you unaware, last night's exhausting and spirited protest Panel for Education Policy (PEP) meeting at Brooklyn Tech might as well have been a weary doctor breaking the bad news: We have a year to live.
For eight hours, passionate teachers, students, administrators, politicians, and city officials implored the members of the panel to show some restraint and attention to the problem of closing schools in such a fashion. The four members of the PEP that represented Queens, Bronx, Manhattan and Brooklyn voted no, but the remaining appointees to the panel (who were appointed by Bloomberg) offered their rubber stamp on the proposal. As a result of this imbalance, all of the schools proposed for closure will be closed as of next year.
As we have mentioned before on this blog, Columbus High School, one of the schools slated not to accept an incoming ninth grade class come September, is quite similar to Lehman in many ways. Both of us received a 'Proficient' on our last quality review. If we compare the Columbus 2008-2009 progress report to ours from 2007-2008, we received virtually the same amount of student progress (22.8 Columbus vs. 23.2 Lehman), similar school environment (7.6 vs. 8.5), and student performance (9.1 vs. 11.2). The major difference is that Columbus has made progress down the road toward state shutdown (Restructuring vs. School in Need of Improvement) but that could very easily change considering the academic changes that have been made this year. How well are YOUR students going to do on the Regents exams? I don't know about what you have seen, but credit recovery has KILLED performance for those students this semester and I am afraid, VERY afraid for what will happen as we grade this week.
While Dr. Saraceno announced that Lehman received a B on the latest progress report, (an interesting fact considering the investigation into wrongdoing in generating that report - is the investigation complete?) it seems doubtful that we are headed in the right direction. We are floundering. Lehman offers its community many successful programs, but has fallen victim to the same difficulties that Columbus has experienced due to closure of nearby schools that serve the same populations. Our ELL and Special Education populations have grown substantially over the past few years - this is not the problem by itself. Administrators have done very little to support teachers in their efforts to help these students in meaningful ways, instead asking them to be "creative" in finding ways for these students to make up "missed work", "earn" credits, and "graduate".
The DOE's "super" solution to the issues left behind by the Leder administration has proven to be inept, arrogant, and misguided in her efforts to reform Lehman to become what she sees as a flagship school. The NYC Department of Education, the PEP, and Chancellor Klein ignored the eight hours of testimony yesterday and voted as they had clearly planned since the beginning to close the schools. Make no mistake - we have a target on our backs. We need to be as clear as possible to anyone who is listening that we are not going to sit down and wait to be led down the road to ATR status. We are next.
We need to take control. We need to control our own message, and not accept the one used to describe us at supposedly closed cabinet meetings. We believe in students and want to give them the best education we can give them on our own terms and for the right reasons, not because we are pressured to do so to give someone a new deck or jacuzzi. We hear so many people in public say that the teachers are the problem behind the big problems in the educational system. They say that teachers just don't want to work hard, and just want to protect each other's laziness. In our case, we can point back to the DOE, gesture towards the mountain of evidence of wrongdoing, and state affirmatively how wrong this statement is for our school. This is YOUR leadership, and it's bad leadership.
If you are a reader of this blog, we need you to be the cause. The 19credits staff is not the movement - YOU are. Stand up at our next meeting. Ask questions publicly. As we are supposedly held accountable, hold the leadership accountable for their ineptitude, and make a stink. We will all hear about it anyway...news travels fast.
Let's beat the odds. Seriously. It's time to get to work and spread the word.
Oh, and let's see that progress report. We can't wait to see if what you said is true.
Wednesday, January 27, 2010
Wednesday, December 23, 2009
The difference is...
As our team curls up for a nice long winter's sleep, it seems necessary to share what bothers us on this first evening of vacation (if for no other reason) to perhaps free us to enjoy the time with friends and family sans thoughts of SLC organization.
When I would read about events at other schools in the past, it always shocked me how lucky we were to work at Lehman. The school had its problems. Many students didn't make it through, but we believed that we were doing the students of the Bronx a service by running the school as it was run. I was under the impression (and I still believe it to be true) that while the other big schools would be broken down, we would not because of the uniqueness of what Lehman provides. The small schools initiative tried to do what large schools couldn't do - provide community and a sense of belonging for students in order to keep them in the building and motivated in classes. Despite this push, Lehman was able to provide its students with a large number of academic intervention services, night school, extra curricular activities, and a community that supported itself and evolved to attempt to match the needs of students with a supportive and academically demanding faculty. It worked for many students, including some that were accepted into demanding college programs. There were struggles, but not to the same degree as occurred at other schools in the Bronx before they were broken down.
Upon the demise of the previous administration, there was a great amount of speculation that this was one of many steps designed to finally bring the trend of breaking down large schools to Lehman's off-white hallways. It is a good thing to root out corruption. The details of the investigation were never released in any other form than in news articles, so there's really no way to know exactly what happened aside from hearsay. Even with the scandal, the programs in place and the academic programs could exist and be improved in the presence of a strong leader because the programs were formed and designed with teachers and students . When Dr. Saraceno first showed up, she stated that her job was not to break down Lehman into small schools. Instead, she stated that her job was to build upon the successes, and make improvements in the areas where we needed help. She proposed a closed ninth grade campus, and the entire faculty cheered. This was a new idea. It could work. For many of us at that moment, it was a glimmer of hope that meant we might really raise the entire school to the next level and continue to be the exception.
As we now look around, however, it's stunning to realize that we are only a year and a half from the end of the Leder era. The focus is no longer on instruction. The students do not feel safe. The administration makes us do things that make no sense, and then punishes us when we point out the lack of logic behind these demands. Teachers are kept so busy that there is no time to fight lest a letter be placed in their files. All of this ridiculousness is in place, and yet some might walk into the school thinking how innovative the small-learning-communities idea was, and that Lehman students are better off for the idea being plunged down everyone's throats. The problem, these officials might assume, is that teachers are lazy and don't want to work in order to help students reach their goals. The solution must be to shut down the school. But how?
It pains me to believe what a shrewd commenter said a long time ago, and that a more recent comment pointed out to the rest of us. I don't want to believe that this is all happening exactly according to plan. I thought we were special. I thought Lehman was unique. I thought it could be saved.
And, despite the tone of this article, I still believe it can be.
My belief, however, is not that the hope that will save the school will come from outside. We've stayed silent for long enough, our tunnel vision and lack of activism on the things that really matter have cut us deeply. The small school/charter movement/data-driven-decision making movement has been operating around us for a long time. We have been desensitized. First we were insulated from it (by Leder). We were then distracted (by Saraceno) through claims that we just needed to raise our graduation rate and stop reporting security incidents to keep from being closed. To have someone hand-picked as Saraceno be as horrible a manager as she has proven to be, might just be the perfect prelude to what could be the true end to the Lehman campus as it has existed for many years. Why not throw in a cheating scandal to distract us even more from the work that really needs to be done?
This protection from the outside and distraction has never been what was unique about Lehman. There has always been a level of inventiveness, productivity, and an optimistic commitment to students that has been behind the school's success over the years, and THIS is what will bring us a win over those that want to write the end of the Lehman story without our input.
I know we are tired. I know we have lost faith in the system that once made it easy for us. Tell your story and experiences and we will share them with everyone so you do not have to be alone. Writing on a blog will not by itself solve problems. It will instead remind you of the community that exists within Lehman, and the immense power individuals have to make a fuss over something that matters.
Have a happy 2010. Get ready for 19credits to hit the big time - that time is coming soon!
When I would read about events at other schools in the past, it always shocked me how lucky we were to work at Lehman. The school had its problems. Many students didn't make it through, but we believed that we were doing the students of the Bronx a service by running the school as it was run. I was under the impression (and I still believe it to be true) that while the other big schools would be broken down, we would not because of the uniqueness of what Lehman provides. The small schools initiative tried to do what large schools couldn't do - provide community and a sense of belonging for students in order to keep them in the building and motivated in classes. Despite this push, Lehman was able to provide its students with a large number of academic intervention services, night school, extra curricular activities, and a community that supported itself and evolved to attempt to match the needs of students with a supportive and academically demanding faculty. It worked for many students, including some that were accepted into demanding college programs. There were struggles, but not to the same degree as occurred at other schools in the Bronx before they were broken down.
Upon the demise of the previous administration, there was a great amount of speculation that this was one of many steps designed to finally bring the trend of breaking down large schools to Lehman's off-white hallways. It is a good thing to root out corruption. The details of the investigation were never released in any other form than in news articles, so there's really no way to know exactly what happened aside from hearsay. Even with the scandal, the programs in place and the academic programs could exist and be improved in the presence of a strong leader because the programs were formed and designed with teachers and students . When Dr. Saraceno first showed up, she stated that her job was not to break down Lehman into small schools. Instead, she stated that her job was to build upon the successes, and make improvements in the areas where we needed help. She proposed a closed ninth grade campus, and the entire faculty cheered. This was a new idea. It could work. For many of us at that moment, it was a glimmer of hope that meant we might really raise the entire school to the next level and continue to be the exception.
As we now look around, however, it's stunning to realize that we are only a year and a half from the end of the Leder era. The focus is no longer on instruction. The students do not feel safe. The administration makes us do things that make no sense, and then punishes us when we point out the lack of logic behind these demands. Teachers are kept so busy that there is no time to fight lest a letter be placed in their files. All of this ridiculousness is in place, and yet some might walk into the school thinking how innovative the small-learning-communities idea was, and that Lehman students are better off for the idea being plunged down everyone's throats. The problem, these officials might assume, is that teachers are lazy and don't want to work in order to help students reach their goals. The solution must be to shut down the school. But how?
It pains me to believe what a shrewd commenter said a long time ago, and that a more recent comment pointed out to the rest of us. I don't want to believe that this is all happening exactly according to plan. I thought we were special. I thought Lehman was unique. I thought it could be saved.
And, despite the tone of this article, I still believe it can be.
My belief, however, is not that the hope that will save the school will come from outside. We've stayed silent for long enough, our tunnel vision and lack of activism on the things that really matter have cut us deeply. The small school/charter movement/data-driven-decision making movement has been operating around us for a long time. We have been desensitized. First we were insulated from it (by Leder). We were then distracted (by Saraceno) through claims that we just needed to raise our graduation rate and stop reporting security incidents to keep from being closed. To have someone hand-picked as Saraceno be as horrible a manager as she has proven to be, might just be the perfect prelude to what could be the true end to the Lehman campus as it has existed for many years. Why not throw in a cheating scandal to distract us even more from the work that really needs to be done?
This protection from the outside and distraction has never been what was unique about Lehman. There has always been a level of inventiveness, productivity, and an optimistic commitment to students that has been behind the school's success over the years, and THIS is what will bring us a win over those that want to write the end of the Lehman story without our input.
I know we are tired. I know we have lost faith in the system that once made it easy for us. Tell your story and experiences and we will share them with everyone so you do not have to be alone. Writing on a blog will not by itself solve problems. It will instead remind you of the community that exists within Lehman, and the immense power individuals have to make a fuss over something that matters.
Have a happy 2010. Get ready for 19credits to hit the big time - that time is coming soon!
Tuesday, December 8, 2009
Fear and Loathing in Lehmanville
Good evening, one and all.
While pacing the hallways this afternoon, I couldn't help shake the feeling that in the midst of all the changes being made, we haven't yet felt the true bottom of what is in store for our building. Perhaps it was the announcement of the closing of Columbus high school that brought this gloom to hang over my thoughts. Maybe it's the smell of the cafeteria food or the darkness of the hallways - or perhaps it is a warning from that gut-wrenching sense teachers develop that says a lesson just doesn't fit the mood in the room. Something big is about to turn, and it isn't going to be pretty. This isn't to say we haven't seen ugliness recently. We are, however, near a tipping point beyond which there is no turning back, less directed and substantial change. (Cough.)
One thing is clear: The tone of Lehman has changed - for the worse. Some of us can be heard saying the kids are worse than ever or more stupid than ever. We can understand why some of us might feel this way. The nastiness and number of altercations involving students is most certainly on the rise.
The reality is probably a little different. Students, not unlike children in general, are a product of their environment. We’re guessing that given the right circumstances, these students would carry themselves in a ‘flagship-like way.” In the musings on this blog, we have focused on the relationship between administration and teachers, and what this relationship ultimately does for or against students. It might also be instructive to reflect on the direct relationship between the administration and students. The students we teach hunger for an administration that cares and respects them to the degree that we expect and demand more from them.
Instead, we have a principal who displays zero affinity for our population. She seems to have disdain for them. She might even be frightened by them. The frustration we often feel walking into the building each morning is wiped away when we see the faces of our students hungering for something. Admittedly, that something isn't always knowledge. We provide what we provide because we care ultimately about the students and their futures. They make this building what it is - not a series of initiatives that throw dust in the eyes of outsiders and fool them into thinking how "innovative" a program like small-learning-communities might be. We want to teach students the art of self-efficacy, not how to run an institution into the ground while pretending to do something good.
Next time you see the esteemed Ph.D (it may take awhile), mention something positive about one of our talented or exceptional students. Chances are she doesn’t know who this student is. Her predecessor may have bordered on criminal, but he at least feigned interest in the lives of his students! He cared about the numbers to the extent that others breathing down his neck understood he meant business. He made it clear to students that they were not just numbers. Not so, anymore.
It is our hope that all of us became educators and chose to work in the Bronx for noble reasons.
Every day it becomes clearer why our principal chose Lehman.
While pacing the hallways this afternoon, I couldn't help shake the feeling that in the midst of all the changes being made, we haven't yet felt the true bottom of what is in store for our building. Perhaps it was the announcement of the closing of Columbus high school that brought this gloom to hang over my thoughts. Maybe it's the smell of the cafeteria food or the darkness of the hallways - or perhaps it is a warning from that gut-wrenching sense teachers develop that says a lesson just doesn't fit the mood in the room. Something big is about to turn, and it isn't going to be pretty. This isn't to say we haven't seen ugliness recently. We are, however, near a tipping point beyond which there is no turning back, less directed and substantial change. (Cough.)
One thing is clear: The tone of Lehman has changed - for the worse. Some of us can be heard saying the kids are worse than ever or more stupid than ever. We can understand why some of us might feel this way. The nastiness and number of altercations involving students is most certainly on the rise.
The reality is probably a little different. Students, not unlike children in general, are a product of their environment. We’re guessing that given the right circumstances, these students would carry themselves in a ‘flagship-like way.” In the musings on this blog, we have focused on the relationship between administration and teachers, and what this relationship ultimately does for or against students. It might also be instructive to reflect on the direct relationship between the administration and students. The students we teach hunger for an administration that cares and respects them to the degree that we expect and demand more from them.
Instead, we have a principal who displays zero affinity for our population. She seems to have disdain for them. She might even be frightened by them. The frustration we often feel walking into the building each morning is wiped away when we see the faces of our students hungering for something. Admittedly, that something isn't always knowledge. We provide what we provide because we care ultimately about the students and their futures. They make this building what it is - not a series of initiatives that throw dust in the eyes of outsiders and fool them into thinking how "innovative" a program like small-learning-communities might be. We want to teach students the art of self-efficacy, not how to run an institution into the ground while pretending to do something good.
Next time you see the esteemed Ph.D (it may take awhile), mention something positive about one of our talented or exceptional students. Chances are she doesn’t know who this student is. Her predecessor may have bordered on criminal, but he at least feigned interest in the lives of his students! He cared about the numbers to the extent that others breathing down his neck understood he meant business. He made it clear to students that they were not just numbers. Not so, anymore.
It is our hope that all of us became educators and chose to work in the Bronx for noble reasons.
Every day it becomes clearer why our principal chose Lehman.
Tuesday, November 24, 2009
Thoughts before T(of)urkey
We shall all be enjoying a well deserved break as of this afternoon - congratulations on getting this far.
The security issues that many have mentioned in the comments are too big to go unnoticed. Yes, there is an increase in violence - anyone who says otherwise clearly spends his/her time raising "standerds" behind closed doors and not out in the halls. The maturity changes in the security personnel is having some effect, but again is only a start.
Since last fall, the issue with security has always been consistency. We haven't picked any one thing and tried to do that one thing well - the administration has started many fights (sweeps, zero tolerance cell phone policies, closed campus) but has not put in the time to maintain them longer than a week. We've seen how administrative power works - top down edicts are the enemy because they are not actually on the ground doing anything to make them happen. We have the power as a faculty to do what is right. Others might get credit, but let's ignore that momentarily, and take our school back.
Whether it is doing a sweep on our own, creating our own policy on cell phones and enforcing it ourselves, or taking back the school one corner at a time, we must do something. Whether you are enjoying time with family, or just catching up on sleep this weekend, take some time to think of one thing you believe you can do to improve the security situation yourself. Assume the administration is worthless. (Is that difficult to do?)
One thing is clear: continuing to threaten that we will be shut down if we report security issues is classic misdirection. Look around you. Clearly we are already in trouble. Hiding it is not something we will be able to do for long.
The security issues that many have mentioned in the comments are too big to go unnoticed. Yes, there is an increase in violence - anyone who says otherwise clearly spends his/her time raising "standerds" behind closed doors and not out in the halls. The maturity changes in the security personnel is having some effect, but again is only a start.
Since last fall, the issue with security has always been consistency. We haven't picked any one thing and tried to do that one thing well - the administration has started many fights (sweeps, zero tolerance cell phone policies, closed campus) but has not put in the time to maintain them longer than a week. We've seen how administrative power works - top down edicts are the enemy because they are not actually on the ground doing anything to make them happen. We have the power as a faculty to do what is right. Others might get credit, but let's ignore that momentarily, and take our school back.
Whether it is doing a sweep on our own, creating our own policy on cell phones and enforcing it ourselves, or taking back the school one corner at a time, we must do something. Whether you are enjoying time with family, or just catching up on sleep this weekend, take some time to think of one thing you believe you can do to improve the security situation yourself. Assume the administration is worthless. (Is that difficult to do?)
One thing is clear: continuing to threaten that we will be shut down if we report security issues is classic misdirection. Look around you. Clearly we are already in trouble. Hiding it is not something we will be able to do for long.
Thursday, October 29, 2009
Thank you.
It's heartening to see the courageous actions of those willing to stand up for what's right.
We can all do our part to make sure everyone does right by our students - that has been the point made by the 19credits team since the beginning. We are in this for them.
If you see injustice happening, do something about it. If you have been asked to do something immoral, say something.
Our work is just beginning - don't let it end with the actions of others. Let's get behind this ball and keep it rolling so that our students get what they deserve.
We can all do our part to make sure everyone does right by our students - that has been the point made by the 19credits team since the beginning. We are in this for them.
If you see injustice happening, do something about it. If you have been asked to do something immoral, say something.
Our work is just beginning - don't let it end with the actions of others. Let's get behind this ball and keep it rolling so that our students get what they deserve.
Wednesday, October 14, 2009
If You Are Just Joining Us....
...you may have missed the fact that our team has repeatedly made a specific and earnest request from the administration. Specifically, we have asked for clarity of purpose and the beginnings of honest communication between the administration and the staff of our school.
The brain power is out there to come up with the solutions we need to help students reach our goals. Once we have honest communication and a trust that the changes we make to the systems within our walls are for the students' benefit, and not merely for numbers, there are many people (including within the 19credits team) that are ready to put systems in place to support students in the right way. Without that trust, teachers can at best nurture their students only within their classrooms, because the system is broken. The goal is not just to graduate students, it is to impart to them the skills necessary to succeed in the outside world.
Let us be clear: We are not saying creativity is not an option. We are saying we need to be creative without sacrificing the ideals we believe are necessary for our students' success.
Identifying problems and proposing solutions is not what is missing in this dialogue. What is missing is honest dialogue. There are many passionate people in our building. They will continue to help students as best they know how. 350 staff members that are in the halls and in the classrooms witnessing the issues facing our school are better equipped to guide policy than a person who keeps her door closed and issues edicts to her underlings under the title of 'Executive Order'.
We are, and have always been, many steps ahead of you. We are stronger (and more numerous) than you think. Furthermore, we are ready to propose ideas once you are ready to truly listen.
What don't we have? A door to close and stop the dialogue when we see it as convenient to do so.
Your call.
The brain power is out there to come up with the solutions we need to help students reach our goals. Once we have honest communication and a trust that the changes we make to the systems within our walls are for the students' benefit, and not merely for numbers, there are many people (including within the 19credits team) that are ready to put systems in place to support students in the right way. Without that trust, teachers can at best nurture their students only within their classrooms, because the system is broken. The goal is not just to graduate students, it is to impart to them the skills necessary to succeed in the outside world.
Let us be clear: We are not saying creativity is not an option. We are saying we need to be creative without sacrificing the ideals we believe are necessary for our students' success.
Identifying problems and proposing solutions is not what is missing in this dialogue. What is missing is honest dialogue. There are many passionate people in our building. They will continue to help students as best they know how. 350 staff members that are in the halls and in the classrooms witnessing the issues facing our school are better equipped to guide policy than a person who keeps her door closed and issues edicts to her underlings under the title of 'Executive Order'.
We are, and have always been, many steps ahead of you. We are stronger (and more numerous) than you think. Furthermore, we are ready to propose ideas once you are ready to truly listen.
What don't we have? A door to close and stop the dialogue when we see it as convenient to do so.
Your call.
Monday, October 5, 2009
"Higher Standerds" - Part Deux
As much as we wanted to make this a creative post, it's time to be clear and discuss the current situation. Today was a wonderful opportunity for us to meet with our departments and discuss the progress everyone has made for raising our students to a "higher standerd". (Isn't it great that we have that comment in print?) The 19credits team had an amazing day - we want to know what went on at YOUR department meeting, so discuss away in the comments.
On a personal note, I was elated to receive the memo citing our progress in just one month at Lehman. For starters, I love when the first sentence of any paragraph of great literature is written in passive voice (not that we should expect better from a Ph.D of letters.) I also love that we have left our low credit accumulation rate in the "passed" according to the progress report. These represent fruit hanging a bit low for this critic's taste - I leave that to you, dear reader, to pick apart in the comments.
We have been tested on many levels. (Though it should be clear that tests are not the best way to assess what we have learned over the past few weeks. Projects and credit recovery are.) Primarily, we have been tested by the fact that there is a serious lack of logical and sensible leadership. Students who have discovered their counselors are all changed are not comforted by the fact that we are experiencing "growing pains". Listening to APs shrug their shoulders and ask us to do the best we can, in spite of circumstances, is immensely frustrating because the APs themselves put us in this situation by giving in and placing keeping their jobs above the welfare of the students.
If we are to the point that we have to congratulate ourselves on an improvement of the food in the cafeteria and claim that fire drills that lead to looting at the BP are among our best, then we have hit rock bottom. These are not growing pains. These are screams of the banshee, who is weeping while she washes transcripts in the Bronx river and writes in 'CR' in place of failing grades.
I am looking forward to working collaboratively with YOU throughout the year. Good luck, JBS.
Post away, neighborinos.
On a personal note, I was elated to receive the memo citing our progress in just one month at Lehman. For starters, I love when the first sentence of any paragraph of great literature is written in passive voice (not that we should expect better from a Ph.D of letters.) I also love that we have left our low credit accumulation rate in the "passed" according to the progress report. These represent fruit hanging a bit low for this critic's taste - I leave that to you, dear reader, to pick apart in the comments.
We have been tested on many levels. (Though it should be clear that tests are not the best way to assess what we have learned over the past few weeks. Projects and credit recovery are.) Primarily, we have been tested by the fact that there is a serious lack of logical and sensible leadership. Students who have discovered their counselors are all changed are not comforted by the fact that we are experiencing "growing pains". Listening to APs shrug their shoulders and ask us to do the best we can, in spite of circumstances, is immensely frustrating because the APs themselves put us in this situation by giving in and placing keeping their jobs above the welfare of the students.
If we are to the point that we have to congratulate ourselves on an improvement of the food in the cafeteria and claim that fire drills that lead to looting at the BP are among our best, then we have hit rock bottom. These are not growing pains. These are screams of the banshee, who is weeping while she washes transcripts in the Bronx river and writes in 'CR' in place of failing grades.
I am looking forward to working collaboratively with YOU throughout the year. Good luck, JBS.
Post away, neighborinos.
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