vox popul

Comments of the week: Principals come under fire

This week on GothamSchools, stories of controversial principals generated the most comment activity.

On Tuesday, we reported on the departure of longtime Fort Hamilton High School Principal Jo Ann Chester, who retired this week amidst an investigation into a payroll scheme that underpaid teachers for more than a year. Her exit prompted many people — some posting anonymously who identified themselves as Fort Hamilton teachers — to air their grievances about the school, their former boss and the larger systematic conditions that created:

Jennifer Rivera, a teacher at Fort Hamilton defended Chester and her actions:

The choice that Mrs. Chester made seems to have been one that was in the best interest of a.) her students–they need teachers.  And b.) these teachers–they certainly weren’t “victims” forced to work for some tyrannical cheater; they were teachers who needed experience and had an excellent place to get it.

Additionally, it seems the system with it’s “hiring freeze” left no other option for this woman who exudes nothing but class, professionalism and pride in her school.

Many teachers who were withheld pay are getting backpay that could eventually total up to $300,000 and some commenters fretted about what that could mean for the school moving forward. An anonymous commenter wrote:

[T]his just screws all the students who play sports or even in the musical department because all the money to pay back these teachers are getting taken away from the students.

Guest” suggested that the improprieties at Fort Hamilton were hardly isolated:

Principal automomy has left issues like this in the background for a number of years.  This school is not the only one to do this.  The problem is that many of the teachers were uncertified teachers, which means they are not highly qualified.  That is against both state and federal regulations.  Additionally, the hiring freezes imposed were put in place to ensure that the ATR pool was given sufficient opportunity for interviews, since many of them are good teachers – teachers whose schools excessed them for budget purposes or teachers in closing schools.  If there were not teachers available, then the principal should have gone through the appropriate channels to ask for an exception to the hiring freeze, which if documented appropriately, may have been granted.  This was a game – hiding money, saving money and skirting the contract and regulations in place.  A good principal learns how to manage the complications of running a building.  S/he does not knowingly break the rules and then expect to be allowed to continue.

Then Last night, we reported about the ongoing tensions between teachers and the administration at New Explorations in Science, Technology, and Math, or NEST+M. For the second time in three months, members of the school community expressed frustration with the principal after she gave out ‘unsatisfactory’ ratings to several well-liked teachers. In response, teachers announced yesterday a boycott of the school’s Curriculum Night.

In the comments section, the story generated heated debate between teachers and parents, who came out divided on how the situation was handled.

Many parents expressed support for the teachers. “Former NEST Parent” wrote:

My child had several of the U-rated teachers in middle school, and I assure you that the issue is not “popularity”. I object to the U ratings because these are wonderful and effective teachers, not because they are “popular”, “liked”, or “playmates” for the children.

It is widely known at NEST that if she doesn’t like a teacher, students are called in and questioned, sometimes led to make statements against the teacher. This happened to my child, who was very upset by the process. Livanis and her assistant principals are unethical, ineffective leaders, who mistreat teachers and students. They should all be removed.

But others who said they were parents criticized the decision to boycott a parent event at the last minute.

“Guest” wrote:

While I’m sympathetic to teachers’ concerns, I was appalled that so many of them failed to show up and do what’s best for the students. It’s about the students and they should come first. There were quite a few parents (myself included) who did not have time during their work day to read the e-mails that were sent just 2 hours before the event. So we showed up, left work early, paid for childcare, and in some cases even sent in baked goods for the teachers, all for nothing. I really looked forward to meeting my child’s teachers and learning about the curriculum and I fail to see how boycotting this event would do anything to resolve the conflicts. All it has done is hurt parents and students.

 

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.