calendar conflicts

Teachers at George Washington High file grievance over imposed schedule

The recommendations call for George Washington High to get $6.7 million for upgrades or renovations.

Daniel Singer, an English teacher at Denver’s George Washington High School, has been stood up.

His principal was supposed to call him weeks ago, he said. But he’s still waiting.

The call, which was supposed to happen in early July, was to set a date for Singer, one of the building’s union representatives, to meet with the school’s teacher leadership team and the principal to finalize and approve the school’s master schedule, the document that sets teachers’ and students’ workload.

GW principal Micheal Johnson and his administrative team had published a draft schedule for teachers, but because that teacher leadership team was cut out of the process for next school year, union leaders claim, the document is invalid and in violation of its contract with Denver Public Schools.

With no signal from Johnson to collaborate, the Denver teachers union last week filed a formal complaint with city’s schools administrators.

A meeting has been scheduled for Aug. 12 between the district and the union.

The official grievance is the latest development to rile some of the southeast Denver community of parents and teachers since district officials announced their plans to open access to the high school’s storied International Baccalaureate program. School officials hope that the changes will expand educational opportunities for more of the school’s students. But the announcement sparked a firestorm among some parents who feared the move would water down the IB program’s academic rigor.

While the changes to the IB program aren’t supposed to take effect until the 2015 school year, the process by which officials made the decision has drawn the ire and skepticism of some teachers and a vocal group of parents.

And now anxiety over those changes appears to have been aggravated by their concerns over which teacher will be in which classroom and whether district officials will keep their word to leave the IB program as it is for one more year.

“I’ve never seen anything like this,” said Billy Husher, a union organizer, referring to principal Johnson’s alleged disregard for collaboration.

A DPS spokeswoman said the district had no comment pending a full review of the grievance.

But Husher counters district officials have known about the lack of clarity in the scheduling process since late spring.

According to an email dated May 16 recapping a meeting between Husher and Greta Martinez, the district’s assistant superintendent of post-secondary readiness, the district in an earlier meeting had agreed that staff should provide input on the schedule.

Days after the school year ended, with still no meeting, Husher filed a grievance with the district. Husher said he withdrew his grievance at the request of the human resources department so that a school-level resolution could be found.

That’s when Singer, one of the building’s union representatives, reached out to Johnson.

“He said he was going to call me in early July and he never did,” Singer said. “In my seven years [at GW], it’s never been done this way.”

Meanwhile, many parents, already incensed over the changes to the IB program, began firing off letters in late May to district officials and school board members demanding to know who would be leading their students classrooms.

George Washington parent Joel Witter, who sent a letter, told Chalkbeat this week that district officials responded that because scheduling decisions are personnel matters, they wouldn’t be able to comply.

“We don’t know if the [IB] economics teacher and the biology teacher are going to be the teachers my son thought he was going to be spending time with,” Witter said.

And that ambiguity is feeding fears that teachers who haven’t previously taught in the IB program will end up teaching IB students for multiple years, Witter said.

“My son has loved the school so far, he loves his friends and teachers,” Witter said. “But, we have very serious concerns about the direction the school is going. We may send his younger brother somewhere else.”

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.