deepening the dialogue

Report Card For School Success

Stacey Gauthier, a co-principal of Renaissance Charter High School, and Marc Waxman, who is opening a charter school in Denver, are corresponding about school policy. Read their entire exchange.

Hi Marc,

I’ve been thinking about your question asking me for my metaphor for the concept of teacher effectiveness. The direct answer is that I am a firm believer in these three C’s for organizational success: collaboration, cooperation and communication. Therefore, while individual teacher effectiveness is important, in the end we need a team of effective educators to have a successful school. So with that, and with no slight intended to the work it takes personally to be a successful educator, let me challenge somewhat the concept of teacher effectiveness in and of itself.

I want to argue that effective schools, as organizations, help create effective teachers. Now, I realize that this is a bit of a chicken and egg argument, but let me take this further. I understand that there are “stars” in many schools, no matter how poorly functioning the school itself may be. Hey, these are the folks of “To Sir with Love” and “Stand and Deliver.” There are also less effective teachers in all of the top-rated schools. And while ideally we want the best performance from each individual, and operationally we must strive for each and every staff member in a school to be highly effective, the measure of a great school is a collective one, not an individual one.

So, here is my list of the attributes for a highly effective school. I do not claim to be the originator of any of these, so thanks to all those people who have been advocating for these ideas. Please note that I did not put this list in value order and certainly there are schools that beat the odds by not having all of the ingredients which may in and of itself tell you something about the value of each attribute. You may notice, I hope, several charter school characteristics that I suggest should be available to all schools.

  1. Strong school-wide accountability objectives that both create a culture of high expectations for all students and understands the need to start where the kids are at (I want to thank Dr. Art Pritchard for our excellent conversation on this topic).
  2. Teacher leadership and decision-making ability. Teachers must be valued as professionals and experts and supported as such. This attribute should be further elaborated to include evaluations, planning time, salary structure/benefits and other determinants for success.
  3. School level autonomy on matters such as programming, curriculum, budgeting and staffing and other policy decisions of importance. Without some degree of meaningful autonomy, it becomes very difficult to get buy-in around higher academic outcomes.
  4. The ability to determine class size and cut off over-the-counter enrollment. Please note that I am not necessarily advocating for low class sizes across the board. Nor am I advocating against them. I think there needs to be some school-level decision-making around this area and certainly most reasonable folks would agree that a constant influx of students is not beneficial to any learning environment. However, as a district we must serve all students regardless of their time of entry and this service should be equally distributed.
  5. Balanced enrollment of high needs students.  When Renaissance first opened as a New Visions School, we had an admissions policy of 50% random lottery and 50% selection to balance demographics, academic levels, special education and English Language Learners.  This created a specifically designed blended learning community that supported all of its members.
  6. Access to quality social and emotional support and educational resource services for students and their families. These can help level-the-playing-field with students who are more advantaged. While schools cannot be expected to reverse all the woes that poverty has on our students, we also cannot use poverty as an excuse to justify why children are not learning. As schools we can provide three hot meals to our students, after-school programming, tutoring/homework support, access to cultural institutions, counseling and connections to caring adults who can serve as lifelong role models for the young people we are charged with educating.
  7. A safe school community.
  8. A school where parents are valued and their participation is encouraged. I also feel that this participation is determined by the school community itself, not necessarily by an outside force.
  9. True measurements for authentic and sustainable learning beyond those of the required standardized exams. I was inspired by a workshop I attended sponsored by the UFT where this was discussed.

I would be interested in working on a system that would measure these attributes for each school and rate schools on each of the ingredients to build a successful program.  Since we are so entrenched in a climate that promotes accountable talk and outcomes, let’s take it to the next step, or what should have been the first step, and make sure that we are setting up the systems and infrastructure so that every school and every teacher and administrator can be successful.

Marc, I would really like to hear your thoughts on this new “report card” that I am suggesting.


First Person

Why the phrase ‘with fidelity’ is an affront to good teaching

PHOTO: Alan Petersime

“With fidelity” are some of the most damaging words in education.

Districts spend a ton of money paying people to pick out massively expensive, packaged curriculums, as if every one of a thousand classrooms needs the exact same things. Then officials say, over and over again, that they must be implemented “with fidelity.” What they mean is that teachers better not do anything that would serve their students’ specific needs.

When that curriculum does nothing to increase student achievement, it is not blamed. The district person who found it and purchased it is never blamed. Nope. They say, “Well, the teachers must not have been implementing it with fidelity.”

It keeps happening because admitting that schools are messy and students are human and teaching is both creative and artistic would also mean you have to trust teachers and let them have some power. Also, there are some really crappy teachers out there, and programs for everyone are often meant to push that worst-case-scenario line a little higher.

And if everyone’s doing just what they’re supposed to, we’ll get such good, clean numbers, and isn’t that worth a few thousand more dollars?

I was talking with a friend recently, a teacher at an urban school on the East Coast. He had been called to task by his principal for splitting his kids into groups to offer differentiated math instruction based on students’ needs. “But,” the principal said, “did the pacing guide say to differentiate? You need to trust the system.”

I understand the desire to find out if a curriculum “works.” But I don’t trust anyone who can say “trust the system” without vomiting. Not when the system is so much worse than anything teachers would put together.

Last year, my old district implemented Reading Plus, an online reading program that forces students to read at a pace determined by their scores. The trainers promised, literally promised us, that there wasn’t a single reading selection anywhere in the program that could be considered offensive to anyone. God knows I never learned anything from a book that made me feel uncomfortable!

Oh, and students were supposed to use this program — forced-paced reading of benign material followed by multiple-choice questions and more forced-pace reading — for 90 minutes a week. We heard a lot about fidelity when the program did almost nothing for students (and, I believe quite strongly, did far worse than encouraging independent reading of high-interest books for 90 minutes a week would have done).

At the end of that year, I was handed copies of next year’s great adventure in fidelity. I’m not in that district any longer, but the whole district was all switching over to SpringBoard, another curriculum, in language arts classes. On came the emails about implementing with fidelity and getting everyone on the same page. We were promised flexibility, you know, so long as we also stuck to the pacing guide of the workbook.

I gave it a look, I did, because only idiots turn down potential tools. But man, it seemed custom-built to keep thinking — especially any creative, critical thought from either students or teachers — to a bare minimum.

I just got an email from two students from last year. They said hi, told me they missed creative writing class, and said they hated SpringBoard, the “evil twin of Reading Plus.”

That district ran out of money and had to cut teachers (including me) at the end of the year. But if they hadn’t, I don’t think I would have lasted long if forced to teach from a pacing guide. I’m a good teacher. Good teachers love to be challenged and supported. They take feedback well, but man do we hate mandates for stuff we know isn’t best for the kids in our room.

Because, from inside a classroom full of dynamic, chaotic brilliance;

from a classroom where that kid just shared that thing that broke all of our hearts;

from a classroom where that other kid figured out that idea they’ve been working on for weeks;

from that classroom where that other kid, who doesn’t know enough of the language, hides how hard he works to keep up and still misses things;

and from that classroom where one kid isn’t sure if they trust you yet, and that other kid trusts you too much, too easily, because their bar had been set too low after years of teachers that didn’t care enough;

from inside that classroom, it’s impossible to trust that anyone else has a better idea than I do about what my students need to do for our next 50 minutes.

Tom Rademacher is a teacher living in Minneapolis who was named Minnesota’s Teacher of the Year in 2014. His book, “It Won’t Be Easy: An Exceedingly Honest (and Slightly Unprofessional) Love Letter to Teaching,” was published in April. He can be found on Twitter @mrtomrad and writes on, where this post first appeared.

First Person

What I learned about the limits of school choice in New York City from a mother whose child uses a wheelchair

PHOTO: Patrick Wall

As a researcher interested in the ways online platforms impact learning and educational decision-making, I’ve been trying to understand how New York City parents get the information to make a crucial decision: where to send their children to school.

So for the past six months, I’ve been asking local parents about the data they used to choose among the system’s 1700 or so schools.

I’ve heard all sorts of stories about the factors parents weigh when picking schools. Beyond the usual considerations like test scores and art programs, they also consider the logistics of commuting from the Bronx to the East Village with two children in tow, whether the school can accommodate parents and children who are still learning English, and how much money the parent-teacher association raises to supplement the school’s budget.

But for some families, the choice process begins and ends with the question: Is the building fully accessible?

The federal Americans with Disabilities Act requires public buildings constructed after 1992 to be fully accessible to people in wheelchairs. However, most New York City public school buildings were constructed prior to that law, and high construction costs have limited the number of new, fully accessible buildings.

As a result, a shocking 83 percent of New York City schools have been found non-compliant with the ADA, according to a two-year federal Department of Justice investigation whose findings the city Department of Education largely disputes. Recently, the city’s Office of Space Management has begun surveying buildings for full accessibility, but more work remains to be done.

One parent’s struggle to find a school suitable for her son, who has a physical disability but no cognitive issues, illustrates what a major role accessibility plays in some families’ decision-making.

Melanie Rivera is the mother of two and a native New Yorker living in Ditmas Park in Brooklyn’s District 22 who shared her story with me — and gave me permission to share it with others. Here is what she told me, in her own words:

My son Gabriel is seven years old. He was born with a condition called arthrogryposis, which affects the development of his joints. His hips, knees, and feet are affected and he has joint contractures, so his legs don’t bend and straighten the way most people’s do. In order to get around, he uses a combination of crutches and a wheelchair.

Before I had my differently-abled son, I was working in a preschool for children with special needs. The kids I worked with had cognitive developmental disabilities.

Despite my professional experience, I was overwhelmed when it was my turn to help my child with different abilities navigate the public school system. I can only imagine the students falling by the wayside because their parents don’t have that background.

When I was completing my son’s kindergarten application, I couldn’t even consider the academics of the school. My main priority was to tour the schools and assess their level of accessibility.

There are only a couple of ADA-accessible schools in my district, and there was no way of indicating on my son’s kindergarten application that he needed one. When we got the admissions results, he was assigned to his zoned school – which is not accessible.

I entered lengthy and extensive mediation to get him into an ADA-accessible school. At that point, I knew I would just have to take what I could get. For families whose children have special needs, “school choice” can ring hollow.

The process of finding any accessible school was a challenge. The DOE website allows families to search for ADA-accessible schools. But the site describes most schools as “partially accessible,” leaving it up to parents to call each school and say, “What do you mean by this?”

When I called the schools and asked, “Are you a barrier-free school?” the staff in the office didn’t know what the term meant. They might reply, “Oh yeah, we have a ramp.” I’d have to press further: “But can you get to the office? Can you get to every floor in the building?” The response was often, “Oh, I don’t know.”

Even the office staff didn’t know. But for my son’s sake, I needed to know.

Gabriel deserves the full range of academic and social experiences. So every day I make sure he’s learning in the least-restrictive environment — from the classroom, to phys ed, to field trips.

I believe the Department of Education also wants to make schools accessible and to place students with different abilities in settings where they’ll flourish, but the current system is not equipped to follow through on those good intentions. While I see gradual changes, I still know that if I don’t find the best placement for my son the system definitely won’t.

At the school level, administrators should know the details of their own school’s accessibility. Teachers should learn to include children with different abilities in their classrooms. Such a commitment means recognizing the value of inclusivity — not viewing accessibility as something ADA says you must do.

Before I had Gabriel, I never thought about accessibility. I never looked at street cutouts or thought about how to enter a store with steps. We’re probably all guilty of perpetuating exclusion at one point or another.

Recognizing that will allow us to change the status quo. It will allow every individual with a physical disability to fully participate in the public school system.

Claire Fontaine is a researcher at Data & Society, a research institute in New York City focused on social, cultural, and ethical issues arising from technological development. Kinjal Dave is a research assistant at Data & Society. You can read more about their project, which seeks to better understand the ways in which diverse New York City parents draw on school performance data, online dashboards, and school review websites when researching schools for their children.