reforming schools through solution-driven advocacy
TRANSCRIPT
S
Reforming Schoolsthrough
Solution-DrivenAdvocacy
By Therese Gordon & Kristin Haney,Arlington School, Toledo, Ohio
Toledo Federation of Teachers Local 250
Fundamental questions
What role does student climate play in student learning?
How can teachers successfully wage school reform efforts?
How can teachers sustain those efforts?
Arlington School
Built for K-5,
“transformed”
into K-8
Broken promises
School board: 6th grade to be kept temporarily,
then convert school to K-5 Building expansion to be added
within a year of its opening
Reality
Reality
Issues affecting the learning environment Overcrowding Poor, unreliable, and/or obsolete technology No rooms/space for art & music teachers Lack of student discipline & motivation Parental/community dissatisfaction
“A teacher’s working conditions are a student’s learning conditions.”
– Mary Catheryn Ricker,
President, St. Paul, MN
Federation of Teachers
Exterior conditions
Interior conditions
The campaign begins
Grassroots committee formed by three teachers to fight for change
Pictured (from left to right):• Cindy Vogel• Therese Gordon (Building Rep)• Kristin Haney
The campaign begins
Pushed Joint Curriculum Committee for improved technology
Created informational binders filled w/ survey data and research on how school climate, classroom space, & parent-teacher relationships affect student motivation & performance; distributed to administration, superintendent, & each school board member
The campaign begins
Reached out to parents, community to mobilize & voice concerns
Held flurries of meetings with committee, parents, community members
Presented before the TPS School Board Testimony from students & parents
Board approved 4 additional classroom; committee kept fighting for 6
Solutions
Ways to improve the school climate/environment: Eliminate portables Create intermediate experience Restore specialists’ classrooms Modernize technology
“A school culture that supports learning includes a building arranged through reflection of students needs and their educational accomplishments, with its administrators, teachers, students, and
parents participating in the decision making.”
- Best Practice Briefs, December 2004 #31
Survey results (random sample, 7 parents, 14 students, 13 teachers)
Attendance comparisons
Projected attendance (2013-2014)
The campaign heats up
School climate committee Brought in experts, TPS officials;
attended school board meetings
Committee mobilized parents & students to brave the harsh NW Ohio weather to voice their concerns before the school board about the 4-room compromise
Success
Board members were visibly moved by the testimony, spoke to students’ eloquence & presence, & thanked committee for distributing the informational binders
Teachers’ informational binders, supported by student & parent testimony, convinced TPS School Board to approve 6 brand new classrooms, restrooms, & related space at Arlington
Success
Vote on community’s request: unanimously in favor
Results: music & art teachers back in their classrooms, enhanced student access to computer lab, new space of their own for intermediate students
A final challenge
Initial success compromised by projected completion date of September 2013 – possibly negatively impacting students
Committee fought for expedited process – closed library early for classroom use, relocated resource teacher, brought 7th & 8th grade students into building 3 weeks early to allow for earlier construction date
Transformation
Transformation
Change is possible
Acknowledgments
TFT Teacher Leaders Program Facilitation – Lynn Smith
Photography – Emily Gordon, Paula Gladieux, Leona Stivers
Proofing – Daniel Gordon
Community Organizing – Arlington Bengals Association, students, & staff; Matthew Sutter
Testimony – Kelly & Hailey McConnaughy, Katie Behrens
Architecture – Munger & Munger
Construction – Lathrop
Improvement Approval – Toledo Public Schools Board of Education