Breaking the silence: Teachers look for help
by Alesha Jackson on Feb 18 2009 Posted in Class notes
An email this week came to me by way of a local classroom teacher, whose professional community is threatened by the actions—or inaction—of their recently-appointed school leader.
Its contents dredged up old memories for me, and ones that gnaw at the very essence of my beliefs about schools and teaching. My brief experience in teaching isn’t something I usually talk about-- partly because of the response I get from folks when I mention my shortcut into teaching, and partly because I prefer not to field questions about the goings-on “at that crazy school.”
The work we did there is cloaked in secrecy, the silence a protective layer for the students, the most vulnerable victims of the routine violence that went on there. Our silence was a code of honor of sorts, and one that also served to protect us—the teachers—who daily chalked up violent behavior to something that we alone could correct. We knew that there were enough negative images of Harlem kids, and as teachers who loved them, didn't want to add to the already-negative images assigned to those who lived too far Uptown. So tied were we to our students’ actions that we measured each school day by the number of incidences involving police.
So, like it or not, whenever I think about schools, I think about that school and of the distress that accompanied navigating within such a hostile sphere. It stands to reason, then, that when I got the email yesterday from a group of local middle school teachers facing similar hardships, I wanted to hear their story.
The tide of this large middle school began to turn, teachers say, when a new principal took over this school year. Disappointed with the new administration’s lack of response to the rise in frequency of some students’ belligerent behavior, 42 teachers signed a letter to their new principal to voice their concerns.
They wrote:
We are coming to you out of concern and caring for our school. We are committed to our students. We are committed to the continued growth and success of (our school). Some of us have been here for a decade or more.... Some of us are new this year. Regardless of how long we have served the community, we are extremely concerned about what we see happening to the climate of the school.
Graffiti appears on a regular basis in the stairwells, in the hallways, inside classrooms, in the bathrooms, on the exterior of the building, and on student work displayed throughout the building. Trash is strewn throughout the hallways and stairwells, as well as inside classrooms. Windows, doors, door hinges, and fire extinguishers have been destroyed.
Hallways are unsafe. Fights break out among students amidst the chaos. Students run, push, shove, and play fight in the halls during the change of classes on a regular basis, creating extremely dangerous conditions for students, staff, and guests. Students sprint up and down the stairs on the wrong side of the stairwell, jump the railings, and ride the railings down like a roller coaster. The fire alarm has been pulled multiple times by students, resulting in false alarms that severely disrupt instruction.
Students display total disregard for the authority of staff. Staff are ignored. Staff are cursed at by students. Staff are mocked. Staff are taunted. Staff are assaulted. We are hemorrhaging staff. Teachers are resigning at an alarming rate.
Students arrive late to school on a regular basis. Students arrive late to class on a regular basis. Students repeatedly roam the halls during instructional time. Those students then disrupt the instruction of other students by taunting students from the hallway, yelling into classrooms, opening doors and throwing things into classrooms, opening doors and yelling into classrooms, slamming doors open and shut repeatedly and loudly, jumping off of windowsills, yelling down the halls, and sprinting down the halls away from staff. Students cut class. Students leave the building.
We are coming to you because we want to work with you to address the problems that have surfaced and burgeoned over the course of this school year. We want to restore order so that we can get ourselves back on track for success during the 2008-2009 school year and beyond.
As a first step we are asking that all team meetings during the week of February 17-20 be devoted to school climate issues and that you be in attendance at those meetings.
We know we have a long road to haul in order to address and solve these school climate problems. The first step down that road is to have open and honest dialog about the issues. Next week’s team meetings will give us a firm foundation upon which we can begin to build our strategies for immediate improvement and eventual success.
Unlike the teachers at my former school, this group has mustered the courage to talk back. In their shared community, they are calling for collective vision. In fact, parents of children in this school have also committed to tackling the issues in what they see as the dramatic downturn of a previously high-quality school. These groups, unlike our staff years ago, equate the notion of care with dialogue rather than silence.
Perhaps it isn’t fair to compare my former school to this one, but I look at it like this: “bad schools” weren’t always bad. At some point, kids realize that their choices won’t even make a blip on anyone’s radar. So they do it again. This time, they tell their friends, and because everyone else is doing it, their friends do it too. After a while, behaviors that were once occasional errors in judgment become widespread, leaving teachers and students on the receiving end of a cycle that seemingly feeds itself.
What are some ways in which this staff can work with (or around) a principal who has lost control of the school? How might they structure interventions to reclaim the school that is teetering on the edge of the “bad” list?
Please share your suggestions for the staff this school by posting your comments. You can also email me here at aleshaj@thenotebook.org.
Comments (92)
Submitted by Anonymous (not verified) on Wed, 02/18/2009 - 23:41.
It is amazing how something that was good can go down so quickly! This school was once considered a good place. I know where it is think of Olney feeders. The teachers need to remain strong and vocal and not be satisfied with quick or inadequate fixes.
Submitted by Anonymous (not verified) on Sat, 02/06/2010 - 14:50.
I am about a year late in posting this message, but I had to speak my mind about the things that are continuing since last year and all the postings. I was angry about the postings because I believed that the new principal should be given a chance to prove himself. A year later, it is now twice as bad, especially with the signing of the new contract. Students are literally running the building. They are using cell phones and ipods as they walk through the halls pass the administrators, who say nothing. when teachers mention this, it is turned around on them, stating that teachers are giving permission. Does he not know that his silence is all the permission the student need. Students argue with teachers that the Principal did not say anything. The cursing by students has become a new language in our school. It seems that it is alright for the students to curse at staff. It has become alright for students to go home and tell lies on teachers, which is believed by administration. It is okay for students to roam the hallways. It is alright for teachers to be threatened by students and nothing done, except to tell the teacher to call a parent. I have never seen it this bad. Not only the administrators in our building are blaming the teachers, but our Regional Superintendent is punishing the teacher because of the blog last year. It was anonymous but all the teachers are targets because of it.
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 01:12.
what about the parents? are they involved in the meetings?
Pushing for change within the district can be very tense and divisive - sticking together will be hard work.
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 09:35.
i am one of those teachers. it is amazing how quickly we lost control. we can't get emergency phones calls patched into our class, but the kids can have cell phones ringing in the middle of a lesson. my name has been changed at least 20 times a day to a student's term of endearment. The unsafe halls and classrooms is absolutely mind boggling.
Submitted by Alesha Jackson on Thu, 02/19/2009 - 13:01.
Thank you for responding, and for having the courage it takes to speak out! I am amazed by your staff's commitment to come together about the issues in your school.
Where is the break in the chain? Is it just the principal? What actions are supposed to follow when the cell phone rings or when the students make inappropriate comments?
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 11:01.
I used to teach at this school and was made aware of the letter by one of my former co-workers. It's a real shame. The school's 8th graders have been a terror since they were in 5th grade. The past administration tried very hard to keep them in line giving incentives that were positive of course but also disciplinary actions such as suspensions and disciplinary transfers. This year, none of that occurs. I was told of 3 different incidents where there was an all out fist fight, not just pushing and shoving. All 3 fights needed to be physically broken up. NONE of the students were suspended.
From what I hear, most of the 6th graders are not much better. It is a disgrace that the students run the school and do whatever they want.
suggestions: simple. FOLLOW THE SCHOOL DISTRICT'S CODE OF DISCIPLINE...fight, get up to 10 days like Akerman's letter in September said. walk out of class or talk back to a teacher, get a detention or conference with parents. Violent, continually disruptive students need to be dealt with
Submitted by Alesha Jackson on Thu, 02/19/2009 - 13:18.
Your suggestions make a lot of sense. The following question came to us via email and seems appropriate here:
"It's not clear why the communication between the staff and the administration has broken down. Is it because the school don't want to tackle the issue because they don't want to get a 'bad reputation' - but by doing so actually actually make the situation worse?"
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 11:05.
I am aware of what school this is due to conversations with teachers are workshops. I suggest that a copy of this article be sent to Dr. Akerman's office...the School District CEO, and the School Reform Commission. Also, perhaps FOX 29 can be contacted and see if they can come out and investigate the NON-suspensions for fighting. I know they won't be permitted to go into the school and film but perhaps a hidden camera or something
Scary part is, compared to many middle schools in the city, this one isn't that bad..
Submitted by Alesha Jackson on Thu, 02/19/2009 - 13:21.
This comment was emailed to me from a former Philadephia assistant principal and 20+ year veteran of the classroom. S/he writes:
"I'm afraid that unless the Principal is willing to enforce strict codes of conduct, support the teachers in their actions and insitute ongoing, and regular types of positive and public reinforcinment projects and programs (awards assemblies, public announcements, prizes, etc.) little will change."
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 17:10.
As a former teacher at this school, it brings me much sadness to have to respond to something such as this. I was an intern teacher at this school and loved it so much, that I was beyond thrilled when offered a permanent teaching position. This school was once an amazing place to be. Students were not only acheiving, but they were being molded into responsible citizens of their community. The school was once a place where students and staff alike felt like family. When we were labeled a "failing" school and subjected to numerous walk throughs, those observing were always quick to comment on our amazing climate. Outsiders were very rarely less than impressed by the rapport that was evident between students and staff. It was with a very heavy heart and much apprehension that I had to make the very difficult decision to leave this school in December 2008 due to the state of affairs. It was affecting every area of my life and I simply could not take it. I had no other choice but to leave the School District of Philadelphia altogether. It makes me sad beyond words that this is happening in a place that used to be a rose among thorns.
Now for my advice : Teachers, you must contact the media regarding this matter, there is no other way. We contacted the union several times and besides having a represetative come out to speak with us, nothing was done. We were told to document this and record that. We were also told that this particular administrator had a long history of doing similar things at other schools, the list goes on. I firmly feel your only option is to conact the media. Even though the PFT has done practicly nothing thusfar, there is one thing they can do and that is protect your jobs. I commend you and I pray that you will bring back the place I once knew and loved so well....and if you do, I have the right to return to the district for the 09-10 school year :)
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 18:29.
I am amazed to read stories like this. How are these students allowed to get away with such disruption? How is it possible that discipline cannot be enforced? It is impossible for me to imagine being able to get away with stuff like this - if I had tried to pull anything like this, I don't know who I'd be more afraid of - the teachers or my parents! This is so very sad to read. How are kids who are actually interested in learning supposed to learn anything? What a shame and what a waste of precious resources.
Submitted by Anonymous (not verified) on Sat, 01/09/2010 - 15:48.
Are you from Philadelphia or from another large city?
Were you educated in an urban public school system?
If no to either or both questions, it is understandable that you would not
be able to fathom that this sort of thing goes on in big city public schools. But it does, and it is more and more the rule rather than the exception.
signed - a teacher in the Philadelphia public school system
Submitted by Anonymous (not verified) on Sat, 01/09/2010 - 22:46.
Do you really get "educated" in the comprehensive schools?
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 18:51.
It doesn't sound to me like teachers are "coming together about the issues", as Alesha suggests. I see a small group of teachers coming onto a blog to complain and blame rather than working together within their school to solve this issue. While strong leadership is crucial in a school, teacher collaboration, dialogue, and commitment to changing practices that don't work are the real key to school improvement. And the first step is collective ownership of the problem.
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 19:56.
The staff, and adminstration are in this together. The students have always been our main focus. . Collaborative dialogue is ongoing.. Hopefully we will move in a postive direction that will be most beneficial to our students.
Submitted by Anonymous (not verified) on Thu, 02/19/2009 - 21:54.
Oh really....you see a "small" group of teachers?! How about learn your facts find out how many teachers signed the letter. Why don't you research the numerous measures that were taken by staff before it got to this point. How about read the extremely detailed minutes from weekly team meetings stating the issues, practically begging for administrative presence at said meetings only to hear that the administrator "forgot". Before you go waving flags, you need to know what you stand for...and if you are a teacher currently working at the school in question, than clearly you are blind and/or got into the teaching profession for the wrong reasons.
Submitted by Alesha Jackson on Thu, 02/19/2009 - 21:58.
Sounds to me like they're collaborating and having dialogue about it. Do you have any concrete recommendations for the school? I guess what I'm asking is this: what happens AFTER teachers modify their classroom management tools, call parents, visit homes, and make referrals? At that point it becomes an administrative issue as well. So-- what happens next?
Submitted by Chalkdust Soup (not verified) on Thu, 02/19/2009 - 21:59.
Absolute crap! Mr. 17:51 sound like just another administrator shifting the blame onto the teachers yet again. School climate is set by the principal ! If you have a weakling or deskwarmer at the helm no amount of "collective ownership" is going to solve the problem. Teachers can write up pink slips all day long, but if the administration is too cowardly to enforce it nothing changes. Parents that are in denial or apathetic contribute to the problem. If you want to see change why not try letting teachers not only teach, but run the schools for a change? After all, look at how many charters are run by people with no educational background. Imagine if the people who have to teach in these schools had the power to set policy, enforce discipline and see that the money raised for schools actually made it into the classrooms. Of course no corrupt politicians would receive any kickbacks from this idea so that will never happen in Philly,
It's obvious this is another Philly spin doctor trying to delfect his/her own blame. When teachers do attempt "dialogue" it's Mr. 17:51 and his ilk that are the first ones to accuse them of "complaining". Try listening. Working together would require the PSD administration to be willing to work with teachers for change. At this point in time they refuse to even listen to teachers (why do you think they schedule their so called "public meetings" during the day when teachers are busy at work?
Submitted by Anonymous (not verified) on Fri, 02/20/2009 - 18:45.
This IS a dedicated staff who DID come together to present their concerns to the adminstration. The letter was signed by 42 staff members who are willing to sit down and talk about the various issues that are bringing this school down. We work together and wrote this letter to show that we care and want to fix the situation as a democratic faculty, not as a one person show.
Submitted by EnoughIsEnuff!!! (not verified) on Thu, 02/19/2009 - 22:08.
Teachers at this school need to put their stories on the NAPTA (National Association for the Prevention of Teacher Abuse) out in IL. They post horror stories from schools all over. It's only by embarassing the school district into doing something that things will change. They fear the media which is why so much pressure has been put on the local rags to print only what the district wants out there. Ackerman doesn't seem to care about the teachers who have held this district together for years. She evidently wants to replace everybody with cheap labor i.e. Teach For America. What better way to bully experienced teachers out than do nothing about the worsening conditions at schools like this?
Submitted by Anonymous (not verified) on Fri, 02/20/2009 - 09:54.
This school has been known for many years to be one of the few neighborhood middle schools that was under control and a place where learning was taking place every day. Dedicated administrators familiar with the school brought numerous programs and grant-funded activities for the students. It's amazing, but all too common, how quickly a school can fall apart--due to lax discipline from the top. Teachers in schools have authority in their classrooms but not in the hallways, where students will tell you what to do with yourself if they can without consequence. I have taught in the public schools for almost twenty years; in my opinion, one gets action only by going outside the hierarchical, well-controlled bureaucracy. Congratulations to these teachers for caring enough to take risks! In the many schools I have taught in, at least 90% of the teachers are extremely hard-working, dedicated, knowledgeable people unjustly faulted by their "superiors" and the public. It warms my heart that the Notebook has achieved the status and recognition it has and that it is there for a forum like this one.
Submitted by Debbie Bambino on Fri, 02/20/2009 - 11:10.
As a long time public school parent-activist, educator, and Critical Friends Group Coach, I have been saddened by all of the pain expressed in these postings. I have worked mostly in Phila., but I have also had the opportunity to work in schools around the country since leaving the classroom in 2001. I have had the pleasure of meeting many. many hard working teachers and administrators. I have also worked to understand why despite the hard work of so many well intentioned adults we are still unsuccessful with so many of our students.
I write today, not with answers, but to share some of the questions that this blog has brought to mind for me.
In random order...
How do we build trust and communication across all relationships within our school communities: between administration and staff, staff and students, staff and students' families, students and students etc.?
What beliefs and practices do we each bring to the mix that build or derail our strength as a community?
How do I define respect and how does that align with the way it's defined by others in my school community?
How do I know what I don't know? & how will I find out?
And perhaps the question that acts as an umbrella over all the rest for me, as a white teacher/coach, What is the role of race and culture in all of our work together?
Thank you for the opportunity to think out loud with you. I look forward to hearing your thoughts about my questions as well as what's working in your schools.
Submitted by Alesha Jackson on Fri, 02/20/2009 - 17:10.
Debbie, thanks for your thoughtful response. I think that we can learn much from your post. The questions you've asked here are tough, and ask that constituents examine their actions as individuals as well as their role(s) in the school and community.
Submitted by Anonymous (not verified) on Fri, 02/20/2009 - 12:45.
While I am a huge supporter of teachers - I am so for the sake of serving students.
Articles/ Blogs such as this always raises more concern and questions than answers. I find it easier to jump to conclusions than to surface assumptions. This is dangerous.
As I read the letter, a couple of examples of a question that comes up for me (but is not for me to answer with such limited data) is....
- What is or is not happening in classrooms that leaves students believing they can come late or roam the halls?
- Is the expectation that the principal just "take care of" these students? The assumptions I have about what this would mean leads me to wonder to what extent this is a school that expects and is focused on equitable opportunities, support and outcomes for its students.
... and as one can then see, whatever true answer comes from these questions could lead the school in a variety of directions.
Peace and Good Luck!
Submitted by Alesha Jackson on Fri, 02/20/2009 - 20:16.
Anonymous 11:45, you wrote: "Blogs such as this always raises more concern and questions than answers. I find it easier to jump to conclusions than to surface assumptions. This is dangerous."
I'm wondering-- what's dangerous about this dialogue? The school isn't identified, nor is the principal. What's written here is the reality for the group of teachers who sent the letter, and this blog is a forum for teachers' stories. If a reader is prone to jumping to conclusions, why not post a question to allow one of the teachers (many of whom are following this blog) to clarify, as you did above?
Submitted by Anonymous (not verified) on Wed, 07/29/2009 - 22:01.
Obviously it is nothing "happening in the classrooms" that gives students the belief that they can roam the halls or show up late. That is something that should be challenged by the office administration on the first floor. The problem is that teachers can only main discipline if the administration holds to the rules. Too many principals don't want to be involved and therefore continually let students off the hook. Combine that with apathetic parents you have a no-win situation for the teachers. Yes, principals are expected to "take care of late and roaming students" since they, not the teachers, have the ability to suspend them. What is this nonsense about "equitable opportunities, support and outcomes"? The problem is a lack of discipline due to no consequences. It's time to go back to basics and deep six the new age touchy-feely babble.
Submitted by anonymous (not verified) on Thu, 07/30/2009 - 00:01.
I believe that teachers should enforced discipline...as our new DA stated in a forum...brazenly stated...
Most of the problems with Johnny in the classroom...is the fault of the teacher...as the $500,000 a year chief of the schools routinely says...
The principals are doing a fine job and have a lot to be proud of...they graduate 50 percent of their wards...
Submitted by Ron Whitehorne on Fri, 02/20/2009 - 22:26.
As someone who spent twenty years as a middle school teacher in Philadelphia I can identify and sympathize with the teachers who wrote this letter. At my school, Julia de Burgos at 8th and Lehigh, we saw good times and bad, including a year when there were several fires and a serious breakdown of school climate. There was also a three year period when the small learning community that I was a part of kept the same students for 6th thru 8th grade and established strong positive relationships with students and parents with minimal disciplinary problems. During many of these years I was a team leader with responsibility for handling discipline for my SLC. I was also a Building Rep and part of the school leadership team. Based on these experiences I would make the following points.
A school has to struggle for a culture in which all members of the school community are listened to and taken seriously…students, parents, teachers, support staff, and administrators. To create a school climate that is conducive to learning requires some trust and cooperation. In particular it requires a willingness on the part of teachers and administrators to look critically at their own practice and be open to trying something different in the interests of moving the whole community forward.
A community needs to have norms for behavior that are understood and owned by all the elements of that community. For this to be authentic requires substantial discussion and negotiation. Part of this process is establishing consequences for violating those norms including who has responsibility for implementing them. Consequences shouldn’t be punitive but should have the aim of helping the student understand and correct the behavior. A detention shouldn’t be a student sitting in a hall with an NTA for 45 minutes. It should be a meeting between a teacher and the student to seriously discuss the issue at hand. A suspension shouldn’t be a way of getting a kid out of our hair for a few days but a message to parent and student that it is necessary to come in and address a serious problem. Part of the process is also recognizing and rewarding those students who do respect school norms on a consistent and school wide basis.
If we are serious about the notion of community we need to reject the idea of getting rid of the troublemakers and instead work hard at coming up with ways we can effectively counsel and support them. In extreme cases transfer to a disciplinary school may be necessary and in some cases a lateral transfer to another school may be the best option. But the goal should be to find ways in our own school community to effectively meet the needs of troubled students. This requires imagination and perhaps more resources, but it also means a shift in attitude.
And as Debbie indicated the issue of discipline exists in the context of the class and race dynamics in our society. I know from my own experience as a disciplinarian that there was often a racial subtext to incidents that frequently involved white teachers and children and parents of color. This demands openness and sensitivity on our part.
With the preoccupation with AYP and boosting test scores, we seem to be losing sight of the mission of schools as places that can socialize children to relate to each other and the broader society in constructive, positive ways. Maybe dialogues like this can help us refocus.
Submitted by Alesha Jackson on Sat, 02/21/2009 - 10:57.
Ron, thank you for your perspective in this thoughtful post.
Submitted by Anonymous (not verified) on Sat, 02/21/2009 - 10:20.
Sad yet hopeful. I taught at this school; it was a good school with a responsive principal. I applaud the courage the courage of the teachers who are fighting back for the sake of the teachers and students in a district where retribution from Administration is the norm. I urge the teachers to go back to the union who should be helping them and telling their story to teachers in schools with similar problems. The Philadelphia Education Fund is not pro-teacher and should not be the intervening between administration and faculty. It should be the PFT. As frustrating as they can be, they are our union, not the PEF.
Submitted by Anonymous (not verified) on Sun, 02/22/2009 - 08:09.
I can tell you from experience what happens because it continues to happen where I teach, which happens to be in the same region as this school.
The Principal becomes vindictive, teachers transfer out, the community is put at arms length, trust and confidence are replaced by bickering and suspicion.
Does anyone wonder why with all that's going on in the district, (imagine), that this is the most commented on blog?
It really is proof teachers do care and do connect with the students and families they teach.
Submitted by Anonymous (not verified) on Sun, 02/22/2009 - 22:23.
The fear that those who posted this feel is clearly very real. I don't know this school or this particular situation. I can only comment based on my experiences spending time in some of the 'persistently dangerous' schools over the past 10 years. I appreciated the comment regarding race and class dynamics. I think that in poor black schools, many teachers, white teachers in general and black middle class teachers, have socially conditioned negative responses to loud, boisterous, "aggressive" black youth. Some of the behaviors exhibited by youth are unacceptable. On the other hand, a good deal of behavior such as loudness in the halls, physical play, etc. is an expression of youth culture and in particular the culture of poor black youth. It's awesome to see our young people with so much energy and passion. Perhaps we can find ways within the school day to channel this energy through martial arts training, sports, arts, physical theater, and other activities. We also must not "fear" that which is not actually threatening or harmful to us (although I understand that some of the behaviors described above are harmful and threatening). I have also found that young people respond best to rules that they have had a hand in creating. So a school-wide process for determining standards or norms of behavior where youth think both about how everyone should be treated as well as the consequences for violating the agreements might be a good place to start. This process could also be used as a teaching tool, with research about the impact of violence or a negative climate on student learning, debates over different approaches to discipline policy, and written platforms that could be voted or consensed on in forums held by grade, small learning community, or classroom. I wonder what impact it would have on climate if such a process was woven into the curriculum of each subject for the first 2-3 weeks of the school year. This is just one example of an idea that based on my experience could work on the right circumstances. It is based on the concept that young people are valuable members of a school community that can be very thoughtful about their own education and process if they are given the opportunity to participate. In the teacher's post above, it sounds like the solutions may continue to be adult-driven. I would hope that every teacher might consider (and be able to relate to) the de-humanizing impact it has on any person when decisions are constantly being made about your life without having input. Maybe that's the way things have always been done, maybe that's the way you grew up. But it's clearly not working. It's time to try implementing some pro-liberation approaches with our young people. We have to trust and love them enough to be able to do so.
Submitted by Kelley Collings on Sun, 02/22/2009 - 23:33.
I am grateful to the dialogue and ideas this online discussion has surfaced. I teach at this school and have been very involved in the recent organizing efforts to improve the school climate.
It is important for me to reiterate that I, along with the vast majority of my teaching colleagues, come to this discussion with a long-term dedication and strong commitment to the success of the school. We are dedicated teachers who often go above and beyond the call of duty to help shape the type of learning environment we believe will help students learn, achieve, and grow. We serve on school governing bodies and committees, such as the School Council, the PFT Building Committee, the Climate Committee, and the Guidance Committee. We are teacher leaders and serve as mentors to new teachers. We participate in the district’s Character Education programs such as Need In Deed and Earth Force. We organize Student Council. We build partnerships with universities (such as the University of Pennsylvania, St. Joseph’s University, Temple, and Johns Hopkins University) in order to garner extra resources to improve student learning. We sponsor extra-curricular activities and clubs including sports, drama, poetry, dance, video, book clubs, Math 24, drumming, technology, the National Academic League, and the Reading Olympics to name a few.
We believe in our school. We believe in our students. And we believe in ourselves.
We believe in our ability to turn the school around and get it back on track. Twelve of us delivered the initial letter (signed by 43 staff) to our principal less than two weeks ago. We have begun to see progress. In less than two weeks:
(1) School climate issues have been the topic of discussion at all grade group meetings. Administrators have been present at those meetings and have engaged in open dialogue about the issues with the staff. Administration agreed to dedicate meeting time after school and during upcoming professional development days to school climate issues. Staff have been invited to help plan and set the agenda for those meetings.
(2) Administrators’ offices were moved in order to increase their visibility and accessibility to teachers and students.
(3) Administration agreed to implement hall sweeps to help restore order to the hallways and stairwells.
(4) Administration agreed to re-implement the use of school-wide cooperation sheets to both reward classes with good behavior and identify classes with poor behavior.
(5) Teachers agreed to continue escorting students to and from classes, standing at their doors during the change of classes, and generally helping supervise students in the hallways.
We realize our work has just begun. We have yet to agree upon specific logical consequences for student behavior. We have not yet addressed the issue of chronically disruptive students within the classroom.
We have, however, put the issues squarely on the table. They are now public domain. The issues are being discussed by teachers, parents, administrators, students, community members, school partners, and school district leaders.
We must all continue to reflect on and articulate our assumptions and values regarding the type of learning environment we are shaping for our students. The more honest we can be with each other, the sooner we’ll find solutions. I believe that if we can maintain open, honest, and public dialogue on the issues, we will continue to make progress.
Forums like this blog provide the public space for that dialogue. Thank you to everyone who has taken the time to help us reflect on our situation and move forward. Keep the comments coming!
Submitted by Anonymous (not verified) on Sun, 02/22/2009 - 23:48.
If all this has been done. Why then blog on here? Sounds like administration is working with you.
Submitted by Helen Gym on Tue, 02/24/2009 - 10:27.
Kelley: Thanks for courageously putting your name to your post and offering some clarifying comments on the efforts you and other teachers at your school undertook (and are still in the process of undertaking) to effect change.
In going through this amazing dialogue, I was once again reminded how difficult it is for institutional change to happen in the daily lives of all of us in the schools. And as Dr. Ackerman speaks broadly of her Strategic Plan, the reality is that a lot of things at the school level will require tremendous dialogue, some struggle and above all an engaged and hopeful community. The struggle doesn't end with the letter, it just begins; there's no such thing as a final salvo. And Kelley's posting here shows how struggle evolves over even this short amount of time.
And as a note to the anonymous poster who replied to Kelley, while I respect the voices of the anonymous posters who want to speak out but are fearful of putting their name on it, other bloggers shouldn't abuse their anonymity. If you're going to write something sarcastic that doesn't require anonymity, put a name to it and at least own the comment.
Submitted by Anonymous (not verified) on Tue, 02/24/2009 - 19:50.
Helen, You have to refer to the anonymous person much better than you have. If you are referring to the comment - why post the blog? Then I will explain my comment, there was no sarcasm involved in what I said at all. I feel very offended, if you are referring to me. I have and will continue to work at this school for a long time and as long as I am able. I signed my name to a document in support of change, and the demand put forth towards the principal was help us or we will have to go public. The administrator has since, held grade group meetings, opened dialogue at school, and even more recently, today, held a paid meeting with the regional superintendent and PFT representative. I feel as though my name is being used in a way it was not originally posed to those who were invited to sign. It was a real question - not a sarcastic question - why did the letter go public. The teachers who respond on this blog have serious concerns - trust me - I see them everyday, these are my colleagues and my friends. How dare you accuse me of being sarcastic. Why am I posting anonymously, well my name (signature) has already been misused, and I refuse to put my name out there anymore. I respect, love and care for my colleagues. I am glad to see all the work you do with parents and schools, and how much of an activist you are, through literature I have read. I do think that calling me out to put my name, is an immature comment, when I did not have a sarcastic tone at all. Sometimes we "read" comments online and we "hear" a tone, when your can not truly 'hear" what the person is saying. You have truly misunderstood who I am. Please think carefully before you post again. Misjudging someone's comments can truly offend them.
Submitted by Helen Gym on Wed, 02/25/2009 - 01:41.
For clarity's sake, I am responding to the person below who responded to Kelley's comment asking her why she was bothering to blog. I have no problem if the poster disagreed with Kelley's take and explained why but asking her why she bothered to post (when it's clear that Kelley took a long time writing out what she had to say) is not acceptable forum behavior.
I think the Notebook has been very generous in allowing people to post anonymously. In certain cases when people feel they are in a treacherous situation where their job could be endangered, or they are whistle-blowing, I more than respect people's right to anonymity. But having been on a number of blogs I know that anonymity can also be abused and used as an excuse for people to say things not normally said or stated in usual public conversation.
I think it's important to remind people that if they post anonymously, they own a certain level of humility and recognition and responsibility for their comments. For example, you may critique me for "hearing" a tone, but I think any anonymous poster needs to consider how their post could be heard. I also think its fair to note to other when their comments sound dismissive, intentional or not - it should be part of the blogging community to mark such language so we all hear and grow and learn.
It's always easier to remain anonymous. The rest of us are putting ourselves out there, and possibly not winning a whole lot of friends in the process. But we're doing so in the spirit of creating a healthy environment for dialogue. I hope my comments are taken as such.
Submitted by Anonymous (not verified) on Wed, 02/25/2009 - 22:02.
I wish I could take your comments and grow from them, if they were not so unwarranted. I did not write that comment in response to kelly blogging. I wanted and still want to know why our school business went public. Thats all. You do not teach at our school, you are not putting yourself out there in regards to this matter. I was asking a clarifying question to someone who I thought could answer that question. I really do not know why you got involved in a question I directed towards Kelly. But Ill stop now, because I sit in every meeting we have at this school to discuss climate, I help my colleagues when they need me and vice versa, so I do not know why I let someone outside the situation upset me anyway. If you really care about the individuals at my school, then I sincerely apologize if you think I was being dismissive - that was not my intention. Having never met you, I do not know if that is the case or not.
Submitted by Kelley Collings on Thu, 02/26/2009 - 06:24.
I did not realize you wanted a direct response from me.
I find this blog (and all public forums) useful precisely because it creates a public dialog around the issues. Public dialog helps shed light on problems that otherwise might get swept under the carpet. Our school climate issues were not being addressed systematically before this public dialog began. Since the public dialog began, however, the administration of the school, the staff of the school, and now the regional administration of the district have all agreed to address the issues in a systematic way that will allow us to find solutions.
The public dialog is what drew the regional superintendent, the regional PFT representative, and the entire local school administration to a meeting with almost 30 teachers on Tuesday afternoon. The public dialog is what created the momentum that led to yesterday's three-pronged walkthrough by the region to examine the state of student learning, facilities, and the CSAP process at our school. And it is the public dialog that will ensure the region's continued involvement in helping identify solutions.
Public discourse is the cornerstone of our democratic value system. Public discourse is the very essence of our democracy. Public discourse around perceived injustices is what prompted the building of our country.
I continue to applaud everyone for having the courage and determination to engage is this public dialog and to wrestle with these issues in the name of improving the learning environment at our school.
Submitted by Anonymous (not verified) on Mon, 02/23/2009 - 11:02.
I just heard very disturbing news about this school. A teacher that is 6 months pregnant was caught in the middle of a fight and pushed on Thursday. The shocking thing and extremely disturbing thing is that the fight or the minor assault on this teacher did NOT RECEIVE ANY SUSPENSIONS OR CONSEQUENCES OF ANY SORT, as of yet. Does this administrator have a copy of the school district's CODE OF CONDUCT??? A major fight should result in a suspension and let's not mention what should have come of the minor assault.
Submitted by Anonymous on Mon, 02/23/2009 - 16:45.
I have just read all of the postings and come out of this with an upset stomach.
As far as staff involvement, the school has ALWAYS had an atmosphere of community and has always worked with the multicultural neighborhood in which it resides. A few years back, it was changed into a School District run charter school and the community….parents, staff, former staff, and students alike, got together to protest the change. When the change was forced anyway, the same groups got together and created their own governing body and board. After a year of the charter hybrid, the same groups appealed to the district to release the school from charter status and they did.
The fact that this school is even in existence goes back to community involvement back to the late 80’s. A group of parents got together and protested that the school be created because there was no suitable middle school for the number of students in the neighborhood it serves. After years of fighting...they got one.
After more years of fighting…this school was born.
This latest blog and series of events is nothing more than the staff coming together as was done before, although in this case, without the help of parents and surrounding neighbors. The vast majority of the teachers who signed that letter are doing it in hopes of change.
For anyone to bring up race is insulting. The school is very multi-cultural and if you look at the school district’s website and data for this school, it states that the population is broken down 56.7% Latino, 29.5 % African American, 7.7% Asian, 3.8% “white” and 2.2% other. Perhaps I read into incorrectly, but some posts refer to the staff not understanding the different cultures. Although ongoing cultural education could help increase community, it has nothing to do with this years behavior problems. Someone else mentioned about not understanding children’s playful behaviors.
There is a clear difference between “goofy” middle school behavior, or kids acting silly/playful and what is happening now. NO CULTURE gives the students a right to curse out a staff member. NO CULTURE gives a student a right to ignore a teacher’s directions. NO CULTURE gives a student a right to walk out of a classroom. NO CULTURE gives a student a right to not go to detention and then when the parents are called, the parents say they don’t want their child staying for detention. NO CULTURE gives a student a right to walk out of a class because they don’t like something that was said to them. In almost EVERY culture, adults are to be looked up to and respected if for no other reason, that they are in a position of authority. Anyone who even begins to think that the behaviors of this school are caused by teachers not understanding cultures, need to recognize that they are giving excuses for the downward spiral American society in general is increasingly falling in terms of behavior, values, morals, etc. It is a disgrace.
As for the person who stated that the staff should not be focusing on getting rid of trouble students and helping them instead, in many of the cases, they can not get the help they need unless they are in an alternative setting.
The only way that any real change will occur is if the school (the entire staff) consistently enforce all rules from the smallest to the largest and the administration and people designated in discipline positions follow the school district code of conduct. Children who break even the smallest rule should be made an example of and held accountable for their decisions. As for violence, children should be suspended for fighting for multiple days and parents need to be called into school for conferences. Not just talked to on the phone.
Finally, no teacher should try breaking up fights. If a fight begins, call the office or whomever you are supposed to call and back away. On the negative side, one of the children may be hurt bad but on the other hand it will be a testament to what has become of the school and perhaps the parents will get involved more easily and stop making excuses. The pregnant women should’ve left school, went to her Doctor and then went to the police station and pressed charges on both kids.
What to do about it…Get PARENTS to contact the Superintendent’s office and/or regional office and speak to the building committee. Have a chapter meeting with the whole staff and the regional staff rep and fill the union in on everything that is happening. The PFT needs to be involved before the district takes the staff attempting to fight for their sanity and their school’s climate and decides to write them all up for insubordination.
Submitted by Anonymous (not verified) on Tue, 02/24/2009 - 11:26.
I worked at this school for years. When I read about how the school has changed just over a few months it made me sick to my stomach. The NOrth regional superintendent needs to step up and get involved since that was who she wanted to be there. Where is the PFT?? All the money we contribute they should have a more active role in what is happening. There have been a number of teachers who have left since September - no one found this to be alarming?
Submitted by Anonymous (not verified) on Thu, 02/26/2009 - 09:46.
But was the school culture good, when the suspension rate was so high. It seems to me after reading this and knowing the school in the past, suspension and kicking kids out was the reaction to everything, which makes it much easier to teach. I also know this principal and he tries very hard to do what he can to support the child and the child's family before he suspends. However, he does suspend when the incident puts anyone in danger. I have seen him go above and beyond for these kids and their family. He is very visible. As for administration being moved that was done before the letter was given to him. I think what is going on is that they had administration before that never looked at the child and the reason behind the child behaviors so the staff is used to a quick fix. I am not saying that what is going on now is right either, but there needs to be a balance that both the administration and the teachers come up with. Change is hard, but not necessarily wrong.
I am wondering if this blog will help create the sense of community in the school that the teachers who started it are looking for. As I read, I believe the staff put this blog on to get rid of the current administration because after this I can't see a relationship between them that is conducive to positive school climate. The joke in the neighborhood before this year was that for some of our behavorially challenged kids, if they don't straighten out by the end of fifth grade, the support stops and the kids are sent to CEP because that school does not work with behaviorally challenged kids or their parents, until this year.
Sometimes when you go from an administrator who is so extreme one way to an administrator that seems to be to the other extreme it is hard to adjust. I hope that this can be worked out because the principal they are talking about has good qualities and he really cares about the community and the students in that community. Maybe if he shares with the staff what he is doing they will realize there are consequences and if he starts to realize when the support isn't helping any more there needs to be a bigger consequence, such as suspension. He and the staff need to work together to come up with a way to institute a schoolwide behavior plan it will work, but it seems to me that school climate will never be good with this bog being instituted because it will always come between their relationship.
Submitted by Anonymous (not verified) on Thu, 02/26/2009 - 13:02.
Just to clarify, you state that "he does suspend when the incident puts anyone in danger". That is just NOT true. The students that pushed the 6 month pregnant teacher last week were NOT suspended.
Also, most every student that has ever been sent to an alternative setting from this school has FIRST been given the chance to succeed through numerous interventions. When the interventions are not successful, that is when the decision is made to move the student. Not to get ride of the problem, but to give that child what he/she really needs.
Submitted by Anonymous (not verified) on Fri, 02/27/2009 - 14:27.
I am sorry..you are wrong. I don't want tosound rude but you are wrong. In an elementary school, perhaps this is the case. The school code of conduct from the district states that if a fight takes place, the children will be suspended. Akerman put a letter out earlier in the year saying up to 10 days for violent behavior.
There has not been a suspension for fighting at this school in 2 months that I am aware of.
He may be a good elementary school principal and supportive of the parents but he is not a good middle school principal. It's ok to be supportive and preventive but if he is not going to punish and give these kids consequences, it is only going to get worse
Submitted by Kelley Collings on Fri, 02/27/2009 - 07:34.
I am disturbed by this comment I just read: "As I read, I believe the staff put this blog on to get rid of the current administration because after this I can't see a relationship between them that is conducive to positive school climate."
I want to be clear that the purpose of our efforts is not to "get rid of the current administration". We have made clear time and time again -- by our willingness to engage in dialog, attend meetings, and join committees to identify solutions -- that our intentions are to work collaboratively with all stakeholders (including administration) to address the issues. We have been doing that on a daily basis since this campaign began in early February. Our actions on the ground reveal and prove our true intentions.
Divisiveness is not at all our aim. I am curious that you hold this perspective. I have not heard this perspective directly from anyone on the ground. It is difficult to have this conversation with you since you have not identified yourself.
Who are you? Identify yourself and make your views known so they can be included in the public dialog. If you don't feel comfortable adding your name to this blog, I urge you to find the professional integrity to reveal your identity at the local school level. We need every voice, every perspective, every opinion on the table in order to keep the debate honest and squarely centered on the issue of student learning.
Thank you for your commitment to our school and our students.
Submitted by Anonymous (not verified) on Fri, 02/27/2009 - 14:30.
I would be willing to bet that the posting was written by a parent who has a child in our school now while at the same time, also a parent of a child we sent to CEP because of their behavior.
Submitted by Paul Socolar on Fri, 02/27/2009 - 15:18.
Dear Anonymous (13:30)
I'm sorry, but I feel that comment is inappropriate innuendo and out of bounds on this blog. You really have no way of knowing for sure who the person is and you have tarred them by implying that their comments are motivated by having a child sent to a disciplinary school. You may disagree with the anonymous poster but that doesn't give you license to cast aspersions on them like this.
The Notebook has chosen to allow anonymous posts on this blog and also not to immediately take down controversial posts. But posting anonymously as you have done, with material that borders on defamatory is not to me in keeping with the terms of usage you can read at the bottom of this column.
Submitted by Anonymous (not verified) on Fri, 02/27/2009 - 17:46.
I am sorry if it came off as inappropriate. I am posting what my feelings are. The person who wrote that obviously knows the Principal from their previous school and also obviously knows our school's past history however, they have it one sided. Yes, our school sent a lot of children to alternative discipline settings in the past however, we followed ALL school district protocols, paperwork trails and preventive actions first. At times, parents refused interventions, other times, the interventions did not work. This person has an opinion of the Principal and our past school climate as well. They need to see the whole picture.
Look at the posts concerning today to see what happened
Submitted by Anonymous (not verified) on Fri, 02/27/2009 - 18:01.
The notebook allows anonymous posts because it knows that the School District of Philadelphia has a gag order in place where staff are not permitted to speak to the media concerning the schools. Also, out of fear. This is a place for ideas and/or to vent in a safe area. Too many times have teachers spoken up then found their positions cut or 204's written for little petty things. We are in adistrict that if a teacher speaks their mind, they will be punished ahead of the students.
That is why people leave their names out
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