Archive for the 'Family/School Involvement' Category

Instructional Rounds

Last Thursday we hosted Instructional Rounds (IR) at BAA. Instructional rounds are the new buzzword in education, largely defined by Lee Teitel and Richard Elmore at Harvard. The purpose of the rounds is to analyze and improve teaching and learning practices at the classroom level. Although I’m not completely convinced yet how helpful the results of the observations are, what IS powerful is getting teachers, students, parents, and administrators out of their routines and looking deeply at the practices of teaching and learning in a different context and through a different lens than they experience during the day-to-day.

I am proud that BAA was the first Boston Public School to have students and parents participate in the rounds. They were absolutely phenomenal. The parents were honored to be a part of the process and found it extremely helpful to think about the school as a whole rather than just the needs of their own student.  The 5 students who participated spoke eloquently and passionately about the positive aspects of BAA, as well as pointed out the real challenges for including all learners.

One of my favorite comments came from a BAA music student who pointed out the differences between the theatre student warm-ups she observed and the music vocal warm-ups she experiences in her own classes. She enjoyed how theatre students both warmed up their bodies and built community at the same time, and she was excited to bring that practice back to her music classes. I loved watching this mini “teaching moment” happening for a student!

Later that evening at my HGSE (Harvard Graduate School of Education) class, three seniors from a new turnaround high school came and spoke. They were all transferred to this new school after their high schools were closed for underperformance. Despite the fact that they had experienced their previous schools firsthand and hold a wealth of information about what worked and didn’t work for them, they told my class that they had no input on structures or practices at their new school. Their disempowerment and lack of engagement in the process of constructing their own educations was jarring, especially after watching parents and students blossom during the IR at BAA earlier that morning.

The takeaway from last Thursday for me was this: when we’re thinking about school reform, I am reminded again that we need to put the voices of students and parents at the forefront of the discussion. How do we incorporate these voices so that they are not an afterthought, but a forethought? After all, who is school reform really for?

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Occupy the Department of Education!

I had to blog about Confessions of a ‘Bad’ Teacher from this past Sunday’s New York Times… everyone needs to read this article so we can stop and think about how our federal and state policies are affecting teachers and kids in our classrooms.
I will be joining BAA teachers and many others in Washington, DC at Occupy the DOE (Department of Education) at the end of March for a teach-in to underscore how limiting and short-sighted so many of our current policies are. They are based on an “I gotcha” mentality- on how we can “improve” education by punishing teachers and kids.
I know it’s complicated to create a system of accountability that actually trusts teachers, but we must try. As Johnson points out in this NYT article, the messages we are sending teachers are confusing and contradictory, and the ways we are assessing kids and teachers are ludicrous.
We cannot hope to have engaged students and young people who want to participate in our fragile democracy with such backwards policies. We must be the change we want to see. Let’s organize and go to DC!

Celebrando a Margarita Muñiz

In November 2009, I had the privilege of attending the Thanksgiving play at the Rafael Hernandez School, a bilingual elementary school in Roxbury where Margarita Muñiz was the principal. This annual musical is a long standing tradition, and in 2009, the play was about Margarita’s life, travels and journeys as an educator in the Boston Public Schools.

The play chronicled her departure from Cuba as a young girl as part of the Pedro Pan (Peter Pan) children, her landing in an orphanage in Louisiana, her eventual reunion with her parents, her graduation from college, the beginning of her career as a teacher in the Boston Public Schools, and finally her directorship of the Hernandez school. It also included wildly funny times with all of us in South Africa and Zimbabwe.

It was magnificent to watch the total enjoyment on the faces of the students, from kindergarteners to eighth graders, as they played different aspects of the life of their world-traveled principal. Whether it was struggling to learn English in the orphanage, learning how to order food in Japan, or running from elephants in Zimbabwe, the children danced and sang their way through the script, both poking fun at Margarita’s demands during her travels and demonstrating compassion and understanding for the many cultures and countries she visited.

Besides the outstanding performances of the students who played Margarita, two things stood out for me: 1. the incredible love and devotion that Margarita’s students and staff had towards her, and 2. how the play demonstrated Margarita’s deeply rooted beliefs in education: that all children can reach high levels of literacy, that the arts are essential for a good education, and that family involvement is key for a positive school climate.

When I think about her beliefs (and mine) about what makes a good school, I will think of the Hernandez. This play was a wonderful tribute to Margarita, but more importantly, it was a tribute to the hard work of fantastic teachers, families, and students. I was proud to be involved in some small way.

Margarita Muñiz died on Friday, November 18, 2011. Just that Tuesday, Boston Public Schools announced the September 2012 opening of the first dual language high school- Margarita Muñiz Academy (MMA). It will be led by Dania Vazquez, who coached principals and school change teams for many years at the Center for Collaborative Education (CCE).

Margarita was one of the most compassionate, dedicated and insightful educators whom I have ever known, and I am grateful for her friendship and guidance. We realized somewhere in Zimbabwe on our Barr Fellows trip that we both shared a love for the same 19th century Spanish poet, Antonio Machado. This verse – one of our favorites – sums up much of who Margarita was:

Caminante,

No hay camino

Se hace el camino al andar

My clunky translation:

Traveler,

There is no path

We make the path by walking.

Margarita made new paths each and every day and I hope to honor her memory by doing the same. Margarita, te quiero mucho.

http://www.bostonglobe.com/metro/2011/11/20/legacy-excellence/NOJyhTEzfdr5ITGWUjj3NN/story.html  by Yvonne Abraham

http://www.huffingtonpost.com/meg-campbell/what-i-owe-margarita-muni_b_1098489.html  by Meg Campbell


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