The Circus Is Still in Town

On August 6, our school district held our annual Institute Day at a local church with a nationally known speaker. The speaker was good, but what made the day was the announcement by our superintendent, Dr. Phil Hammonds, that Brighton School met its AYP goals again and now was officially out of Alabama's dread "School Improvement" classification after eight years.

The crowd immediately rose to their feet to give the Brighton teachers and administrators a standing ovation. Several local news stations had already been informed of the announcement and were standing by to capture on camera the tears and yells of the Brighton faculty. I can honestly say it was a moment I was not prepared for, as this seemed so far from our reach four years ago when my principal, Margie Curry, and I first came to Brighton.

In fact Ms. Curry and I had been agonizing over our scores for the past few weeks prior to this event as we tried to determine if we had made AYP by looking at our raw data. Our scores had slightly dropped for the Special Education subgroup, and we had not made the large gains overall we'd made the previous two years. I cannot tell you the relief and joy I felt that day as Brighton’s success was celebrated.

Our faculty went back to school for another celebration of cake and ice cream while the local daily newspaper and another news station came for interviews. It was quite a moment. However, it did not take long for me to begin to wonder whether we would be able to do this again next year and the year after that?

I guess this is the mindset I have developed as we have all experienced the relentless pace of requirements built into the No Child Left Behind law. Every year the Annual Measurable Objectives increase until we reach (theoretically) 100% competency in every measured area in the year 2014. My persistent question now is how do we sustain change and continue to improve? When you have lived in the world of NCLB sanctions (in our state, that's School Improvement status), you never want to go back. One our teachers coined the phrase for our school last year, “Onward ever, backward never.” Our assistant principal made buttons with this slogan for our teachers to wear on Institute Day.

So, how do we keep from going backward? My thoughts are that it is time for our teachers to take full responsibility for our outcomes. We started encouraging ownership last year as we began Professional Learning Teams, and our teachers began working together in earnest to improve our school. After being under the guidance of a Peer Assistant from the State Department of Education for three years, now we are on our own. I believe we have to take what we learned from our state peers on how to improve test scores and now dig deeper to improve learning as we strive to meet the needs of all of our students.

My job is to take the huge notebook left by the state peers, designed to help us continue these practices, and assist the teachers as they build the capacity needed to sustain our success.

My first effort was to conduct our schoolwide data meeting. In the mood of celebration, but also knowing the need to present our data in a very realistic manner, I chose a George Carlin quote as our theme: “Just because the monkey is off your back, does not mean the circus has left town.”

A friend blew this quote up for all to read as the teachers entered the door. I brought circus snacks and everything was printed on very bright paper. Teachers were asked to sit in specific groups as we looked at our grade level data and completed data analysis sheets. It turned into a very positive meeting where I observed teachers taking ownership of the discussion.

I concluded the meeting with the charge that it is time for us to take this challenge “own.” I purposely spelled the word o-w-n, to emphasize the need for us to take ownership of our school. For the past three years, everything has been very top down. When you have been labeled a failing school for a long time, you do not have the option to question those who come to help.

I do so appreciate the help we have had from the SDE and our district; we would have never made the improvement without their support. I have to commend the Brighton teachers, too. The majority of our faculty took what they were asked to do and did it with no questions asked. I have often wondered if I would have been so cooperative. Probably not.

During my time as national teacher of the year, I was quoted on a Starbucks paper cup as saying: “Our schools can be fixed!” This was my dream for Brighton and to be a part of this experience has been the most rewarding and challenging time in my career. However, the challenge is about more than just fixing schools — it is about creating schools where success can be sustained. This is quite a challenge and I wonder daily if I have the energy for this work.

There is a part of me that would like to retire and leave on a high note. But I can’t leave. The reason I cannot leave is because of the children. I have mentioned often the children who were in the Kindergarten class with the snakes. This group completely captured my heart during a visit to Brighton in 2003, as I observed the less than adequate education they were receiving. Last year, these very same students (who are Brighton’s most at-risk population) had the highest scores for a special education subgroup. I am determined to stay until they have successfully completed all grades at Brighton, and I now believe this can be a reality.

The circus has not left town, but we now have our chance to make this school, if not the "Greatest Show on Earth," a great and lasting educational experience for our children and the Brighton community.

Comments

[Joe Bellacero]

Congratulations, congratulations, congratulations. It's wonderful that you, your staff and your children have achieved this milestone--that's the first "congratulations." For those who didn't know any better, you have dispelled the myth that the Brighton kids were incapable of achieving academically.

Next, I find it thrilling that your theme is now "ownership." It tells me that there is a new confidence that those who work at Brighton have the wherewithall to know what is right for the education of your children, and the willingness to strive for it. This is true professionalism and earns the second "congratulations."

That final "congratulations" is for you, Betsy, and your determination to see that kindergarten group through to the end of this part of their journey.

A few months ago, I saw the movie "Freedom Writers" and, aside from the idea that valuing students voices is a key part of education, I hated it. I hated the contemptuous way every teacher except the main character was presented. I hated the idea that the only way to be a really good teacher is to sacrifice your own life. And I hated that this "Mosaic" teacher left the classroom after only having taught one group, and started her "Freedom Writers" organization, instead of sticking around and doing the job day in and day out with one group after another.

The fact that you have decided that you will stay for your "snakes" group even after you've accomplished a great deal and have earned your retirement, tells me that you deserve the highest praise someone in our professions can receive--you're a real teacher!

Joe

[mccxxiii]

I'm curious ... why would a meeting with all the teachers to examine data require a circus theme with snacks, brightly colored paper and assigned seats?

I have no professional connection to the education industry -- I work in the non-profit political world.

What you are describing sounds to me like treating the teachers like elementary school students themselves ... rather the opposite of the empowered, self-directed professionals that you claim you're looking for.

I'm an educated professional with years of experience in my field, as I'm sure both you and your teachers are. If someone at my office treated me that way, heads would spin and heads would roll.

[Betsy Rogers]

Dear mccxxiii,
Thank you for your comment. As an elementary teacher, I am driven by themes. This meeting was a fun gathering to celebrate our success with a serious objective to look at our data. The teachers appeared to enjoy this effort to make this “an event”. Perhaps this is typical of our culture of Southern hospitality to always include refreshments for our faculty meetings. This is a standard practice in my school.

The seats were assigned only to allow the lower grade levels teachers that do not take the state test to sit with the teachers from the testing grades in order for them to gain a better understanding of our accountability. The majority of the teachers were very engaged in the table conversations and I felt they left the meeting with an enhanced understanding of the task before us.

I never meant this as an insult to our profession and I do not believe it was taken in that way. When I first visited Brighton years ago, I struck at how little was done for the teachers. I was determined once I came to the school full time; I would make an effort to give the faculty some much-needed extra attention. This may not go over in a high school, but in a K-8 school it is very appreciated. If I were in a high school setting, I am sure I would not go down the “theme path”. I am sure eyes would roll. However, there was no eye rolling a Brighton that day,

Betsy

[Betsy Rogers]

Joe,
Thank you for your very positive comment and encouraging words. It means a lot, as I know you have spent your career making a difference in NYC and continue to do have great impact as you have retired. I so appreciate the example you have not only for me, but all the other educators who have worked with you.
Betsy

[Silvina Spanish Teacher Buenos Aires]

Interesting blog.
Best wishes
Silvina
Spanish Teacher
from San Telmo Buenos Aires Argentina