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MTA launches innovative effort to help schools

The Massachusetts Teachers Association has launched an initiative that will help educators in selected schools develop innovative ways of teaching hard-to-reach children in the middle grades.

The MTA recently accepted six schools into its Priority Schools Initiative Network, a three-year program that will assist teachers, administrators and paraprofessionals in coping with the enormous challenges that face schools serving a large percentage of low-income children.

The initiative will provide educators with knowledge and resources to promote data-driven decision-making; standards-based curricula, instruction and assessment; and school improvement planning. The program, jointly funded by the National Education Association and the MTA, also offers resources for parent engagement and community involvement projects, which researchers have found are two essential components of  school improvement.

Current state and federal policies are structured around the assumption that 'accountability' by itself will lead to better schools. "Some policymakers believe that if students are tested regularly, schools are rated based on test scores and low-scoring schools are threatened with sanctions, educators will naturally figure out how to improve," said Kathleen Skinner, MTA's professional development director. "We hold a different view. We believe that teamwork, constructive partnerships and educator involvement at every level are crucial if students are to succeed."

Over the winter, MTA invited 23 schools labeled "needing improvement" by the Massachusetts Department of Education to apply to become Priority Schools. To qualify, at least 60 percent of the instructional staff - administrators, teachers and paraprofessionals - had to vote to participate. The  rate of "buy-in" in the six schools ranged from 68 percent to 100 percent. The schools are:

• Athol-Royalston Middle School, Athol - (Contacts: Patricia LaBombarde, teacher, 978-249-2430 x110; Patrick O'Shea, principal, 978-249-2430 x510).
• Bartlett Junior-Senior High School, Webster - (Contacts: Sue Sabaj, teacher, 508-943-8552; Michael Hackanson, principal, 508-943-8552).
• Silvio Conte Middle School, North Adams - (Contacts: Victoria Richardello, teacher, 413-662-3200; Diane Ryczek, principal, 413-662-3200).
• Great Falls Middle School, Turners Falls - (Contacts: Nancy Daniel-Green, teacher, 413-863-3188;  Jeffrey Kenney, principal, 413-863-3188).
• Marcus Kiley Middle School, Springfield - (Contacts: Dawna Jenne, teacher, 413-787-7240; Larry Tillman, principal, 413-787-7240).
• Anthony J. Sitkowski School, Webster - (Contacts: Van Constantine, teacher, 508-943-6002; Joan Czechkowski, principal, 508-943-1922).

Each school will use a survey developed by the NEA to get baseline data from educators and parents about goals, communication, problem-solving, assessment, resources and personal and professional learning. The effort will be structured to meet the needs of each school and will include professional learning within the existing school day and year for all administrators, teachers and paraprofessionals.

Already, each school has an identified group of five educators, including the principal, who make up the leadership team. These 30 educators will meet six times per year and during the summer to determine the learning objectives for the upcoming school year.

Staff from the MTA's Center for Educational Quality and Professional Development will provide coaching in the development and refining of improvement plans, alignment with Massachusetts Curriculum Frameworks and other vital areas. In addition, paraprofessional training will be offered in reading, writing and mathematics strategies to meet the ESEA "highly qualified" standard.

Some schools need more help than others in making sure all students have a chance to succeed, Skinner said. Most often, priority schools serve a high  percentage of students who face challenges in their lives that interfere with learning. Simply threatening these schools with sanctions may trigger an immediate response, such as more test preparation, but it will not necessarily lead to deep improvements.

The Priority Schools Initiative is based on research on closing the achievement gap conducted over 30 years by educator Belinda Williams, now at the University of Pennsylvania. The model provides practical steps for identifying schools in crisis, implementing changes and creating a positive school environment.

"This is a multi-level, complex issue," Williams said. "But there are schools where the gap is closing, which shows that it can be done.

"There need to be meaningful professional development opportunities for teachers to understand how learning occurs and to apply that knowledge in a teaching and learning environment," Williams continued. "Teachers also need additional time to make connections with kids, and making stronger connections with the community and parents is also important. Often, parents in high-poverty situations need a lot of support from the community."