Vol. 3, No. 1 Spring 2010
Pittsburgh leads U.S. Empowering Effective Teachers plan a national model BY PAUL HALLORAN and Melinda Gates Foundation to support Foundation. When it comes to transforming the Empowering Effective Teachers in “The national wave is coming and we education, Pittsburgh is at the head of the the Pittsburgh Public Schools plan . are leading it,” said Superintendent Mark class. This plan builds upon the core elements Roosevelt. “Federal competitive dollars are Pittsburgh Public Schools, in the District had already put in place as part not going to be available for districts that collaboration with the Pittsburgh of its Excellence for All initiative to don’t get on board. Funding will be tied Federation of Teachers, has ensured the improve student achievement. Pittsburgh’s into districts’ ability to implement this type District’s status as a national leader by was one of only four nationwide to be of plan, and we are blessed to have been obtaining a $40 million grant from the Bill selected for funding by the Gates See EET Page 6 PPS teachers gather at professional development event.
Pittsburgh Public Schools is getting parents prepared to register their kids for early education, such as this class Early start at Pittsburgh Beechwood led by PreK teacher Jane Niapaver. Pages 10-11. 2 —The Pittburgh Educator Spring 2010 Excellence for All Investing in teacher effectiveness is our focus “We will focus our These initiatives combined with additional students to highly effective teachers; and 3) that recognize critical junctures in a student’s ongoing district reform strengths such as our collaborative, trust-based ensure all teachers work in learning pathway to Promise Readiness. One example of efforts on our vision for relationship with the Pittsburgh Federation of environments that support their ability to be these new roles is the Promise-Readiness teacher effectiveness: Teachers, incredible support from our highly effective. Corps. This group of highly effective teachers Pittsburgh’s teachers will be stakeholders, and the successful launch and Building teacher effectiveness requires better will follow students for two years—from 9th to empowered as effective growth of The Pittsburgh Promise®, have understanding of how teachers already in our 10th grade—and receive rewards and leaders to do whatever it helped prepare us to take the next steps toward classrooms are performing, and offering the recognition linked to student outcomes. takes to foster a culture of improving the life prospects of the children we support each one needs for ongoing Our third strategic priority is to ensure that striving, resilience, and are privileged to serve. professional growth. District staff, with critical all teachers work in learning environments that Mark Roosevelt college-readiness so that What’s next? The answers are found in The support from the PFT, have co-constructed the support their ability to be highly effective. over 80 percent of all Plan for Empowering Effective Teachers in Research-based Inclusive System of Evaluation Recognizing that student self-discipline and students complete a post-secondary degree or Pittsburgh Public Schools. All Pittsburgh (RISE) that defines effective teaching and positive work habits are necessary for post- workforce certification.” educators can be immensely proud that our plan specifies an evaluation and support process. secondary success, we will set and reinforce Strategic Vision - The Plan for Empowering was one of only four in the nation to be This will expand our ability to tailor high standards for student behavior and career Effective Teachers in the Pittsburgh Public selected for funding by the Bill & Melinda professional development programs to the aspirations and identify and provide the Schools Gates Foundation. In fact, in these tight needs of individual teachers. Current teachers systemwide supports necessary to establish and economic times, the Foundation is investing also will benefit from opportunities offered maintain a strong learning environment in Investing in Teacher Effectiveness is Latest $40 million in Pittsburgh’s schools and through the new PPS/PFT Promise Academies. every classroom. Focus of PPS Plan teachers. The Strategic Vision noted above To ensure successful ongoing recruitment of We will continue to focus on the critical role Over the past four years, our District has guided the development of our Plan, and it will effective teachers, Teach for Pittsburgh will effective teachers play in the growth of their improved student achievement by putting into continue to guide our District’s support the selection and preparation of the students and the initiatives we’re developing to practice a series of strategies outlined in our improvementefforts. very best teaching candidates. This new ensure that effective teaching happens in every Excellence for All reform agenda. We have With the PFT’s help, we are hard at work on initiative infuses our beliefs about the skills and classroom, every day, across our District. We introduced a rigorous new core curriculum; the challenges that come with such an qualities of effective teachers into our hiring are excited about the ongoing evolution of redesigned professional development to expand ambitious vision. We believe that investing in practices. Newly hired teachers will greatly Pathways to the Promise™ in ensuring that and strengthen opportunities for our employees’ our teachers will give us a unique opportunity benefit from a 13-month residency-based students stay on course toward academic continued learning and growth; improved to become the first urban school system in the induction before “going solo” in the classroom excellence and attainment of The Pittsburgh school leadership through a comprehensive country to prepare the vast majority of our for the first time. And the awarding of tenure Promise®. As such, each story in this issue of accountability system for principals; and students for the successful completion of will become a significant milestone in a The Pittsburgh Educator is a reflection of our created new schools such as the Science and college or workforce certification. teacher’s career by representing proven commitment to achieving our vision of Technology Academy 6- 12, Pittsburgh Our Plan identifies three strategic priorities: effectiveness. Excellence for All. Milliones University Preparatory 6-12 School, 1) increase the number of highly effective Teachers who are recognized as highly and eight Accelerated Learning Academies. teachers; 2) increase the exposure of high-need effective will be offered new, high-impact roles Mark Roosevelt is Superintendent of Schools. THE BOARD Pittsburgh Public Schools Board of Directors
Theresa Colaizzi President Thomas Sumpter First Vice President William Isler Second Vice President Dr. Dara Ware Allen Mark Brentley Sr. Jean Fink Sherry Hazuda Floyd McCrea Randall Taylor
Published by: Pittsburgh Public Schools Mark Roosevelt Superintendent
Submit story ideas to: Lynne Turnquist Public Communications Manager Above, Board Members and Districts front row, from left: Board First Vice Pittsburgh Public Schools President Thomas Sumpter (District 3),Board President Theresa Colaizzi 341 S. Bellefield Ave. Pittsburgh, PA 15213 (District 5), Board Second Vice President William Isler (District 4), 412-622-3620 Superintendent Mark Roosevelt; back row, from left: Sherry Hazuda (District [email protected] 6), Jean Fink (District 7), Dr. Dara Ware Allen (District 2); Mark Brentley Sr. www.pps.k12.pa.us (District 8); Sharene Shealey (District1), and Floyd McCrea (District 9). On December 8, newly-elected Board Member Sharene Shealey (District 1), top Produced by: GRANT COMMUNICATIONS right photo, joined re-elected Board Members, from top to bottom,Theresa CONSULTING GROUP Colaizzi (District 5), Jean Fink (District 7), Floyd McCrea (District 9) and Boston X New York Thomas Sumpter (District 3) in taking the Oath of Office, administered by 781-598-8200 [email protected] Judge Michael McCarthy, at the annual Board Organization Meeting. Following www.grantgroup.com the ceremony, the Board elected officers for the 2010 fiscal year.Theresa Colaizzi was re-elected President.Thomas Sumpter was re-elected First-Vice President and William Isler was re-elected Second-Vice President. Excellence for All The Pittsburgh Educator Spring 2010 —3
Pittsburgh Schaeffer honored all members of the Board with “Whale Done” Awards for School Director Recognition Month. Shown in the photo, from left, Floyd McCrea, District 9, and ?;Theresa Colaizzi, District 5, and ?; Dara Ware Allen, District 2, and ?; and Thomas Sumpter, District 3, and ?.
Sherry Hazuda, District 6, was interviewed by Pittsburgh Mark Brentley, District 8, enjoyed a performance by the Pittsburgh Linden K-5 welcomed new Board Member Sharene Brookline K-8 students ? and ? for a story in the school Pittsburgh Allegheny K-5 Chorus during School Director Shealey at their Family Meeting during School Director newspaper about School Director Recognition. Recognition Month. Recognition Month. School Director Recognition Month Pittsburgh City Council recognized the Board of Directors of the School District of Pittsburgh for their service to students and families of the School District in honor of School Director Recognition Month. Each year, the Pennsylvania School Boards Association designates January as School Director Recognition Month to honor board members across the Commonwealth for their willingness to serve as advocates for school children and their families. At the January legislative session, Superintendent Mark Roosevelt, on behalf of the Pittsburgh Public Schools, presented each Board Member with a copy of the novel A Mercy by Toni Morrison in appreciation for their dedicated service. The book is part of the District's new African-American Literature course. Board Members may share the book with a child in their lives or donate it to a school or community library.
Students xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxx William Isler, District 4, will be recognized at a later date, due xxxxxxxxxxxxxxxxx xxxxxxxxxxxx at Pittsburgh Rooselvelt made cards for Jean Fink, District 7. to weather complications. 4 —The Pittsburgh Educator Spring 2010 Excellence for All FACULTY PROFILE All in the family For Harrison, teaching runs through his blood BY RICH FAHEY College. Teaching is definitely in Kenneth Harrison’s blood. Harrison has already had memorable moments in his career. The presidential Growing up in a home with two teachers, the son, grandson and great-grandson election campaign of 2008 was the first. “I was impressed by the depth of of educators said every Thanksgiving dinner, “was all about teacher talk.” But it the discussions,” he said. took awhile for the family passion for education to travel to his heart. In December 2009, the Pittsburgh Board of Education approved Harrison, 43, was one of 127 Pittsburgh Public Schools teachers recently granted the name change of the newly-opened International Baccalaureate tenure, which means he has completed three years in the profession. School to the Barack Obama Academy of International Studies. US A grade 8 U.S. History teacher at Pittsburgh Obama 6-12, Harrison said he A committee of community members, parents, staff and History always had an abiding interest in history. But it was while watching the History students chose the name. teacher Channel with his father, Richard P. Harrison Sr., a retired longtime science teacher Harrison said he is proud of the role his students played in Kenneth in Pittsburgh Public Schools, that he came to realize that sharing his interest with getting the name change accomplished. “They were Harrison young people might be his calling. completely involved in the entire process,” he said. “Dr. with stu- “He told me I had the wrong career,” the younger Harrison said of his father. Walters showed a lot of patience with the students. He made dent “He told me I could relate to kids and that I had a lot to offer them.” sure they understood the process of naming a school.” XXXXXXX It was then that Harrison, who had been working as a caterer, decided to become Harrison and his wife, Katrina, don’t have any at Obama the latest in a long line of family members to step into the classroom. children yet, but he says he would Academy. While Harrison’s father was teaching science in PPS, his mother, Vernetta, was a handle career choices the same way home economics teacher at the District’s Knoxville Middle School for 20 years. his parents did. “Neither of my On his paternal side, his father’s sister, Rosalia parents told me to do this,” he Jordan, was an educator, as were his paternal said. “When I decided to do it, grandmother, Rozalia Frances Nelson Harrison, my father gave me the best and her three sisters, Thelma Wofford, Dr. Sophia advice: Be good at what you When I“ decided to Nelson and Fannetta Gordon. Harrison’s great- do and persevere through do it, my father gave grandfather on his father’s side — John Pride the ups and downs. Try me the best advice: Harrison, born a slave in 1863 — and great- not to get too high or too Be good at what you grandmother Lacy Hart Harrison were also low.” do and persevere educators. through the ups and On his maternal side, great-grandfather Frank A. downs.Try not to get Nelson Sr. and great-grandmother Sophia B. too high or too low. Nelson were also teachers. Initially, Harrison was less than Kenneth Harrison enthusiastic about the “family business,” he admitted. “I resisted getting into education for the wrong reasons, just because it was something so many in my family had done,” he said. Harrison is one of a rising number of teachers now coming to the occupation later in life, with experience in other professions under their belts. He said the most important thing he has learned in business — he still works part-time as a caterer — is how to treat people. “Try to figure out where a person is coming from,” he said. “Understand the situation you’re involved in.” Pittsburgh Obama Principal Dr. Wayne Walters said that when it comes to a teacher who enters the profession from another career field, success is dependent on several factors. “A lot depends on his passion for education and the students,” he said. “Usually a seasoned person coming in has made an informed decision, a commitment to wanting to be a great educator.” Walters said having so many other educators in the family can only be a plus for Harrison. “Kenneth has often said that he referenced his father and used him as a resource,” Walters said. “His father provided encouragement and knowledge about classroom protocols and procedures.” Harrison attended the District’s Beltzhoover and Knoxville schools while growing up and is a graduate of South Hills High School. He attended Community College of Allegheny County after graduation, going on to obtain his bachelor’s degree at Indiana University of Pennsylvania, and his teacher certification at Chatham Excellence for All The Pittsburgh Educator Spring 2010 — 5 Empowering Effective Teachers Fulfilling the Promise PRC initiative keeps students on the right track
BY MEAGHAN CASEY The Promise-Readiness Corps (PRC) is leading the charge to ensure every ninth- and 10th-grader is on the path to and through graduation. One of the seven core initiatives of the Empowering Effective Teachers in the Pittsburgh Public Schools Plan, the PRC was created to support students transitioning into high school and ensure that they reach the 11th grade Promise-Ready. At each high school, a team of highly effective teachers, counselors and social workers will connect to incoming ninth- graders and accept the responsibility to support them through the critical and challenging early high school years. By looping, or following a cohort of students from one grade to the next, PRC teachers will be able to better track their students’ academic and social development, informing more effective instruction based on students’ learning styles. “You’re not only building relationships, you’re sustaining them over two years,” said Nancy Kodman, PPS executive director for strategic initiatives. The teams will also be able to better foster positive behavior and habits, ambitions and dreams and academic readiness for post- secondary success. Langley High “Behavior and work habits – whether it’s being on time or putting forth your best opportunities for college and beyond.” the strategies of Excel 9-12, the PRC academically promoted to 10th grade; and effort – is key to success in any environment, The PRC program will be introduced in program included team teaching, looping, have at least one involved, caring adult to in school or in the workplace,” said Eddy eight high schools in 2010-2011: Pittsburgh advising, setting up support systems and turn to. In the years following the program’s Jones, project manager of the Pittsburgh Allderdice, Pittsburgh Brashear, Pittsburgh providing a positive teaching and learning inception, the District’s promotion rates have Promise. “At the end of the day, we’re Carrick, Pittsburgh Langley, Pittsburgh environment. Teams will meet frequently improved steadily, while the dropout rate has preparing students for the future and Oliver, Pittsburgh Peabody, Pittsburgh Perry and look at reports of students’ achievement decreased. ensuring that they’re able to access and Pittsburgh Westinghouse. Building on history, attendance trends and behavioral “Research shows if you can get students records. An additional period will be added through ninth-grade, they’re far more likely to the school day to accommodate time for to end up graduating,” said Kodman. “With the teams to work collaboratively to improve the PRC, we’re building on the work of 9th student achievement and provide advisory Grade Nation, recognizing the need to support. provide more support.” “For students, the PRC offers an During the 2011-12 school year, the PRC opportunity to build strong relationships with Career Ladder will be introduced. It will be a team of teachers during a critical transition one of several new career pathways for period in their academic career,” said teachers who have proven their ability to Kodman. “For teachers, it offers structures achieve one to two years of academic growth that will maximize the rewards of teaching, in a year, reduce racial disparities and shape adding time for professional collaboration, students’ mindsets. The Career Ladder will advising and the opportunity to be part of a become a high-impact role and a badge of team of teachers, staff and students moving distinction for those teachers who are together towards 11th grade.” selected. The District and the Pittsburgh Since 2007, Kodman has overseen 9th Federation of Teachers have agreed that a Grade Nation – which aims to create a monetary bonus shall be shared among team culture in which students are valued and members every two years, based on the inspired; attend, adjust and achieve in an success of the student group as it heads to environment of high expectations; will be 11th grade. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 6 — The Pittsburgh Educator Spring 2010 Excellence for All Empowering Effective Teachers RISE-ing to the occasion District, PFT collaborate on new system of teacher evaluation
BY PAUL HALLORAN A RISE training session for school leadership The research is clear: The single most teams is scheduled for March 12. The goal of the important factor in student achievement is the train-the-trainer event, according to Lippert, is “to quality of the teacher. The goal, then, is obvious: help them gain a deeper understanding of the RISE ensure that there is an effective teacher in every process, and identify evidence as it connects to the Pittsburgh Public Schools classroom. PPS has appropriate component in RISE, and establish an the blueprint to achieve that – the Empowering agreement on where it falls on the four Effective Teachers in the Pittsburgh Public performance levels.” Schools plan (EET), which is being funded with In March and April, sessions will be held at all a $40 million grant from the Bill & Melinda the pilot schools to get feedback from teachers and Gates Foundation. staff regarding the strengths and weaknesses of The challenge: come up with new and RISE, so that refinements can occur prior to the improved methods of evaluating teachers. PPS District-wide implementation during the 2010-11 has a plan for that as well. school year. RISE – Research-based Inclusive System of On May 14-15, there will be school reflection Evaluation – is being piloted in 24 schools this time for the pilot schools to offer more feedback. school year; the remaining schools will begin to The schools that did not participate in RISE this implement RISE next year. RISE is a program year will be invited to attend. There will be training that defines effective teaching and prescribes an in June for the leadership teams at those schools, evaluation process. It includes 24 components followed by three days of school-wide RISE across four performance levels, according to Dr. training the week of August 9. Sterett Principal Sarah Sumpter, right, explains a point at a RISE training session for Jerri Lippert, PPS Chief Academic Officer. the Middle/High School Design Team. “We continue to be excited about the work Each of the participating schools has a RISE that is being done,” Lippert said. “The feedback leadership team that consists of administrators and teacher consultant Dr. Paula Bevan meet with the leadership teams thus far has been overwhelmingly positive. Teachers feel leaders. Lippert, Jody Spolar, PPS Chief of Performance monthly to get feedback. like they have a voice. The process is transparent. We Management, Pittsburgh Federation of Teachers Vice “We’re moving toward an automated system for data continue to work through issues as they arise in a Presidents Mary Van Horn and Nina Esposito-Visgitis, and collection in the RISE process,” Lippert said. collaborative and transparent way.” PPS’ Empowering Effective Teachers plan a national model EET: from Page 1 schools. A team of highly effective teachers special education – will go through the “Too often efforts to improve teaching given the money and resources to continue the will shepherd a cohort of 100-120 students Academy and have the opportunity to work quality have been random acts of reform, work we had already started.” through their first two years of high school, every day with highly effective teachers. sometimes incredibly superficial,” Weingarten PFT President John Tarka agreed. “Much of with the goal of getting them to grade 11 Experienced teachers will benefit from the said. “Teachers and administrators in what President Obama and Education Promise-ready. opportunity to engage in stimulating Pittsburgh have joined together to change over Secretary Arne Duncan are proposing for Teacher Practice and Evaluation – an professional development that addresses their the next seven years the way we hire, mentor, school improvement are issues that we see as initiative that creates fair, objective and specific needs and goals. support, evaluate and compensate teachers and important components of our EET plan,” transparent methods of evaluating teachers. Flexible Career Opportunities for Teachers administrators. This effort is a real game- Tarka said. “Rather than playing catch-up as Included in this initiative are the continued – ensuring that effective teachers have the changer for teachers and the children we love most districts will now be doing in order to refinement of RISE – Research-based opportunity to grow professionally and and adore.” obtain federal support, we want to be on the Inclusive System of Evaluation – and the dramatically increasing the exposure of high- It is an effort that the Gates Foundation is cutting edge of gaining that support, as well as implementation of the Measures of Effective needs students to effective teachers. enthusiastically and generously supporting. recognition of the hard work our members do Teaching (MET) research project. IT Systems – pioneering a new phase of “Pittsburgh’s plan stood out because of the every day.” Human Resources Effectiveness – an effort technology in order to provide teachers with quality of the plan, the quality of the team and PPS has identified three strategic priorities to improve teacher recruiting, hire new the tools needed to be highly effective. the history,” said Gates Foundation Deputy as part of the EET plan: 1) increase the teachers earlier and create a more The idea of PPS as a pioneer of a national Director of Education John Deasy, identifying number of highly effective teachers; 2) sophisticated and effective HR department. transformation in education has not gone the Pittsburgh Promise as an initiative that increase the exposure of high-needs students Positive Teaching and Learning unnoticed in Harrisburg. “Mark Roosevelt, carried “great weight” with the foundation. to highly effective teachers; and 3) ensure all Environment – a recognition that in order for John Tarka and the school board have been The Gates Foundation was also impressed teachers and students work in learning teachers to be highly effective, they must work smart, aggressive and forward-thinking,” said with what Deasy called Pittsburgh’s “unified environments that promote college-readiness. in a teaching and learning environment that is Donna Cooper, Pennsylvania Secretary of commitment to raise student achievement” These priorities are supported by seven core supportive and positive. Pittsburgh was the Planning and Policy, “They have been most and the fact that PPS and the PFT have agreed initiatives that the District will implement over only district to include such an initiative in its creative in thinking about what it takes to get to share an “equal voice” in trying to move the the next seven years, covering the period for Gates proposal. every school to be high-performing.” District forward. which the Gates grant runs (through June 30, Teacher Academy – a program that will run During a visit to celebrate the awarding of “There are people across the country who 2016). They are: at three schools that serve high-needs students the Gates grant, Randi Weingarten, president believe no district with a (teachers’) union can Promise-Readiness Corps – a program that (a K-5 school, 6-8 and high school). All of the American Federation of Teachers, called do what we are going to do,” Roosevelt said. introduces team teaching in grades 9 and 10 in teachers new to PPS who teach in the core Pittsburgh “a town that is going to transform “Our relationship with the union leadership is the District’s eight comprehensive high content areas – math, English, science and public education. great. This plan will help kids and will help Excellence for All The Pittsburgh Educator Spring 2010 — 7 Empowering Effective Teachers
Above, Special Education teacher Kenny Wright Langley High School.At right, Civics teacher Leonard Orbovich and Senior Trae Wheeler at Langley High School Affecting effectiveness Research project aimed to develop accurate measure of teacher impact
BY PAUL HALLORAN English. input from the teachers who are taped; supplemental student In order to meet the goal of having an effective teacher in Poncelet said that rather than relying only on students’ testing; and assessment of teachers’ ability to recognize and every classroom, you must first identify what makes an performance on assessment exams as a means of evaluating diagnose student problems. effective teacher. In order to do that, you teachers, the MET project aims to identify a set “The Measures of Effective Teaching project will yield a need a means to measure effectiveness. of tools that districts across the country can use wealth of information that educators desperately need,” With that in mind, Pittsburgh Public to determine how effective teachers are. Melinda Gates wrote in a Washington Post op-ed piece. “It Schools is participating in a two-year We will“ get a clear One of the key instruments PPS will use as will help school districts nationwide make informed decisions research project aimed at developing fair definition of what an part of its research and data collection is a about rewarding effective teachers. And it will help all and reliable measures that serve as an effective teacher is, and teacher survey of working conditions. This fits in teachers get better at their craft.” accurate indicator of a teacher’s impact what makes a difference with one of the seven core initiatives – Pittsburgh Federation of Teachers President John Tarka said on student learning. inside a classroom.This Positive Teaching and Learning Environment the MET project presents teachers with an opportunity to be PPS is one of six districts nationwide work will be making a — the District will be implementing over the part of groundbreaking research. taking part in the Measures of Effective difference in teachers’ next seven years as part of the Empowering “Through MET, classroom teachers will have opportunities Teaching (MET) project, funded by the lives for years and years. Effective Teachers plan (EET) plan, which Gates to contribute to an important professional research project,” Bill & Melinda Gates Foundation. In all, is funding with a $40 million grant. Tarka said. “Participants will drive understanding of how 3,700 teachers will participate, though Dr. Paulette Poncelet “The survey is a major data source for the student learning is increased by effective instruction, and their Chief of Research Assessment Pittsburgh educators will be at the and Accountability Teaching and Learning initiative, which is work will help ensure excellence in the teaching profession.” forefront of the research. fundamental to the EET plan,” Poncelet said, Year one of the MET project is focusing on teacher “We will be piloting the instruments adding that the survey will be Web-based. recruitment and data collection. Year two (2010-11) will focus used for the research,” said Dr. Paulette Poncelet, PPS Chief “There is widespread interest in the working conditions on validation of the most promising measures of effective of Research Assessment and Accountability. “Our role will be survey,” said Mary Wolfson, who is coordinating the MET teaching. When the research is complete, the information will a little different from other districts.” project for PPS. “We are implementing the survey across the be refined and made available to districts across the country. The MET project will be implemented over the course of District and getting input from all school-based, licensed “We will get a clear definition of what an effective teacher this school year and next, and include the following subject educators.” is, and what makes a difference inside a classroom,” Poncelet areas: math and English language arts for grades 4-8; Algebra Other data that will be collected as part of the MET project said. “This work will be making a difference in teachers’ lives 1 at the high school level; high school biology; and grade 9 include: student surveys; videotaped classroom lessons, with for years and years.” 8 — The Pittsburgh Educator Spring 2010 Excellence for All Empowering Effective Teachers Strength in numbers
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Co-teaching program helps students succeed in the classroom BY RICH FAHEY Pittsburgh Brookline K-8, Pittsburgh their normal learning experience,” he said. As part of the program, teachers discuss When is one and one more than two? Classical 6-8, Pittsburgh Manchester PreK- “They get the same attention from both their experiences and plan together. The When two teachers find a way to 8, Pittsburgh Peabody High School, teachers. Either teacher can help them.” District also is collecting student data on combine their expertise to benefit students. Pittsburgh Stevens K-8, and Pittsburgh Teachers also have enjoyed the change in growth and achievement to assess the A co-teaching pilot program taking place West Liberty K-5. teaching strategy, Vater program’s effectiveness. In addition, PPS is this year at seven Pittsburgh Public Schools Administrators at each said. “The teachers are working in conjunction with the allows for the successful inclusion of participating school excited. They’re learning Pennsylvania Training and Technical students with Individualized Education observe and offer more from each other Assistance Network (PaTTAN), which Both the“ students Plans (IEPs) into general education feedback monthly to co- every day,” he said. “They provides support to local educational classrooms. teaching teams. Following and the teachers are no longer work in agencies serving students who receive One special education teacher and one his monthly observations, learning from each other. isolation. They work with special education services. general education teacher work together as John Vater, principal of The teachers are colleagues who have new Elaine Neugevauer, an educational a team in a classroom that includes both Pittsburgh Brashear, meets adapting their ideas. It’s eye-opening and consultant with PaTTAN, helped the students with IEPs and general education with the teams to discuss instruction to meet the refreshing.” District to develop the content of the co- students. their experiences. needs of all learners. The program includes teaching pilot program and is part of the “Both the students and the teachers are Vater said the program monthly staff development staff development meetings. learning from each other,” said Marianne at his school — eight co- Marianne Trachok on co-teaching roles and “The monthly meetings are very Trachok, inclusion facilitator for the teaching classes, each Inclusion facilitator responsibilities, models, interactive and we have a different topic at district’s Program for Students with with 30 special education scenarios, and each, looking to build skills that will help Exceptionalities. “The teachers are and general education instructional strategies at them in the classroom,” she said. adapting their instruction to meet the needs students and two teachers — has gone the Greenway Professional Development Vater said based on his experience with of all learners.” smoothly, and students have taken it in Center for administrators, general the program, he’d like to see more. “I hope The schools participating in the program stride. education and special education teachers to expand it in some way next year,” he are: Pittsburgh Brashear High School, “Working with two teachers is part of and paraprofessionals said. Excellence for All The Pittsburgh Educator Spring 2010 — 9 Empowering Effective Teachers
Glen Singleton Courageous Conversations District emphasizes commitment to creating equity in schools BY MEAGHAN CASEY address some of the documented disparities. PPS Every critical conversation begins with a little principals are also participating in ongoing courage. professional development sessions, entitled Beyond That’s the philosophy behind the District’s decision Diversity, to examine data and goals in efforts to to engage in “Courageous Conversations about raise achievement. Both groups are utilizing Race.” Written by Glenn Singleton and Curtis Linton, “Courageous Conversations” as a backdrop to their “Courageous Conversations” is a field guide for discussions. achieving equity in schools. Participation The guide includes prompts and tools to support demonstrates Pittsburgh Public Schools’ ongoing discussion, activities for administrators, commitment to creating a teaching and learning implementation exercises and action steps. It environment that establishes and reinforces high encourages educators to directly address the expectations and a culture of Promise-Readiness in intersection of race and achievement, the effects of every classroom. negative media representations and other reasons “Effective teachers can reach across race, class and why performance inequity exists. gender lines,” said Dr. Linda Lane, deputy “We have to be able to discuss these things in a superintendent of the Pittsburgh Public Schools. way that’s open and constructive,” said Lane. “We “We’re not all alike in every single way, so how do want to help people understand, yes, we do see you accommodate and support that? We can’t let any color. It’s part of who we are and we all go through child off the hook. We need to pay attention to who is the world looking through our own particular lens. learning and who isn’t, and figure out ways to engage Recognizing that is so important. From there, we all everyone.” Alderdice principal on special assignment Keith Bailey, left, and Pittsburgh have to learn to step back and think before we react. Nationwide, significant statistical gaps in math and Classical Academy teacher Robert Mitchell. We have to work cooperatively and effectively.” reading test scores, high school completion rates, Moving forward, the District will continue to host college enrollment and college completion rates exist among “It’s one of the biggest educational challenges,” said Lane. professional development and training sessions to work students of different ethnic groups. The issue strikes a personal “We need to increase the academic achievement among African towards eliminating the achievement gap. Its ultimate goal is to chord with Lane, who wrote her doctoral dissertation on the American students and close the achievement gap.” promote true academic parity and fulfill the promise that every disproportionate suspension rates of African- American males The District’s Research-based Inclusive System of child has the right to learn, regardless of their race, culture or in the Des Moines Public Schools. Evaluation (RISE) Design Team members are working to class. 10 —The Pittsburgh Educator Spring 2010 Excellence for All —11
Arsenal Kindergarten teacher Ellen Schubert with student John Bullion. Beechwood kindergarten teacher Kathy Brown passes out work. EARLY START PPS gets parents prepared to register their kids for early education
BY RICH FAHEY Four years ago, the District instituted a Welcome Back to Navigating a system as large as Pittsburgh Public Schools School program as part of its emphasis on improving (PPS) can be confusing for families, whether their young communications with families. “It was important for us to all children are entering school for the first time, older students be on the same page,” said Susan Chersky, the District’s are moving to the next level—elementary to middle or middle coordinator for communications and marketing. to high school—or the family has just moved to Pittsburgh. One major concern was the lack of consistency across The District has a number of programs designed to help schools, since some had handbooks and others didn’t. In families take the “guess work” out of getting the vital addition, the District needed a general guide with basic Arsenal Kindergartener Eddie Williams raises his hand during class. information they need to make sure their kids start the school information and answers to questions about such topics as year on the right path. These programs include: curriculum, transportation and food service. Beechwood Pre-K Rilee Norkevicus, left, and Noah Michael work on a puzzle. special registration periods in the Spring for early As a first step, Chersky met with the schools to lay the childhood and kindergarten programs; groundwork for a more unified approach to school Summer Welcome Centers to make registering more handbooks. A new template was developed, along with convenient for families while schools aren’t in operation; and standards for the content, so that families could expect to find Welcome Back to School packages for families at the similar information in each school’s book. Handbooks include start of each new school year. such information as start and end times, school procedures for Children are old enough to attend an early childhood Mohammed Baled at Kindergarten at Beechwood early dismissals, tardiness, field trips and other items of education class in PPS if they turn 3 by Sept. 1. For Elementary. importance to families, as well as information on community kindergarten, the age requirement is 5 years old by Sept. 1. resources such as libraries, after school programs and other Parents of students enrolling in a District school for the first 7 to encourage families to sign up before schools close for support services. time at any age must provide, by Pennsylvania state law, the summer vacation. While the work to standardize the handbooks was being following: A call to the Parent Hotline at 412-622-7920 will help done, three aids were being created centrally: a 12-month two current proofs of residence (driver’s license, utility bill, families identify a child’s assigned school. student calendar with important dates; a printed copy of the tax statement, bank statement, evidence of receiving checks Summer Welcome Centers give families the opportunity to code of conduct that applies to all students; and the from public assistance or social security); register students over the summer so that they’re ready to comprehensive guide containing District-level information all birth or baptismal certificate; settle in on the first day of school. The centers will be families need. All three are mailed to all District households immunization records (with dates); and available from 8:30-3:30 in room 453A at the Administration every July. parent/caregiver identification. Building in Oakland and at the sites listed below: Families of children in PreK-5 and PreK-8 schools get their Parents and guardians of students coming in from other 1) Homewood Early Childhood Center - 7100 Hamilton back-to-school materials at special “welcome back” events schools are asked to bring a copy of the child’s most recent Avenue Pittsburgh, PA 15208 held at the beginning of each school year. Some middle and report card or transcript. This helps with proper grade 2) Chartiers Early Childhood Center - 3799 Chartiers high schools distribute their materials at welcome-back events placement while the receiving school requests the child’s Avenue, Pittsburgh, PA 15204 and others arrange for the materials to be mailed directly to records from the school most recently attended. 3) Conroy Early Childhood Center - 1398 Page Street, students’ homes. Applications are being accepted now for next fall’s 15233 Families receive a package that includes their school’s kindergarten and early childhood education classes. To The District has 102 early childhood classrooms, totaling handbook as well as an envelope with important forms for register for kindergarten, families can go to their child’s 2,500 slots in all. Some classrooms are located in elementary emergency care, food service, immunization, and permission neighborhood school or visit the Administration Building in schools and some in early childhood centers. If applications for field trips. A checklist on the envelope’s front gives parents Oakland from 7:30a.m.–4:30p.m., Monday through Friday. A exceed the number of available spaces for an early childhood an easy way to keep track of the forms they’ve completed and special kindergarten registration week is scheduled for May 3- classroom, a lottery is held at the end of March. returned. Forms can also be downloaded at the District’s Aiden Corona with Early intervention teacher Miss Berny and My-Ara Morgan at Beechwood Arsenal pre-k students Medina Mata, left, and Andres Juarev-Huff work on a project. Pre-K 12 — The Pittsburgh Educator Spring 2010 Excellence for All SUMMER IN THE CITY Learning takes no vacation BY RICH FAHEY additional special events such as field trips and visits While students may be looking forward to the from Carnegie Library of Pittsburgh staff that support beginning of summer vacation, the Pathway to the the academic program. Promise™ does not close for the summer. The four-week session will be held from July 12 Pittsburgh Public Schools provides summer through Aug. 6, Monday-Friday from 8:30 a.m. to 3:00 learning opportunities for students of all ages – from p.m. The program includes breakfast, a daily 90-minute those moving to kindergarten from early childhood literacy block and a 90-minute math block from 9 a.m.- education all the way up to high school seniors. The noon, lunch from 12 – 12:30 p.m., and art and music purposes of the programs vary according to the age classes from 12:30 – 3 p.m. Transportation will be and needs of the students they serve. They may help provided to students who live more than 1.5 miles from to smooth a transition, such as preschool to their assigned camp site. kindergarten or 5th grade to middle school, or offer At the end of March, families will receive a older students who have veered off course the chance registration form and a brochure with more information to right the ship. about the RELC program and site locations. At the high school level, the District offers a Susan Wiegand, assistant director for special traditional summer credit recovery program for education, said students who qualify for extended students in grades 9-12. “It’s a second chance for school year (ESY) programs as part of their IEP are success in courses that are required for graduation,” eligible to participate in ESY summer programs the said Dr. Derrick Lopez, assistant superintendent for District will provide at regional sites across the city. secondary education. “I would strongly encourage The programs will be held from July 13-Aug. 6 from students who need to make up core courses to 8 a.m.-1 p.m. at Pittsburgh Sunnyside, Pittsburgh King, register for summer school since it’s the only way to Pittsburgh Brashear, Pittsburgh Phillips, Pittsburgh regain the credits they’ve missed.” West Liberty, Pittsburgh Classical Academy and Students can make up from 1-4 core courses at a Pittsburgh South Brook. cost of $50 per course in sessions that begin with Three centers will be providing services for students registration on July 1 at Pittsburgh Langley High. Eighth-grade teacher Mike Schrenker at Pittsburgh Classical 6-8. with certain needs: The courses run through Friday, July 30, and study Pittsburgh McNaugher for students with is done in 90-minute blocks for each subject. Only students who The half-day program runs for five weeks and includes lunch. It emotional needs; were in grade 12 during the regular school year may make up the will not be available at all schools. Pittsburgh Conroy for students with cognitive disabilities; physical education requirement as a condition to complete their Barone-Martin said the District also will provide a program for Pittsburgh Pioneer for students with multiple disabilities. graduation requirements. students in the District’s early intervention program who have Students with disabilities can also attend, with District approval, Lopez said there also will be a summer program involving Individualized Education Plans (IEPs) calling for year-round privately-run summer camps located in Pittsburgh that offer literacy, math and study skills at a site to be determined for instruction. programs that meet their needs. For more information, parents can incoming grade 9 students who were conditionally admitted to The RELC (Regional Extended Learning Camp) program is contact Extended School Year Camp Coordinator Dianne Kukic at magnet programs. designed to provide a full day of academic activities for students in 412-323-3950. Carol Barone-Martin, early childhood education executive grades K-4. Each morning students will participate in reading and “Parents should be making arrangements for enrollment in those director, said a free summer transition program is being offered for mathematics lessons. Art and music classes will be offered in the private camps or in the District’s Regional Extended Learning students going from the early childhood program into kindergarten. afternoon. Campers at each RELC site also will participate in Camp (RELC) program now,” said Wiegand. PPS gets creative with Summer Dreamers Academy BY RICH FAHEY The Summer Dreamers Academy is the and transportation to and from the academy. The number of slots available differs for each activity Brain power, like other sources of energy, newest addition to the lineup. This exciting program will take place July 12-August 13, from and will be filled on a first-come, first-served loses its edge when it goes unused for long program is available free of charge to incoming 8:15 a.m.-3 p.m. Note that this is a change in basis. Applicants will be asked to rank their top periods. According to the National Summer sixth, seventh and eighth graders who attend dates from past years. four choices in order of preference. Learning Association, students not engaged in Pittsburgh Public Schools. The academy Six sites will house the academy program: Morning literacy sessions will be organized learning over the summer can regress sharply, combines morning literacy sessions built around Pittsburgh CAPA, Pittsburgh Peabody, Pittsburgh around two themes that are designed to while summer programs can prevent backsliding creative themes with a range of appealing and Brashear, Pittsburgh South Brook, Pittsburgh encourage active exploration: McDonald’s, and shorten the need for a review process at the unusual afternoon activities such as kayaking, King and Pittsburgh Obama at the Reizenstein Mars and Flying Cars: Spectacular Science and beginning of every school year. fencing, drama, video game creation and audio facility. Locations were selected based on the Let Your Creative Juices Flow: Exploring the Pittsburgh Public Schools offers a range of and visual arts. availability of air conditioning, location, and Arts. Tanya Graham, coordinator of the literacy summer programs to keep kids on the Pathway “The idea is to get students out of their building capacity. Students will attend a site component of the program, said the three-hour to the Promise™ instead of putting their brains comfort zone and to try something they’ve never based on the school they currently attend. block will be broken into short 15-25 minute in storage while taking a break from the regular tried before, such as kayaking,” said Program Twenty-nine separate activities run by 27 segments, so students won’t be spending long school year. Opportunities include a transition Coordinator Cate Reed. “The Pittsburgh community organizations will be offered. The periods of times sitting at desks. Instead, they program for preschoolers moving to Promise® is only as good as the programs activities were identified through a competitive will rotate to one of several stations for short kindergarten; programs designed to support behind it.” process that considered 52 proposals. writing or vocabulary exercises, or mini-lessons students with special needs; programs for Eddie Willson, activities director for the “The partners are very excited,” said Willson, on novels and other literature of high interest to students who have not achieved proficiency in academy, said one reason for the program is to who has been working to finalize contracts with middle schoolers. math and/or reading; and high school courses combat the tendency toward flattening or falling the organizations. Graham said the program hopes to attract at designed for seniors to complete graduation student achievement levels that often occur in Enrollment forms are available now, and least 2,400 of the 5,500 eligible grade 5-8 requirements or for students from grades 9-11 to middle grades. “Students who fall behind at this students and families are urged to enroll early. students, and a special effort will be made to make up credits by successfully completing the level are at great risk for dropping out of high Students will take part in one afternoon activity enroll the 2,000 students who tested at the basic summer program. school,” he said. selected from among a number of unique or below basic level on the Pennsylvania System Students will receive, breakfast, lunch, a snack possibilities being offered at each site. The of School Assessment (PSSA). Excellence for All The Pittsburgh Educator Spring 2010— 13 THE GIFT OF ART Students honor the work and generosity of Friends of Art
BY RICH FAHEY modern technologies for the advancement of their artwork and They are a group of people devoted to a cause the ancient the historical or personal references that have influenced Romans would describe as ars gratia artis (art for art’s them.” sake).Their work – and their generosity – has enriched The young curators also learned that the collection they are generations of students. studying includes art with an added attachment to the District: Since 1916, the Friends of Art in Pittsburgh Public Schools two works by District art teachers Ed Spahr of Pittsburgh – originally known as the One Hundred Friends of Art in Peabody High School and William Pfahl of Pittsburgh Arsenal Pittsburgh Public Schools – have annually contributed money 6-8; and two by retired art teachers Daniel Bolick and JoAnne to a fund that allows works of art by local artists to be Bates. purchased and donated to the schools. Another part of the project will be to make a definitive list Now, a group of students are helping to repay their of what the District owns. Blackwell said her students have benefactors – the Associated Artists of Pittsburgh (AAP) and discovered incorrect information in the District’s art inventory, the Friends of Art – by studying and cataloguing selected including erroneous titles and artists’ identifications. pieces of the collection and publicizing the stories of the men “Our plans are to provide a website full of information on and women behind those works. the artists, artwork, historical influences and video interviews, Through “Taking a Closer Look: An Archive Project,” 61 if possible, with 60 artists from the Friends of Art collection,” seventh and eighth grade students in the District’s gifted said Blackwell. program have been examining 45 works of art that line the Minsinger hopes that the students will be able to share what walls of the Pittsburgh Gifted Center, and their focus is on they’ve learned through face-to-face experiences. “My vision both the art and the artists. is that our students will serve as docents for students across the “This partnership has provided significant opportunities for district, conducting gallery walks to explain and share these our students to learn more about Pittsburgh art, artists and outstanding pieces, and to increase interest among students and their history,” said Jerry Minsinger, Principal of the Pittsburgh staff in our schools.” Gifted Center. “This is a wonderful example of how the Blackwell also has plans for sharing the collection, although school and community work successfully together to create in a different way. She is devising a brochure to encourage unique and practical learning experiences for students. As a teachers to “adopt” pieces of art and take them back to their result, art appreciation is enhanced.” classrooms to be studied. “Our hope is to make the collection The project is jointly supported through a grant to AAP by more accessible to all Pittsburgh students and spark a surge of three local foundations: The Fine Foundation, the Henry C. interest in this valuable resource,” said Blackwell. Frick Educational Fund of the Buhl Foundation, and The The Friends of Art for Pittsburgh Public Schools Exhibition Remmel Foundation through the PNC Charitable Trust. will be held in conjunction with the AAP on Sunday, April 25, Under the direction of visual arts teacher Cynthia Blackwell, from 1-4p.m. at the Gifted Center. A second event, the Art and aided by AAP educators Dr. Patricia Sheehan and Ambassador Art Exhibition, is set for Sunday, June 6, 1-4p.m., Adrienne Heinrich, the students are working with a collection at the Allegheny County Courthouse. that reflects an assortment of mediums, subjects and production years. The 45 pieces are among approximately 310 that have been contributed through the years, and eight new works purchased in 2009 will be added to the collection in March. The students have researched the works, compiling information on the artists, their lives and times. They have gone online to find out what was happening at the time the works of art were created, and whether current events influenced the artists’ choices. They have also used the works to inspire their own creations. Digital video interviews have been conducted with 10 artists in front of their original art; more interviews are scheduled for this year. “I have been touched by the intergenerational exchange between the artists and the adolescents,” said Blackwell. “We have listened intensely to the artists as they explained their process of selecting art as a career, how they developed their artistic skills, experimented with a variety of mediums, Seventh-grader Marty Shulik catalogs a pices of artwork at Pittsburgh Art teacher Cynthia Blackwell talks with Andrew Lowery at Pittsburgh Gifted Center. how they produced fine works of art, used Gifted Center. 14 — The Pittsburgh Educator Spring 2010 Order in the court class PPS students tackle legal system with mock trial BY JESSICA BENSON Television shows such as “CSI” sparked a Imani Collins was on trial for murder. fascination with the legal process for 15-year-old Prosecutors say she killed in an attempt to Angel Fedd, one of the students involved with the cover up a Ponzi scheme, leaving behind four program. But she was in for a surprise when Fevola pints of her victim’s blood under her carpet. brought the group to a courthouse to witness bona But her classmates, acting as her defense fide cases in action. They sat in on some juvenile lawyers, thought they could get her an acquittal, cases before watching part of a murder trial. Fedd since a body was never found. found the process boring. They were wrong. Later, however, when it was her turn to stand up in The group of ninth-graders was devastated by a real courtroom and play the part of a defense the loss, which had come down to a simple lawyer, she realized how difficult the role can be. “I mistake any rookie lawyer could have made. got nervous,” she said. Despite the loss, the students from Pittsburgh The error that cost the team their first case came Milliones 6-12 (University Prep) still made a when a team member failed to object to an expert strong showing in their debut appearance in the witness and allowed damning testimony against their Pennsylvania Bar Association’s mock trial “client,” played by fellow team member Collins, into competition. evidence. Teacher Lisa Fevola said her students learned The young lawyers learned that they really have to from participating in the event. “That’s the xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx know about the finer points of the law if they hope to beauty of this – it’s OK to make a mistake,” she win a case, Fevola noted. “It really does take said. even get together on Saturdays. “It really requires dedication,” practice,” she said. “You have to be able to think on your feet.” Pittsburgh Milliones 6-12 is one of nearly 300 schools she said. For the second mock trial, the team will play the role of the participating in mock trials across the state. To advance to the It takes dedication on Fevola’s part, as well, since there’s no prosecution. The case, including the scenario, criminal charges state level, teams must win two cases. The winner of the state extra compensation for hours she puts into the project. She and evidence, will remain the same. Team members are competition then goes on to compete on the national level. does it because she loves teaching her students about the law. looking forward to this second opportunity to win a case. “They’re competing against very experienced teams,” Fevola is a former attorney who changed careers to become Fevola said the students are already showing promise as Fevola said of her students, who are all freshmen. “They’re a teacher about 10 years ago. Originally from California, she young lawyers-in-training. She hopes that they will stick with doing well.” has been teaching in Pittsburgh for four years, and currently the program over the next few years, honing their skills and As soon as the first trial ended, students were back at work teaches English at Pittsburgh Milliones. She has been enjoying perfecting their techniques by the time they are high school preparing for the next one. Preparation for the mock trials is using her background in law to help her students with the seniors. not easy; each case requires several hours a week of study and mock trials. “Any day in the classroom is better than a day in “This is our first year, and I’m hoping the more they do this, practice. Fevola’s students meet after school on most days, and the courtroom,” she said. the better they’ll get,” she said. “I’m really proud of them.” Volunteers find the time to make PPS a better place
BY RICH FAHEY “I tell the second-graders that they can go on “We’ve had a very exciting year,” said Still, there’s no substitute for grandmotherly They are all different, but they’re all the same. to third grade but I’m staying behind,” she Humphries, who is also a regular at school wisdom and unrequited love and support. Volunteers who find time to work in the laughed. “It’s too hard for me.” performances, helping out with the orchestra, “Kids need love,” she said. “Give them that classrooms of the Pittsburgh Public Schools share Kya Humphries has three children at band, and choir ensemble, of which her daughter attention, they’re happy and excited and they a common cause: to make their schools better Pittsburgh Allegheny K-5, in kindergarten, grade is a member. “When people get involved, it accomplish a lot more.” places to be. And each one goes about the task in 3 and grade 5. She has made the choice to be makes our school that much better.” “Parents and grandparents who volunteer and a different way. involved as a volunteer in as many ways as Janice Taylor has been part of the grandparent participate in District- and school-level family Appearing in our Volunteer Spotlight are Carol possible. volunteer program at Pittsburgh Arlington K-8 engagement groups and activities are vitally Wolsh, Kya Humphries and Janice Taylor, and She has served on the Excellence For All for the four years since the school opened as an important to the success of the school, their they provide first-rate illustrations of how Parent Steering Committee (EFA) and the Parent Accelerated Learning Academy. Her children as well as the other children,” said Mark working without a paycheck can really pay off. School Community Council (PSCC), is a granddaughter was promoted from eighth grade Conner, Associate Director for Parent & Family Carol Wolsh, for instance, heard the call to member of the school PTO, volunteers in the last year, but she now has a grandson in PreK. Engagement. volunteer from a group she belongs to—the cafeteria, helps out in the office, and chaperones After a career in the Air Force, Taylor went Conner also acknowledged the efforts of Osher Adult Lifelong Learners, a group of adults school events. back to school in the 1990s and earned an families who may not have the opportunity to be over 50 who attend one of 122 lifelong learning “I think it’s satisfying for my children to see associate and bachelor’s degree. She is now as actively involved at school as they might like. institutes throughout the nation, including the one me volunteering,” she said. “One of the reasons I working with teachers Jackie Walker and Peg “We commend those parents for being our Wolsh attends at her alma mater, Carnegie do it is to help out those parents who can’t Loftus in the school’s life skills and autistic partners at home by reinforcing the importance of Mellon University. volunteer.” rooms, where she often works one-on-one with school, making sure homework is complete, and Wolsh decided to volunteer at Pittsburgh As a member of the EFA, she works on the students who have learning difficulties. by teaching that effort equals success.” Colfax K-8, the school that she and her children District level on issues of concern to parents, “The schools always need help,” said Taylor. Pittsburgh Public Schools offers a variety of attended. This is the 16th year she has been such as curriculum and facilities changes. As a “With my grandchildren there, I thought I’d get engagement opportunities for parents and family working with Pittsburgh Colfax grade 2 teacher member of the PSCC and the PTO, she facilitates involved.” members – from participation in PTA/PTO Joanne Lepinsky for two hours a week. communication among parents, staff and Being both a parent and grandparent makes activities and membership on the Parent School “I try to help with reading, and spelling is one community and works with Principal Viola her adaptable to almost any situation, and she Community Council, to volunteering for of my specialties,” she said, adding that she Burgess and Dina Martin, the parent engagement knows the secret to success. “The students teach classroom activities and special school events. considers it part of her role to offer specialist. me to be patient,” she said. “With a little bit of Volunteers are required to have background encouragement to the students she works with. This has been an eventful school year. patience, the students can learn a whole lot.” checks. Excellence for All The Pittsburgh Educator Fall 2009— 15 ALUMNI PROFILE Mike gets technical Grad returns to work in PPS
BY RICH FAHEY Success in programs that are part of CTE Although Angela Mike’s appointment as requires ever-increasing levels of education acting executive director for Career and and technical training. And for many CTE Technical Education (CTE) came on January students in Pittsburgh Public Schools, it can 20, 2010, she has years of experience with mean going to college with credits already in the positive impact Pittsburgh Public the bank. Schools CTE programs can have on student Pittsburgh Public Schools has forged many achievement. articulation agreements with local and state Mike is a 1988 graduate of the Pittsburgh technical schools and colleges for students to Public Schools cosmetology program, later receive advance credit for some of the courses receiving her bachelor’s degree in education they are taking. To qualify, CTE curricula and Cooperative Education Coordinator must meet state approval and students must Certification from Indiana University of attain competency levels in their program of Pennsylvania. She also completed her study; if the students meet the conditions, they Director of Vocational Education can reach high school graduation with as many program in 2009. as nine credits, depending on the institution, Prior to becoming acting under their belts. The District is working to executive director, Mike forge more articulation agreements with local worked in the District for and state post-secondary institutions. 14 years. She started as In some CTE programs, such as automotive a teacher and helped body repair and automotive technology, students with students soon will be able to meet industry graduation projects certification requirements when they graduate before moving to and they will be eligible for college credits if project manager in the they further their education. CTE Department. The business and finance technology “I attribute my information program is also structured so quest to be a lifelong students can gain industry certifications while learner to my CTE also earning college credits. Cosmetology background,” said students graduate with a state license that is Mike, who believes recognized in about 40 of 50 states. that the many options Health careers is a burgeoning area. CTE provides Students can be certified in CPR and first aid students help increase and, as prospective nursing assistants, they can their engagement and also practice their patient-care techniques at prepare them for Western Pennsylvania Hospital’s STAR pursuit of post- Center, one of only 54 such centers in the secondary education. nation that feature sophisticated, computer- Once, career and based patient mannequins. technical programs Students must apply for slots in CTE and college prep programs designated as magnets, which programs were include pre-engineering, robotics, business considered separate and finance information technology, and paths that didn’t intersect. cosmetology. The prevailing thought There are approximately 918 students was that “academic” currently enrolled in career and technical students were on the education in the District, and although males way to college and or females dominate certain programs, there “vo/tech” students are males in the cosmetology program and were on the way to females in the welding program. work. That era is Mike said the CTE program is striving to long past. keep up with rapidly changing fields, pointing “Students who to the state-of-the-art computer labs at take a technical Pittsburgh Carrick High School. She said most education CTE students go on to some kind of post- program are still secondary technical training or college, and prepared to go to she expects the number to continue to grow as college,” Mike more articulation agreements are reached. said. “They’re “Our goal is excellence for all students so ready for more they’re ready to take advantage of the Angela Mike schooling.” Pittsburgh Promise®,” she said. 16 — The Pittsburgh Educator Spring 2010 Excellence for All
Supporting students SAP by the #s It has been 25 years since the implementation of the state of Pennsylvania’s SAP program offers help in areas outside classroom Student Assistance Program .For the past 21 years, the state has collected data on SAP BY RICH FAHEY student’s not coming to school or performing discipline,” she said. “We have eyes and ears all referrals, the last 13 by electronic data They may not win Super Bowls or Stanley academically, so she can provide the appropriate over.” collection. The following information is based Cups, but the educators, administrators and interventions for the kids.” In past years, several members of the school on those years that data was collected. support staff who run the Student Assistance The problem may be excessive absence, staff have taken the training that allows them to be More than 1,167,500 referrals have Program (SAP) at Pittsburgh Arsenal 6-8 are a disruptive or aggressive behavior, drug, alcohol or part of the SAP team and two more just took the been made since 1988.The two most pretty good team, too. mental-health issues. For 25 years, the Student training this year. “I can’t tell you how grateful I prevalent referral sources are: So good, in fact, that two years ago, they were Assistance Program has been making the services am to them,” said Rucki. - Teacher referrals, approx. 417,505 named the top Student Assistance team in the of school and community partner agencies Health services coordinator Janet Yuhasz, who - School Counselor referrals, approx. state. available to assist in finding a solution. Referrals is the overall head of the District’s Student 223,935 The District’s focus on ensuring a strong may be made by classroom teachers, school Assistance Program, said that while part of the job The Student Assistance Program teaching and learning environment in every school counselors, parents, or even the student himself. entails getting services to students when a problem works in partnership with parents/family is at the center of the ongoing work to achieve its “Our kids face everything adults face — arises, ir also involves trying to prevent problems and encourages parents to make refer- vision of Excellence for All. A school’s Student homelessness, the death of a loved one, separation from occurring — or nipping them in the bud. rals to the team. Assistance team goes into action when it becomes from family, and divorce,” said Tillman. “We have Job One is getting information to all students - 119,894 parent referrals have been apparent that difficulties beyond academics are specialized support services for every situation.” about making healthy and safe choices, something recorded. getting in the way of learning. Pittsburgh Arsenal was a leader in making the that begins at an early age and continues through The SAP program encourages stu- At Pittsburgh Arsenal, the SAP process starts Student Assistance Program completely school- high school. dents to refer themselves for assistance. with social worker Monica Tillman, who heads the based; now services are routinely provided to The office handles between 5,000 and 6,000 90,939 self referrals have been recorded core team that works with students referred to the students in school as part of the program. formal referrals each year, although other students to SAP Teams. program. Tillman said that the school’s shared are helped informally. Yuhasz’ office works with The three most common referral “She’s a great leader,” said Pittsburgh Arsenal responsibility model means members of the team all schools to share information about available reasons are: Principal Debra Rucki. “She’s the kind of person are integrated into every aspect of the school “We services and identify how each school might best - Behavioral concerns, 559,648 who’s all about the kids. She wants to know why a have trained staff in every grade and every use them. - Policy violations, 252,335 - Attendance problems, 138,519