Louise Gurewitch, President

Teachers’ Union Key in Baldrige Award Winning District

by Louise Gurewitch and Joseph Hanlon

The Pearl River Teachers’ Association (PRTA) has been involved in the Malcolm Baldrige National Quality Award quality management model since it was introduced in the district.

The district superintendent initiated discussions about data collection and quality management and immediately involved the leaders of PRTA’sbargaining unit. The initial data gathering period was threatening to teachers who wondered whether it was an effort by management to discipline or single out performances, and PRTA’s involvement helped quell that.

Initial data gathering was general in nature, focusing on the number of students participating in advanced placement (AP) classes, College Board testing programs such as SAT and PSAT, honors classes and the number of regent’s diplomas. These general data were collected, distributed and shared with faculty and community members. Taking ownership of the direction and improvement of the district using data proved a motivating and concrete tool. This method was non-threatening and allowed for greater dialogue and openness about shared data and additional data gathering techniques.

The district then studied the means by which it could improve student performance. Research indicated increasing the number of AP courses was one way to improve quality. Teachers were encouraged to initiate new AP courses and received training at the district’s expense. With the emphasis on increased participation, the district adopted an open enrollment policy in many AP courses, placing first priority on the experience of the student in a college level class over the actual AP score. What happened was surprising and encouraging—as the culture of AP courses took hold and more students participated, scores rose.

The district then began a series of quality evaluations, including the New York State Excelsior Award and the RIT/USA Today Quality Award. Participating and winning affirmed the importance of quality management. A culture of pride and respect has been part of our collective experience, and teachers have been an instrumental part of the process. The pinnacle of our success was winning the Baldrige award.

The district has served as a leader in quality management and has hosted a wide variety of visitors from around the world. The visiting groups often send a union leader on their site visits, and every effort is given to share our experience with hesitant practitioners of the model.

Once a culture of quality is established, it is much easier to investigate other forms of data to use in improving the district. Students in the Pearl River school district often initiate more challenging paths to graduation. They will take courses that stretch them academically as they strive to earn the highest diploma possible (currently the advanced regent’s diploma).

The district has initiated various programs to push this increase in diploma rates. We offer extra help labs taught by certified teachers in the four major disciplines. These are offered during the school day and are voluntary classes for students seeking curriculum support. Also, the district provides students with after school academic support. Students can ask for help with homework, upcoming projects or tests from teachers certified in math, science, English, social studies and foreign language.

PRTA members also devote hours of extra help and instruction after school, before school and during teacher lunch periods. This culture of achievement is celebrated in all facets of our community.

For more information, contact Louise Gurewitch at r 845-620-3909 x 4111 and Joseph Hanlon at r 845-620-3814.