Movers and Shakers

Newest member of Indianapolis school board says “I have two ears and I am willing to listen”

PHOTO: Dylan Peers McCoy
Dorene Rodriguez Hoops

As the newest member of the Indianapolis Public Schools board, Dorene Rodriguez Hoops has first-hand experience with many of the challenges families face. She is a first-generation Mexican American and a fluent Spanish speaker. She is the mother of a son with special needs. And she is the only current IPS parent on the board.

But Hoops, who was appointed to fill a vacancy, is reluctant to take on the mantle of spokesperson.

“I was appointed, and so I’m very aware of that too. I wasn’t elected by my district,” she said. “I am all these things, right — I am a parent; I am Spanish speaking; I am a parent with a special needs child; I am a woman. But more than anything, I have two ears and I am willing to listen.”

Hoops background reflects that of many in this country who feel their voices are not being heard by the new administration. But Hoops, who has long been interested in education, said President Donald Trump’s victory didn’t impact her decision to apply for the seat.

“My thinking is to try to be my best as a commissioner, and everyone else can decide how the different facets of me impact that,” said Hoops, who represents District 5, which runs along the the northwest corridor of the city.

Hoops’ interest in education stems from her own background as a student. She was raised by her mother, a single parent who emigrated from Mexico. As a child growing up in California, her mother worked 12-hour days at a restaurant to save up enough to buy a home and send her daughter to Catholic school. But Hoops always knew she would go to college.

“She really impressed upon me, school, school, school, even though she had at best a second- or third-grade education,” Hoops said. “To her, education was like my opportunity.”

Hoops did so well at University of California Davis that she won a full-ride scholarship for a masters in public policy at University of Michigan, and over a 13-year career in human resources, she rose to vice-president of a nonprofit with 600 employees. But when she and her husband realized their young son Cannon, who has cerebral palsy, would need dedicated care, Hoops decided to leave her job. Over the last decade, she has focused on raising Cannon, who is 12-years-old, and their four-year-old daughter, Avalon.

When Hoops and her family moved to Indianapolis in 2011, they enrolled Cannon at Center for Inquiry School 27. As the parent of a child with special needs, she has become an amateur expert at navigating the school system. She meets with a team of educators regularly to plan for his schooling and make sure he has the tools and assistance he needs to thrive. And she is so informed about the process that she has helped other parents access the resources available for students.

As a parent at School 27, Hoops has been an active member of the Parent Student Teacher Association. She helps recruit parents for the group, said Nailah Rowan, who is vice-president. And she was an essential advocate for redoing the nearby park.

Rowan said that she has the temperament to mediate contentious issues and recognize what problems are serious enough to need attention.

“She’s a very compassionate person, and she’s really understanding,” Rowan said.

Although she has a background in public policy, Hoops is not yet an education “policy wonk,” she said. But she’s been an attentive watcher of the district, and she is supportive of administration plans to give principals more flexibility and to partner with charter schools.

“These charter schools exist in the community,” she said. “The idea makes sense that you want to as a district to cooperate and work with them and learn from them.”

newark notes

In Newark, a study about school changes rings true — and raises questions — for people who lived them

PHOTO: Naomi Nix
Park Elementary principal Sylvia Esteves.

A few years ago, Park Elementary School Principal Sylvia Esteves found herself fielding questions from angst-ridden parents and teachers.

Park was expecting an influx of new students because Newark’s new enrollment system allowed parents to choose a K-8 school for their child outside of their neighborhood. That enrollment overhaul was one of many reforms education leaders have made to Newark Public Schools since 2011 in an effort to expand school choice and raise student achievement.

“What’s it going to mean for overcrowding? Will our classes get so large that we won’t have the kind of success for our students that we want to have?” Esteves recalls educators and families asking.

Park’s enrollment did grow, by about 200 students, and class sizes swelled along with it, Esteves said. But for the last two years, the share of students passing state math and English tests has risen, too.

Esteves was one of several Newark principals, teachers, and parents who told Chalkbeat they are not surprised about the results of a recent study that found test scores dropped sharply in the years immediately following the changes but then bounced back. By 2016, it found Newark students were making greater gains on English tests than they were in 2011.

Funded by the Chan Zuckerberg Initiative and conducted by Harvard researchers, the study also found the reforms had no impact on student math scores.

And while many Newark families and school leaders agree with the study’s conclusion — that students are making more progress now — they had very different ideas about what may have caused the initial declines, and why English growth was more obvious than math.

Supported by $200 million in private philanthropy, former superintendent Cami Anderson and other New Jersey officials in 2011 sought to make significant changes to the education landscape in Newark, where one third of more than 50,000 students attend privately managed charter schools. Their headline-grabbing reforms included a new teachers union contract with merit-based bonuses; the universal enrollment system; closing some schools; expanding charter schools; hiring new principals; requiring some teachers to reapply for their jobs; and lengthening the day at some struggling schools.

Brad Haggerty, the district’s chief academic officer, said the initial drop in student performance coincided with the district’s introduction of a host of changes: new training materials, evaluations, and curricula aligned to the Common Core standards but not yet assessed by the state’s annual test. That was initially a lot for educators to handle at once, he said, but teacher have adjusted to the changes and new standards.

“Over time our teaching cadre, our faculty across the entire district got stronger,” said Haggerty, who arrived as a special assistant to the superintendent in 2011.

But some in Newark think the district’s changes have had longer-lasting negative consequences.

“We’ve had a lot of casualties. We lost great administrators, teachers,” said Bashir Akinyele, a Weequahic High School history teacher. “There have been some improvements but there were so many costs.”

Those costs included the loss of veteran teachers who were driven out by officials’ attempts to change teacher evaluations and make changes to schools’ personnel at the same time, according to Sheila Montague, a former school board candidate who spent two decades teaching in Newark Public Schools before losing her position during the changes.

“You started to see experienced, veteran teachers disappearing,” said Montague, who left the school system after being placed in the district’s pool of educators without a job in a school. “In many instances, there were substitute teachers in the room. Of course, the delivery of instruction wasn’t going to even be comparable.”

The district said it retains about 95 percent of its highly-rated teachers.

As for why the study found that Newark’s schools were seeing more success improving English skills than math, it’s a pattern that Esteves, the Park Elementary principal, says she saw firsthand.

While the share of students who passed the state English exam at Park rose 13 percentage points between the 2014-2015 and 2015-2016 school years, the share of students who were proficient in math only rose 3 percentage points in that time frame.

“[Math is] where we felt we were creeping up every year, but not having a really strong year,” she said. “I felt like there was something missing in what we were doing that could really propel the children forward.”

To improve Park students’ math skills, Esteves asked teachers to assign “math exemplars,” twice-a-month assignments that probed students’ understanding of concepts. Last year, Park’s passing rate on the state math test jumped 12 percentage points, to 48 percent.

While Newark students have made progress, families and school leaders said they want to the district to make even more gains.

Test scores in Newark “have improved, but they are still not where they are supposed to be,” said Demetrisha Barnes, whose niece attends KIPP Seek Academy. “Are they on grade level? No.”

Chalkbeat is expanding to Newark, and we’re looking for a reporter to lead our efforts there. Think it should be you? Apply here.  

principal pipeline

Here are 26 assistant principals being groomed to lead Tennessee schools

PHOTO: TN.gov
Assistant principals engage with Gov. Bill Haslam and Education Commissioner Candice McQueen as part of the Governor's Academy for School Leadership.

Twenty-six assistant principals will participate in a one-year fellowship program as part of Tennessee’s drive to cultivate school leaders for the future.

Gov. Bill Haslam on Friday announced educators chosen for his 2018 Governor’s Academy for School Leadership, as well as the 26 principals who will mentor them.

The initiative is in response to the growing body of research showing the significance of principals in developing effective teachers — and therefore improving student outcomes.

“You can walk into a school and tell right away if there is a great principal who is leading effectively,” Haslam said in his announcement. “Great principals attract and keep great teachers, and great teachers lead to student success.”

This will be the third class of the Governor’s Academy, which launched in 2016 as a partnership of the state, local school districts, and Vanderbilt’s Peabody College of education and human development.

Fellows were nominated by their superintendents and selected by the partnership through an application and interview process.

Each fellow is paired with an experienced principal mentor, must attend monthly group training sessions and a week-long summer institute at Vanderbilt, and intern three days a month at his or her mentor’s school. Upon completion, they are expected to pursue placement as a school principal in their districts or regions. (At least 18 have been promoted so far.)

Chosen for the 2018 academy are:

Merissa Baldwin Aspire Hanley Elementary School Achievement School District
Jeni Irwin Anderson County High School Anderson County
Heather Byrd Eagleton Elementary School Blount County
Melissa Brock H Y Livesay Middle School Claiborne County
Milton Nettles Cumberland Elementary School Davidson County
Noelle Taylor West End Middle School Davidson County
Andrea Beaubien Dickson Elementary School Dickson County
Josh Rogers Dyersburg Intermediate School Dyersburg
Noelle Smith Greeneville High School Greeneville
Travis Miller Orchard Knob Middle School Hamilton County
Heather Harris Middleton Middle-High School Hardeman County
Jacob Bellissimo Jefferson Middle School Jefferson County
Beth Cohen Dobyns-Bennett High School Kingsport
Jamey Romeg Halls Elementary School Knox County
Sharonda Rose Lakeland Elementary School Lakeland
Vanessa Spoon Ripley Middle School Lauderdale County
Rachel Wasserman Loudon Elementary School Loudon County
Amanda Brabham Thelma Barker Elementary School Madison County
Chris Winningham Algood Middle School Putnam County
Larry Staggs Springfield High School Robertson County
Chris George Christiana Middle School Rutherford County
Clint Dowda Bluff City Elementary School Sullivan County
Stephen Walker Rucker Stewart Middle School Sumner County
Latoya Avery Drummonds Elementary School Tipton County
Jordan Hughes Boones Creek Elementary School Washington County
Joshua Johnston Mt. Juliet High School Wilson County

Here are this year’s principal mentors:

Monique Cincore Aspire East Academy Achievement School District
Andrea Russell Central office Anderson County
April Herron Middlesettlements Elementary School Blount County
Suzanne Anders Tazewell-New Tazewell Primary School Claiborne County
Renita Perkins Stratton Elementary School Davidson County
Kevin Armstrong Dupont-Hadley Middle School Davidson County
Malissa Johnson Charlotte Elementary School Dickson County
Cal Johnson Dyersburg Middle School Dyersburg
Pat Donaldson Central office Greeneville
Chrissy Easterly Ooltewah Middle School Hamilton County
Chris Cranford Toone Elementary School Hardeman County
Scott Walker Jefferson County High School Jefferson County
Holly Flora John Sevier Middle School Kingsport
Keith Cotrell Cedar Bluff Elementary School Knox County
Kasandra Berry Bon Lin Elementary School Lakeland
Susan Farris Central office Lauderdale County
Christie Amburn Fort Loudoun Middle School Loudon County
Melinda Harris Community Montessori School Madison County
Trey Upchurch Prescott South Middle School Putnam County
Katie Osborne Greenbrier High School Robertson County
Kim Stoecker Siegel Middle School Rutherford County
Robin McClellan Central office Sullivan County
Brian Smith Station Camp Middle School Sumner County
Brooke Shipley Brighton Elementary School Tipton County
Kelley Harrell Ridgeview Elementary School Washington County
Travis Mayfield Wilson Central High School Wilson County