leadership lessons

In the district with the most ‘Renewal’ schools, a leader sets out to fix them

PHOTO: Patrick Wall
District 9 Superintendent Leticia Rodriguez-Rosario (center) with two of her former assistant principals who are now her deputies: Director of School Renewal Jasmin Varela (left) and Principal Leadership Facilitator Claudy Makelele.

One of New York City’s toughest jobs belongs to Leticia Rodriguez-Rosario.

As superintendent of District 9 in the southwest Bronx, she oversees an area with more students than the city of Buffalo, which sits within the country’s poorest congressional district.

A fifth of those students have disabilities, about a quarter are still learning English, and their state test scores rank among the city’s lowest. And when the education department rounded up 94 of the city’s most troubled schools last year to participate in a high-profile improvement program, eight fell within Rodriguez-Rosario’s purview — the most of any superintendent.

But rather than despair, the Bronx native and former District 9 principal says she celebrated the news. The new “Renewal” program meant extra resources and attention for those schools, while a recent school-system restructuring meant more authority for her as superintendent to set those schools on a different path.

“This was an opportunity,” said Rodriguez-Rosario, who is responsible for the district’s 51 elementary and middle schools, “an opening of doors for our work.”

The former principal of P.S./I.S. 218, a dual-language school where classes are taught in both English and Spanish, Rodriguez-Rosario was one of several superintendents whom Chancellor Carmen Fariña installed last year in an effort to fill those positions with seasoned educators. Rodriguez-Rosario sustained her educator’s instincts in her new role: She moved the district office into an elementary school building, and hired two of her former assistant principals as deputies.

Fariña had instructed her district chiefs to form relationships with local parents and to earn their subordinates’ trust. Rodriguez-Rosario quickly set out to do both.

Superintendent Rodriguez-Rosario led District 9 teachers in a cheer during a mentor-training session in March.
PHOTO: Patrick Wall
Superintendent Rodriguez-Rosario led District 9 teachers in a cheer during a mentor-training session in March.

In her first week on the job, she met with members of a parent-advocacy group that has spent the past 20 years agitating for improvements to District 9’s schools through a series of rallies, public forums, and detailed reports. Later, she gathered together the district’s principals and urged them to participate in the parent group’s latest initiative, a program to train successful teachers how to mentor less-experienced colleagues. An organizer with the group, the New Settlement Parent Action Committee, said the superintendent has been remarkably accessible, sometimes sending the organizer text messages late into the night.

That is a departure from some past superintendents who viewed the group more as an adversary than a partner, said group member Angel Martinez.

“I have to say, it’s a weird feeling: She is more at the table than I have ever seen from our district office before,” said Martinez, whose daughter attends the district’s P.S. 294. “We were always so used to having a fight instead of a conversation.”

Rodriguez-Rosario also began regularly visiting schools, meeting with everyone from principals and teachers to custodians and the staffers who handle parent concerns, she said. In those encounters, her style is more coach than commander. At one of the mentor-training sessions this spring, she led a huddle of teachers in a cheer: “Go District 9!”

“She’s really described us as a team,” said Principal Edgar Lin of the Renewal school J.H.S. 22, “with her being a part of that team, and we as a team winning or losing together.”

Another aim of hers and Fariña is to get educators to trade ideas and troubleshoot problems together.

She paired each principal with colleagues from two other schools and had them meet occasionally, in a scaled-down version of the chancellor’s signature Learning Partners program. During one session, she asked the trios to brainstorm ways to “brand” their schools by offering robust art or science programs or classes related to particular careers — one solution she sees to the challenge of retaining students in a low-performing district where an estimated 4,300 students applied for just over 800 charter school seats last year.

“That’s what charter schools go on: They have these themes and people buy into them,” Rodriguez-Rosario said. “So we’re learning, we’re getting smarter.”

A whiteboard in Rodriguez-Rosario's office with plans for an intricate monitoring protocol for Renewal schools this year.
PHOTO: Patrick Wall
A whiteboard in Rodriguez-Rosario’s office with plans for an intricate monitoring protocol for Renewal schools this year.

She also ordered the eight Renewal principals to gather twice a month to discuss common challenges and sent them to visit higher-performing schools in the district. When the schools had to craft state-mandated improvement plans this year, she hosted a joint planning session with teams from each school, her district staff, and city and state education officials — a far cry from the process at many schools, where principals write the bulk of those plans alone in their offices.

Now that each Renewal school has an improvement plan, Rodriguez-Rosario said the second year of the three-year program be focused on bringing them to life.

To make sure that happens, she has devised an intricate monitoring system. Her staff will periodically review each school’s plan with the principal, tour the school to see how it’s being enacted, then come up with a handful of recommendations. Four weeks later, the team will return to check whether the school acted on that feedback. If the school is falling short, Rodriguez-Rosario said the relationships she has developed with her principals will allow for frank conversations.

“I’m at the point now where I can say to a principal, ‘You’ve been saying that twice now, stop talking, and I want to see that,’” she said.

So far, she said the Renewal principals have met her expectations. But if they start to stumble, she said she will talk to them about whether they are up to grueling task of turning around a troubled school.

“They understand that there is an urgency, that this is non-negotiable.” she said. “And they understand that if they can’t cut the work, then that conversation will be had.”

Jasmin Varela, a former principal who began her leadership career as an assistant principal under Rodriguez-Rosario, now works for her former boss again as District 9’s Renewal school supervisor. (Because the district has so many of those schools, the city is bringing in another person next month to share her duties.) Varela said that if her team’s tactics can help rehabilitate those schools, then they could ripple out and spur similar changes in other schools.

“Then it spreads beyond Renewal,” she said. “It’s going to reform the entire district.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.