BLM in EDU

New York City teachers bring Black Lives Matter to the classroom

PHOTO: Christina Veiga
Advocates rallied at City Hall in December 2017, to demand the education department provide anti-bias training for teachers and culturally relevant education for students.

Students at Sunset Park High School walked out of class recently to protest the removal of a classmate’s artwork that echoes what some at the predominantly black and Hispanic school feel: That police brutality is a problem in communities of color.

In the piece, a black girl wields a spray paint can to turn a racist message into one of hope. “Bigger than hate,” she scrawls over an epithet. But in the background, a white police officer crouches with his gun drawn.

Based off a piece by a pair of professional artists, the poster was part of a week of action for Black Lives Matter at School, a national series of workshops, actions and community conversations centered around the civil rights movement. Hundreds of New York City teachers brought the social movement to their classrooms last week, leading discussions about racial justice and pushing their administrators to adopt culturally sensitive practices.

The events culminate Tuesday with a rally at the education department headquarters.

“This is our modern day civil rights movement, so it’s important we teach it,” said Rosie Frascella, a Brooklyn high school teacher who helped organize events citywide.

But as the Sunset Park protest illustrates, acknowledging racism in the classroom can be treacherous ground for school leaders and teachers. The painting generated controversy after someone posted a photo of it on Facebook, along with the school’s number and an invitation to call in protest. A teacher there said it is no longer on display, despite reports that it was relocated elsewhere in the building.

The week of action comes amid a grassroots movement to integrate New York City schools, which are among the most segregated in the nation. Some activists and educators say that movement cannot succeed unless teachers are trained in having tough, honest conversations with students, and have reflected on these issues themselves.

A spate of racially charged incidents in city schools highlights the consequences when that doesn’t happen in a system where 70 percent of students are black or Hispanic, and a majority of teachers are white.

In the past few weeks, the New York Daily News has reported on a Bronx teacher who stepped on the backs of black children during a lesson about slavery; a white principal who was accused of forbidding lessons on the Harlem Renaissance; and a Brooklyn elementary school PTA president who advertised a fundraiser with pictures featuring performers in blackface.

“All of this is just further evidence of a systemic problem in New York City,” said Natasha Capers, a coordinator for the parent-led group Coalition for Educational Justice. “Systemic problems call for systemic solutions.”

In another show of how difficult the work can be, the United Federation of Teachers recently declined to endorse Black Lives Matter week of action. Organizers say it is the only union do so, out of 10 cities where resolutions were proposed.

An education department spokesman said the city has built racial equity into its principal training programs and has provided a new social studies curriculum that includes “multiple perspectives and voices.” The city has also led anti-bias training for 450 teachers — out of more than 70,000 total — while individual schools and district leaders have done similar work on their own.

“Anti-bias training and culturally responsive teaching are critical to ensuring a welcoming learning environment for all students,” spokesman Will Mantell wrote in an email. “These approaches are integrated throughout New York City schools.”

Frascella, an English teacher at International High School in Prospect Heights, said it’s impossible to ignore the experiences her students bring to the classroom. The network that her school belongs to caters to immigrant students, many of whom have been affected by the rancor surrounding the federal immigration debate.

“They come to us with questions. They’re trying to understand the world they live in,” she said. “We put our students first. We honor their experience and their voices.”

At her school, students threw a party in honor of black lives, hosted a fashion show and raised money for the Black Alliance for Just Immigration. Frascella said Black Lives Matter helps teachers navigate the complexities through resources like lesson plans. In New York City, teachers held a curriculum fair and acted out demo lessons.

“What we’ve been trying to do is creating spaces for teachers to have those conversations so they feel more confident in their teaching and supported,” she said.

Changing course

After pressure from school board members, University of Memphis middle school drops its academic requirement

PHOTO: Laura Faith Kebede/Chalkbeat
University of Memphis' elementary, Campus School, is one of the highest achieving schools in the state.

Leaders of a popular elementary school known for its high academic performance are changing the entrance requirements at a proposed middle school in hopes of creating a more diverse student body.

After the Shelby County Schools board raised concerns that the University of Memphis’ plans would continue a pattern of student enrollment from its elementary school, Campus School, that is mostly white, university leaders said last week they would drop the academic requirement for the middle school.

Most Memphis students do not meet state standards for learning. Under the revised proposal, students would need satisfactory behavior records and fewer than 15 unexcused absences, tardies, or early dismissals.

In addition, the school is meant to be a learning lab for teachers earning their degrees. School leaders hope these teachers will eventually return to the Memphis school system to work with children who live in poverty. But currently, the student body doesn’t reflect the population school leaders want to serve.

“We need to make sure that new teachers are getting everything they need. That way you then can learn how to be successful in a diverse community,” board member Miska Clay Bibbs said.

White students made up two-thirds of the elementary school in 2017, the highest percentage in the district. Only 8 percent of the students lived in poverty — the lowest in the district. By comparison, more than half of students in Shelby County Schools live in poverty while only 8 percent are white.

The Memphis district has added more speciality schools in recent years to attract and retain high-achieving students, including white students, who might otherwise choose a private school or schools in the surrounding suburbs. Campus School is one that attracts a lot of white families.

It wasn’t always like that, board member Michelle Robinson McKissack said. She and other board members urged university leaders to do more intentional outreach to the surrounding neighborhood that would have priority in admissions.

“It’s surprising to me that it did seem to be more diverse when I was a child going to Campus in the mid-70s than today,” she said. “And I want to ensure that University Middle looks like Campus looked when I was going to school there.”

Until recently, Campus School was the only school with a contract in the district. Compared to charter schools, contract schools have more say in how they choose students. That allows the University of Memphis to give priority to children of faculty and staff.

PHOTO: Laura Faith Kebede/Chalkbeat
University Middle would be housed in the former St. Anne Catholic School near Highland Street and Spottswood Avenue.

Paul Little and his wife chose their house because of its proximity to Campus School. If the university’s middle school had been open, he would have enrolled his oldest daughter there. He considered other public options, but ultimately decided on an all-girls private school.

“For a long time, I was against private schools in general because if people with high academic achievers pull their kids out of public school, you’ve left a vacuum,” he said.

Little, a White Station High School graduate, disagrees with the assertion that Campus School is not diverse, citing several international students who are children of University of Memphis faculty.

At a recent school meeting, “when I looked out over the cafeteria, I saw a lot of diversity there… That’s never been a concern for me,” he said. He said he was encouraged by the university’s outreach plans “to make the school as diverse as possible.”

Board members are expected to discuss the contract with University of Memphis on Tuesday night, vote the following week, and then open online applications to the school Jan. 30. The school would open in August with sixth-graders with plans to add one grade each year after that.

voices of the vote

Meet Denver teachers who voted yes to a strike, no to a strike — and just aren’t sure

PHOTO: PHOTO: Andy Cross/The Denver Post
Skinner Middle School math teacher Peter English walks out of the Riverside Baptist Church with his son, Landon, left, and daughter Brooke strapped to his chest after voting on whether to go on strike ()

Throughout the day, the parking lot of Riverside Baptist Church filled up as Denver teachers made their way into a meeting organized by their union, the Denver Classroom Teachers Association.  

Months of negotiations that failed to produce a deal between top leaders of Denver Public Schools and the union had given way to individual teachers facing a choice: To strike or not?

Along with reporting the news of the day — which you can read about here — Chalkbeat spent time visiting with teachers to get a sense of what was shaping their decision-making.

Most teachers we spoke with, both in depth and in passing, said they voted “yes” to strike. Union officials have said two-thirds of those who vote Saturday and in a second session Tuesday must sign off on a strike for it to proceed, and the prevailing wisdom among teachers we interviewed was that support is strong.

The decision, though, is far from black and white for many teachers, regardless of where they ultimately land.

Here are the stories of three teachers, all at different places:

Krista Skuce, Slavens K-8 school: Yes to strike

At the urging of teachers and parents, Slavens K-8 students turned out early on a few recent mornings to show support for their teachers. They wore red in solidarity and posed for pictures.

They also brought questions. “Why are you doing this?” was one.

Krista Skuce, a physical education teacher and 14-year Denver Public Schools employee, would tell students that she lives 40 minutes from the school because she can’t afford to live in Denver.

Krista Skuce

But there is more to her story. Her spouse, she said, is no longer able to work, beset by medical issues, unable to draw disability benefits, and in need of costly care including massage therapy, chiropractic appointments, neuromuscular therapies, and more.  

At the same time, Skuce said her pay “doesn’t seem to be going anywhere.” So she hustles, earning extra pay by driving across town to coach softball and basketball.

Skuce, like many teachers who stopped to talk about their votes on Saturday, believes the district can do more to boost teachers’ base pay — before bonuses and incentives.  

She said her salary has only increased $4,000 or $5,000 in the past 14 years, even though she has been teaching 27 years, has a master’s degree, and is National Board Certified.

Skuce said she knows that by voting to strike, she could very well end up taking money out of her own bank account. Striking teachers don’t get paychecks.

“I am hoping the district and the DCTA do the right thing and recognize the fact that there are some people here who are on the edge,” she said. “We are on the edge emotionally, financially. We know these are good people. And I think teachers are people who wake up every morning with forgiveness.

“You have to take a stand and say what you are for at some point in time in your life — and this is it,” she said. “I’m willing to do it, scary or not.”  

Jason Clymer, John F. Kennedy High School: No to strike

An English teacher at John F. Kennedy High School, Jason Clymer stands with his fellow union members in the belief teachers aren’t paid enough. He finds fault with what is asked of teachers through LEAP, the district’s growth and performance system for teachers.

“Teachers at my school feel extremely micromanaged and can’t catch a breath,” he said.  

But in the end, after being one of the first teachers in the door Saturday and attending an information session, Clymer said he voted against the strike.

“Going on strike is very hard,” said Clymer, whose wife works in human resources for the district’s central office. “And I think the agreement DPS came to was close enough.”

Clymer questioned picking a fight now because of the limited scope of the negotiations. That would be the current agreement governing ProComp, the pay system that provides teachers one-time bonuses for things like teaching in a high-poverty school, getting strong evaluations, having students who earn high test scores, or teaching in a high-performing school.

He said he’d like to save some political leverage to focus on other issues covered by the district’s main contract with the union.

“It’s really unfortunate these things can’t all be negotiated together,” he said. “If the district came out and said, ‘We want to give you more money, not as much as you like, but we want to devote more to things like mental health services,’ I really think that would be a winning argument.”

In opposing a strike, Clymer said that he did not want to divide his fellow teachers.

“Although I voted no, I believe in the union,” he said. “And if the union voted to strike, I will absolutely support the union.”

Paula Zendle, Denver Green School: Undecided about strike

Paula Zendle is dreading the moment that is appearing increasingly likely: standing before her students at the Denver Green School and explaining why she won’t be there to teach them.

“I tell them constantly, ‘Don’t miss school, don’t miss school. Don’t be absent, don’t be absent, don’t be absent,’” said Zendle, her eyes welling up with tears as she waited on a friend. “I have been fighting to avoid a strike. I hate this. It’s utterly and totally agonizing to me.”

Paula Zendle

Zendle said she left a career in the corporate world for the classroom and has been teaching eight years. She teaches English language acquisition and Spanish at the Green School, a popular and highly-rated middle school option in a district that celebrates choice.

 Zendle said she has done her research and written to the district’s chief financial officer. What bothers her is a system she believes rewards younger teachers and underpays teachers in terms of the cost of living.  

The average Denver teacher currently earns about $51,000 in base pay and $57,000 with incentives, according to data from the state education department and the district. That’s less than teachers in districts like Boulder Valley, Cherry Creek, and Littleton.

District officials have agreed to put $20 million more into teacher compensation and defended their most recent offer on Saturday as “compelling.”

For Zendle, the prospect of facing her students — and that she works in a supportive school environment — is contributing to her struggle in deciding whether to vote “yes” to strike.

So if the moment does come, what will she tell her students?

“We have the right to protest unfair taxpayer spending,” she said. “This is not only unfair, it’s unconscionable. Their priorities have been wrong for 10 years.”

Then she paused and made clear that her decision had not been made. She considers herself a person of principle, and that will guide her in making a decision.