Who's In Charge

What an author’s visit to Memphis tells us about competing ideas for district’s future

PHOTO: Laura Faith Kebede
Marcus Robinson, left, CEO of Memphis Education Fund and author David Osborne at an event Tuesday in Crosstown Concourse.

When education insiders gathered earlier this week to hear from the author of a new book about school governance, they were also getting a glimpse into one big idea that’s reshaping local schools.

The author was David Osborne, and his new book, “Reinventing America’s Schools,” argues that city school districts should stop directly running schools, and should instead hand that power over to non-government groups like charter schools.

It’s a model that some leaders in Memphis, including those who brought Osborne to town, are giving close attention. Among them is Marcus Robinson, the leader of the Memphis Education Fund, which hosted the event with Osborne. Robinson came to Memphis a year ago from Indianapolis, one of the cities Osborne highlights as a beacon of his favored model.

Originally called Teacher Town, last year Memphis Education Fund changed its name and adopted a new mission: to improve every aspect of local schools, not just teaching. But what efforts exactly would get the fund’s support has been unclear.

If Robinson does endorse Osborne’s vision and pushes leaders at Shelby County Schools to embrace charter schools, he and the Memphis Education Fund could find themselves on a collision course with the Shelby County Schools board.

PHOTO: Laura Faith Kebede
Stephanie Love

Currently, Shelby County’s schools chief, Dorsey Hopson, has made clear that he sees the district as competing with the charter sector, not receding to allow the sector to flourish or even existing peacefully alongside it. And throughout the presentation with Osborne, at least one school board member sitting in the audience, Stephanie Love, audibly made her displeasure known.

Robinson tried to appease Love and others in attendance who expressed skepticism about Osborne’s vision, while still backing a key requirement of it. “No matter how you do school or who is governing it, none of it works to get our kids up the ladder unless there is a high level of accountability to close a bad school,” he said.

Many aspects of schooling in Memphis puts it on the right track, according to Obsorne’s assessment. The state’s turnaround initiative, the Achievement School District, offers choice for parents, third-party operators running schools, and, at least in theory, consequences for schools that don’t deliver results. (Osborne lauded the district’s test scores, at times exaggerating their performance.) The school district has also supported an initiative to give some schools more autonomy in exchange for accountability. And a robust charter sector offers more choices for families, and deepens pressure for schools either to attract families or have to close.

But the school board and Hopson, its chosen leader, have been reluctant participants in some of those initiatives. While Hopson says he supports a portfolio district in theory, his administration has at times worked to undermine such a transition.

A searing example came in recent robocalls to parents, encouraging them not to allow charter schools to have access to their contact information.

In his presentation, Osborne said resistance from superintendents and school boards is the biggest obstacle to revamping school districts in the way he believes will make a difference for students. He suggested that school boards actually work against letting public will influence districts’ direction.

“If we are on a school board and we’re elected, and we have thousands of employees and they all vote in school board elections at which turnout is often 10 or 15 percent, we better not get them too angry at us or we’re going to lose our jobs,” Osborne said. “Same with the superintendent.”

Robinson echoed that sentiment, saying that the cities Osborne extols had “a lot of courage” to make systemic changes and close low-performing schools. He also said that in those cities, “the agents of change [are] the school board, not the principal.”

Since arriving in Memphis, Robinson has worked to import ideas from Indianapolis. He brought several of his deputies from that city, and next week, the Memphis Education Fund is paying for school board members to travel there.

Whether board members will be receptive to what they learn is unclear. After Obsorne’s book talk, Love defended the board as already having made unpopular decisions, such as to close nearly two dozen schools over the past five years.

If Osborne’s plan were the golden ticket, she said, schools across Memphis would be further along. But she said schools that the board does not supervise, including those run by the Achievement School District, are not held to the same standards.

“There is no real accountability across the board for all of our educational options,” Love said. “It sounded good, but it’s unrealistic.”

student teaching

Building a teacher pipeline: How one Aurora school has become a training ground for aspiring teachers

Paraprofessional Sonia Guzman, a student of a teaching program, works with students at Elkhart Elementary School in Aurora. (Photo by Yesenia Robles, Chalkbeat)

Students at Aurora’s Elkhart Elementary School are getting assistance from three aspiring teachers helping out in classrooms this year, part of a new partnership aimed at building a bigger and more diverse teacher pipeline.

The teachers-to-be, students at the University of Northern Colorado’s Center for Urban Education, get training and a paid job while they’re in college. Elkhart principal Ron Schumacher gets paraprofessionals with long-term goals and a possibility that they’ll be better prepared to be Aurora teachers.

For Schumacher, it’s part of a plan to not only help his school, but also others in Aurora Public Schools increase teacher retention.

“Because of the nature of our school demographics, it’s a coin flip with a new teacher,” Schumacher said. “If I lose 50 percent of my teachers over time, I’m being highly inefficient. If these ladies know what they’re getting into and I can have them prepared to be a more effective first-year teacher, there’s more likelihood that I’ll keep them in my school in the long term.”

Elkhart has about 590 students enrolled this year. According to state data from last year, more than 95 percent of the students who attend the school qualify for subsidized lunches, a measure of poverty. The school, which operates with an International Baccalaureate program, has outperformed the district average on some state tests.

The three paraprofessionals hired by the school this year are part of the teaching program at UNC’s Lowry campus, which has long required students to work in a school for the four years they work on their degree.

Students get paid for their work in schools, allowing them to earn some money while going to college. Students from the program had worked in Aurora schools in the past, but not usually three students at once at the same school, and not as part of a formal partnership.

The teaching program has a high number of students of color and first-generation college students, which Rosanne Fulton, the program director, said is another draw for partnering with schools in the metro area.

Schumacher said every principal and education leader has the responsibility to help expose students to more teachers who can relate to them.

One of this year’s paraprofessionals is Andy Washington, an 18-year-old who attended Elkhart for a few years when she was a child.

“Getting to know the kids on a personal level, I thought I was going to be scared, but they’re cool,” Washington said.

Another paraprofessional, 20-year-old Sonia Guzman, said kids are opening up to them.

“They ask you what college is like,” Guzman said.

Schumacher said there are challenges to hiring the students, including figuring out how to make use of the students during the morning or early afternoon while being able to release them before school is done for the day so they can make it to their college classes.

Schumacher said he and his district director are working to figure out the best ways to work around those problems so they can share lessons learned with other Aurora principals.

“We’re using some people differently and tapping into volunteers a little differently, but if it’s a priority for you, there are ways of accommodating their schedules,” he said.

At Elkhart, full-time interventionists work with students in kindergarten through third grade who need extra help learning to read.

But the school doesn’t have the budget to hire the same professionals to work with older students. The three student paraprofessionals are helping bridge that gap, learning from the interventionists so they can work with fourth and fifth grade students.

Recently, the three started getting groups of students that they pull out during class to give them extra work on reading skills.

One exercise they worked on with fourth grade students recently was helping them identify if words had an “oi” or “oy” spelling based on their sounds. Students sounded out their syllables and used flashcards to group similar words.

Districts across the country have looked at similar approaches to help attract and prepare teachers for their own schools. In Denver, bond money voters approved last year is helping pay to expand a program this year where paraprofessionals can apply for a one-year program to become teachers while they continue working.

In the partnership at Elkhart, students paraprofessionals take longer than that, but in their first and second year are already learning how to write lessons during their afternoon classes and then working with teachers at the school to deliver the lessons and then reflect on how well they worked. Students say the model helps them feel supported.

“It’s really helping me to become more confident,” said Stephanie Richards, 26, the third paraprofessional. “I know I’m a lot more prepared.”

Schumacher said the model could also work in the future with students from other teaching schools or programs. It’s a small but important part, he said, toward helping larger efforts to attract and retain teachers, and also diversify the ranks.

“You’re doing something for the next generation of folks coming in,” he said.

testing testing

McQueen to convene third task force as Tennessee seeks to get testing right

PHOTO: Creative Commons/timlewisnm

For a third straight year, Education Commissioner Candice McQueen will convene a task force to examine Tennessee’s testing program in the wake of persistent hiccups with its TNReady assessment and perennial concerns about over-testing.

McQueen announced Monday the members of her newest task force, which will assemble on Dec. 11 in Nashville and complete its work next July. The group includes educators, lawmakers, and parents.

At the top of the agenda: evaluating the first full year of TNReady testing for grades 3-8 and the second year for high schoolers, the latter of which was marred by scoring problems for a small percentage of students.


Five things to know about the latest brouhaha over TNReady


The group also will look at district-level “formative tests” that measure student progress to help teachers adjust their instruction throughout the school year. The goal is to support districts so those tests align with TNReady and the state’s newest academic standards.

The transition to online testing and concerns about over-testing will be on the minds of task force members.

This marks the first school year that all high schoolers will take TNReady online since 2016, when a new platform buckled on its first day. State officials are more confident this time around under a phased-in approach that began last school year with 25 districts. (Middle and elementary schools will make the switch in 2019.)

PHOTO: Laura Faith Kebede
Candice McQueen

On over-testing, McQueen has highlighted 11th-grade as a concern. The junior year of high school is intense as students explore their post-graduation options while taking the ACT college entrance exam, the state’s end-of-course exams, and for some, Advanced Placement tests. All are high-stakes.

McQueen told Gov. Bill Haslam earlier this month that the upcoming task force will seek to strip away tests that don’t align with Tennessee’s priorities.

“We’re looking for testing reductions … but also setting a path toward (our) goals, which is a new test that’s aligned to new standards that really matter,” she told Haslam during budget hearings.

During its first two years, task force work has led to a number of changes.

Recommendations in the first year resulted in the elimination of a test for eighth- and tenth-graders, as well as the shortening of TNReady tests for math and reading.

In the second year, the task force contributed to Tennessee’s education plan under a new federal law and slimmed down science and social studies assessments for third- and fourth-graders.

Members of the third task force are:

  • Candice McQueen, Tennessee commissioner of education
  • Sara Morrison, executive director, State Board of Education
  • Sen. Dolores Gresham, chairwoman, Senate Education Committee
  • Rep. John Forgety, chairman, House Education Instruction and Programs Committee
  • Rep. Harry Brooks, chairman, House Education Administration and Planning Committee
  • Rep. Mark White, chairman, House Education Administration and Planning Subcommittee*
  • Wayne Blair, president, Tennessee School Board Association*
  • Barbara Gray, president, Tennessee Education Association
  • Dale Lynch, executive director, Tennessee Organization of School Superintendents*
  • Sharon Roberts, chief strategy officer, State Collaborative on Reforming Education*
  • Audrey Shores, chief operating officer, Professional Educators of Tennessee
  • Gini Pupo-Walker, Tennessee Educational Equity Coalition and senior director of education policy & programs, Conexión Américas*
  • Lisa Wiltshire, policy director, Tennesseans for Quality Early Education*
  • Shawn Kimble, director, Lauderdale County School System*
  • Mike Winstead, director, Maryville City Schools
  • Jennifer Cothron, assessment supervisor, Wilson County Schools*
  • Trey Duke, coordinator for Federal Programs and RTI2, Rutherford County Schools*
  • Michael Hubbard, director of performance excellence, Kingsport City Schools*
  • LaToya Pugh, iZone science instructional support manager, Shelby County Schools*
  • Bill Harlin, principal, Nolensville High School, Williamson County Schools
  • Laura Charbonnet, assistant principal, Collierville High School, Collierville Schools*
  • Tim Childers, assistant principal, L&N STEM Academy, Knox County Schools*
  • Kevin Cline, assistant principal, Jefferson County High School, Jefferson County Schools*
  • Kim Herring, teacher, Cumberland County High School, Cumberland County School District*
  • Jolinea Pegues, special education teacher, Southwind High School, Shelby County Schools*
  • Stacey Travis, teacher, Maryville High School, Maryville City Schools*
  • Josh Rutherford, teacher, Houston County High School, Houston County School District*
  • Cicely Woodard, 2017-18 Tennessee Teacher of the Year, West End Middle Prep, Metro Nashville Public Schools*
  • Virginia Babb, parent, Knox County Parent-Teacher Association
  • Jennifer Frazier, parent, Hamblen County Department of Education*
  • Student members will be invited*

*new members