Network Outage

To some principals, rise of superintendents signals decline of networks

Officially, principals are still awaiting word from the city about the future of “networks,” the Bloomberg-era support teams designed to help principals do everything from train teachers to manage budgets.

But to many, the writing is on the wall: Networks as they know them are finished.

Perhaps the clearest sign of this, according to several principals and network officials, is the resurgence of superintendents, the education department field commanders who were sidelined by the previous administration in an attempt to give principals greater autonomy. Under Chancellor Carmen Fariña, the superintendents have been rehired and retrained, and are now meeting individually with principals, weighing in on instructional matters, and hosting training sessions — activities that until now had been under the purview of networks.

Meanwhile, some school and network leaders say they have heard that networks could soon lose their role assisting schools with budget and operational issues, leaving them as little more than coaches, or “professional developers,” in school parlance. While Fariña is not slated to announce her new system for supporting schools until next month, she appeared to confirm some of the speculation about the networks’ diminishing authority in an interview Monday.

“I think the people in networks who are professional developers will be professional developers. We’re never going to lose that,” she told Chalkbeat. But she added that superintendents, whose main reason for visiting schools in recent years has been to rate principals, will now play a much greater part in guiding them.

“I think having the person who evaluates you be the person who supports you is very important, and that’s really what the superintendents will be doing,” she said.

The network system’s many critics, including some principals who find them ineffective, welcome the changes. But some who cherish their self-selected networks, which offer assistance to principals but can’t command or sanction them, dread the return to a superintendent-led system.

“A lot of us are nervous,” said one principal, who like other school and network leaders would only speak anonymously about possible policy changes. “The signs point to networks may no longer exist — certainly not in this form.”

After several reorganizations, the Bloomberg administration eventually settled on a system of nearly 60 support networks, which principals could choose from and that took over many of the duties once overseen by superintendents. The superintendents technically remained principals’ bosses, but their role was reduced mainly to conducting formal evaluations and their staffs shrank from dozens to a handful.

Under Fariña, herself a former superintendent, that position is regaining its clout.

After forcing them to reapply for their jobs this summer (more than a third were replaced), Fariña began to hold hour-long, one-on-one meetings with each of the more than 40 superintendents to explain their revamped roles. They were given new responsibilities — interact with parents, promote arts education, ensure that quality teaching happens in schools — and told to act as “the eyes and ears of the chancellor.”

“To me, the superintendents are huge,” Fariña said Monday. “Having people in the field that I can trust, that have my same belief system, that are going to be in schools all the time, is important.”

A summer teachers workshop organized by the school-support network, N403.
PHOTO: Patrick Wall
A summer teachers workshop organized by the school-support network, N403.

The superintendents have started to hire new staffers, including instructional experts to help evaluate the 60 or so schools that some superintendents oversee. They have also started to host district-wide meetings, which all but disappeared under the network system. While the meetings vary by superintendent, some principals have complained about ones held during the school day, where some say they have sat through talks by curriculum vendors and, in one case, Miss New York.

“I can’t speak enough to the lack of quality or purpose” at those meetings, one principal said.

Principals who value their networks worry that the rise of superintendents may signal the decline of networks.

To those principals, the network system empowered them to choose the type of support they wanted from experts who, unlike superintendents, would not also evaluate them. They also enabled school leaders in the same network to interact with like-minded colleagues outside their geographic districts. One principal in a high-needs Brooklyn district said she not only gets advice from her counterparts who lead successful schools in better-off districts, but also receives donated books and furniture from them.

“I’ve gotten an immense amount of support from other principals in my network,” the school leader said.

Predictably, some network officials are upset by the changes.

Some say that principals are now receiving dueling messages from networks and superintendents about how to run their schools, but that the school leaders feel compelled to defer to the will of their bosses, the superintendents. They also say that network staffers are starting to consider new jobs.

“There are a number of people on network teams who are being recruited to central jobs,” one network leader said, referring to positions within the city education department. “There are other people who are actively looking.”

Of course, the network system’s many critics — including some state officials and union leaders — have called for an overhaul since before Fariña was appointed.

They argue that some networks are spread too thin trying to assist schools in multiple boroughs, while others let struggling schools limp along without extra help. Others say the system leaves principals without clear supervisors and parents without officials they can appeal to.

Genevieve Stanislaus, principal of Life Sciences Secondary School in the Upper East Side, said the network system is “too scattered,” adding it can keep principals in the same neighborhood who are in different networks from collaborating. During her 34 years working in the school system, the most help she ever received was from her one-time superintendent, she said.

“He knew every one of his 41 schools, and his deputy visited even more often,” she said. “They were always there to support you and assist you.”

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”