On December 8th, the group started with a thoughtful discussion around the
competency based learning (CBL) model that Supt. Taymore is proposing. Her remarks,
as summarized, are as follows:
·
CBL is a standards-based system. It’s a model of
instruction, not curriculum or content.
·
Students proceed as they master standards. There is greater
rigor and the model includes more project-based learning.
·
It requires teachers to think differently about pacing (how
fast they move through each topic area) and sequencing (the order in which they
move through topic areas).
·
We now use a factory-based model that no longer works in an
information-based society so we have to teach differently.
·
Staff has already implemented Understanding by Design, a way
of planning that identifies what students should get out of a content unit,
then working backwards to achieve the meeting of standards to get there.
·
What would change? Students don’t pass with a “D,” rather,
they must master standards to get to the next step.
·
There are questions, like how to include more project-based
learning.
·
What learning experiences outside of school “count” (e.g.
does a student who works at Dana Farber get credit for a Medical course?)? At
MHS, soon high school students will be manning a tech help desk and by doing so
will meet standards in science/tech/engineering and will get credit for it.
·
Superintendents around the state are talking about CBL; the
issue in Massachusetts is that the Dept. of Elem. and Sec. Education doesn’t
yet have a plan to support it.
·
Question to the Supt. – does this only support students who
are struggling and students who need challenge (i.e. “fringe” students)? No –
it is truly for all students. Also, students must not be labeled, they must be
met where they are and be able to proceed at the right pace for them. It also
addresses the contention by some Melrose families that “my regular child will
be swallowed up at the high school level.”
·
Question to the Supt. – what about teachers? Staff is always
concerned about failing, because they want to support students well. They need
help to improve teaching and learning so they build confidence. The Supt. is
working to “build capacity” in staff, meaning increasing training, coaching,
and mentoring. The high school is moving well in this direction, the middle
school has pockets that are developing quickly, and elementary is the largest
challenge because classrooms are largely singular (although Hoover has some
cross-class grouping, Roosevelt is doing some vertical grouping, and four of
five buildings have science vs. social studies specialists).
The discussion morphed into a review of the Common Core and
its status. Supt. Taymore spoke to the new federal education act, ESSA called
the “Every Student Succeeds Act.” (More info here: http://blogs.edweek.org/edweek/campaign-k-12/2015/11/esea_reauthorization_the_every.html.)
In sum, it takes the federal government out of the school accountability
business, making states responsible for developing tests (testing is still
required but other types of assessment can also be used) and removes the feds
from teacher evaluation. (Note: as of
this writing, it’s on the President’s desk and expected to be signed post
haste.) Those opposed to Common Core standards should find this Act
supportive of their efforts and responsive to their interests in more localized
control (although the states won’t do away with it, they’ll just call it
something else).
Efforts continue to address cultural awareness and
proficiency.
·
At the high school/middle school levels, Urban Improv,
although not perfect, started a difficult conversation that is useful in
developing understanding. Teachers did follow-up work in their classrooms. The
challenge is that developmentally and from a learning standpoint, students need
more work in understanding how to listen, how to have perspective, and how to
craft thoughtful speech based on that work.
·
Prior to Urban Improv, the ADL had trained staff on
microaggressions.
·
Last week, Supt. Taymore and METCO Director Doreen Ward
brought six teachers to the METCO conference, which was excellent and they’ll
share what they learned with staff.
·
The middle school is starting a Social Justice Club and the
high school is starting a Do the Right Thing club.
·
Parents have concerns around the high school mascot. After
her arrival in the district, the Supt. asked cheerleaders to remove the
feathers from their hair because it was disrespectful. Students are interested
in talking about the mascot.
·
Supt. Taymore is working with Melrose Human Rights
Commission Chairman Shawn MacMaster about city-wide efforts to address this
issue since it’s really a city challenge, not just in the schools. Students
want to have conversations about race, and adults need to have it too.
Other notes:
·
Collective bargaining agreements are being signed with
secretaries, paraprofessionals, and department chairs. Interest-based bargaining
will be the negotiating model used in partnership with teachers as bargaining
begins in the spring.
·
The Melrose Master Plan is another effort in process in the
city. Every municipality in the state is required to engage in this effort
every ten years. There will be a public forum in February for the
community-at-large.
·
The Permanent School Building Committee is reconvening to
discuss capacity issues, needed upgrades to middle school’s Performing Arts
Center, and other topics.
·
Work on the Learning Commons at the high school has begun
earlier than anticipated, with the heavy demolition occurring from 3:00 into
the evenings (in order to limit disruption to student learning).
* A local donation form is being developed to help streamline
requests from PTO’s to local businesses and respect their ability to support
elementary organizations.
Next meeting is January 12th. Community Reading Day is March 3rd. Trivia Bee is March 19th.
