S

Reforming Schoolsthrough

Solution-DrivenAdvocacy

By Therese Gordon & Kristin Haney,Arlington School, Toledo, Ohio

Toledo Federation of Teachers Local 250

Fundamental questions

What role does student climate play in student learning?

How can teachers successfully wage school reform efforts?

How can teachers sustain those efforts?

Arlington School

Built for K-5,

“transformed”

into K-8

Broken promises

School board: 6th grade to be kept temporarily,

then convert school to K-5 Building expansion to be added

within a year of its opening

Reality

Reality

Issues affecting the learning environment Overcrowding Poor, unreliable, and/or obsolete technology No rooms/space for art & music teachers Lack of student discipline & motivation Parental/community dissatisfaction

“A teacher’s working conditions are a student’s learning conditions.”

– Mary Catheryn Ricker,

President, St. Paul, MN

Federation of Teachers

Exterior conditions

Interior conditions

The campaign begins

Grassroots committee formed by three teachers to fight for change

Pictured (from left to right):• Cindy Vogel• Therese Gordon (Building Rep)• Kristin Haney

The campaign begins

Pushed Joint Curriculum Committee for improved technology

Created informational binders filled w/ survey data and research on how school climate, classroom space, & parent-teacher relationships affect student motivation & performance; distributed to administration, superintendent, & each school board member

The campaign begins

Reached out to parents, community to mobilize & voice concerns

Held flurries of meetings with committee, parents, community members

Presented before the TPS School Board Testimony from students & parents

Board approved 4 additional classroom; committee kept fighting for 6

Solutions

Ways to improve the school climate/environment: Eliminate portables Create intermediate experience Restore specialists’ classrooms Modernize technology

“A school culture that supports learning includes a building arranged through reflection of students needs and their educational accomplishments, with its administrators, teachers, students, and

parents participating in the decision making.”

- Best Practice Briefs, December 2004 #31

Survey results (random sample, 7 parents, 14 students, 13 teachers)

Attendance comparisons

Projected attendance (2013-2014)

The campaign heats up

School climate committee Brought in experts, TPS officials;

attended school board meetings

Committee mobilized parents & students to brave the harsh NW Ohio weather to voice their concerns before the school board about the 4-room compromise

Success

Board members were visibly moved by the testimony, spoke to students’ eloquence & presence, & thanked committee for distributing the informational binders

Teachers’ informational binders, supported by student & parent testimony, convinced TPS School Board to approve 6 brand new classrooms, restrooms, & related space at Arlington

Success

Vote on community’s request: unanimously in favor

Results: music & art teachers back in their classrooms, enhanced student access to computer lab, new space of their own for intermediate students

A final challenge

Initial success compromised by projected completion date of September 2013 – possibly negatively impacting students

Committee fought for expedited process – closed library early for classroom use, relocated resource teacher, brought 7th & 8th grade students into building 3 weeks early to allow for earlier construction date

Transformation

Transformation

Change is possible

Acknowledgments

TFT Teacher Leaders Program Facilitation – Lynn Smith

Photography – Emily Gordon, Paula Gladieux, Leona Stivers

Proofing – Daniel Gordon

Community Organizing – Arlington Bengals Association, students, & staff; Matthew Sutter

Testimony – Kelly & Hailey McConnaughy, Katie Behrens

Architecture – Munger & Munger

Construction – Lathrop

Improvement Approval – Toledo Public Schools Board of Education