Park Middle School – Building a Better FutureOur feature about the technology classes at Park Middle School described a class which has been made possible by the vision and commitment of the administration and staff there. Here we explain how that was achieved.
I met with Park’s principal, Kevin Pierce, on Thursday, February 3. He inquired about my purpose then related the process for revising instruction for Park students. A building committee studied schedules which would accommodate these four objectives:
- Increase reading and math skills of all students
- Increase trust and communication among staff members
- Empower PLC (Professional Learning Community) teams to make decisions
- Create access to physical education and exploratory classes for all students, every day, all year
For the 2009-10 school year, three contract variances were approved by staff. Variance #1 defined a class as a 40 minute segment with students having 8 periods each day permitting more flexible scheduling. Teachers received one planning period each day and one PLC collaboration period each day.
Variance #2 set higher class size limits and modified overload pay. Variance #3 eliminated early release on Wednesdays so students would attend a full school day five days each week. As compensation, teachers received 80 minutes of planning time one day each week.
Pierce emphasized that collaboration is essential with teachers empowered to make decisions. Staff buy-in assures unity while implementing changes. Providing adequate time for PLC’s to meet daily is another important element of the program. Staff morale benefits from equitable system-wide change. Two existing programs were cut to enable moving staff to new positions and Park abandoned the doubles class model.
Students have a 130 minute block for reading, language and history and a second 130 minute block for math and science. Pierce explained that staff decisions about students needing additional instruction in reading and math creates exceptional scheduling challenges which can be hard work for teachers but PLC teams cooperate to achieve what they need to do.
For the current school year the variances were again adopted with a few minor changes. With 80% and higher staff approval there are staff members not agreeing to the variances but supporting the changes for the benefit of students. Teachers who are managing well under the new schedule are able to work with colleagues to share what is working for them.
Pierce thinks this model could transfer to other schools but some accommodations would be required because of cost. Park receives $400,000. in federal funding which pays for additional staff including teachers and paraprofessionals.
Next school year, exploratory teachers will be asked to utilize their PLC time for providing classes to special needs students which will free their teachers to collaborate. Tom Mileson, technology education exploratory teacher supports this change. He knows it will be good for special education staff and their students. Mileson states that Park staff are supportive of Pierce, who places his confidence in them to work diligently to benefit their students. Teachers value inclusion in consideration and decision making for Park’s responses to student needs.
Pierce concluded by saying time will tell how effectively his staff is achieving their goals. He believes the community will see a different, much better school in 5 to 10 years.
