There’s no shortage of innovative ideas about how to structure our educational systems. But what are the obstacles to implementing them? We’ll look at how pilot schools started in Boston in response to charter schools and whether they’ve been effective.
Listen to the full show:
Radio Boston: Pros and Cons of Pilot Schools
Airdate: December 14, 2007
- Guests:
Richard Stutman, President of the Boston Teachers Union
Linda Nathan, Founder of the Boston Arts Academy
We took a trip to theBoston Community Leadership Academyto meet students, teachers and talk to Headmaster Nicole Bahnam.
BCLA Student Marta Guerra told us about a math a project she is working on. She’s been at the school since her freshman year and says she decided to apply to Boston Community Leadership Academy at the urging of her friends.
marta.mp3
Now that the ground has thawed let’s go on an archaeological dig. What are some of the latest big local discoveries? What do historical artifacts teach us about our past?
I am amazed at how much debate has to take place regarding education of our children. The ideas that engender the experimentation with educational options arise out of a common need for each community to tailor its educational resources to fit its needs. Charter, Pilot, Public are simply labels that are placed on each experiment. The state should realize that the experiments represent an optimization process. The process at the very core comprises an attempt to increase the plasticity and adaptability of the education system so that it can meet the demands of the 21st century.
At the end of the day we do not need a battle between the proponents of each experiment. We should require them to sit and set guidelines and options for how all of our public schools should operate. Can we not have a public school operating with the same parameters as a pilot or charter school? Do we have to constantly demonize the term “public”.
It is important to recognize that every parent worth his or her salt wants the best education for their child. They would rather put their child into a school that teaches them how to be an effective and responsible member of the next society. Getting caught up in names and labels is meaningless. Each child should receive the best eduction that our taxes can afford. Isolating each experiment leads to the generation of a two tired system which is clearly playing into the hands of those who wish to privatize education completely.
Paul Taslimi
104 Rock Glen Road
Medford, MA 02155
781-210-0981
FROM THE RADIO BOSTON IN BOX:
Date sent: Sat, 15 Dec 2007 14:11:42 -0500
From: “Erin Connearney”
To: radioboston@wbur.org
Subject: Pilot schools
Dear Radio Boston,
I enjoy your show! Its an excellent addition to the BUR programming i’m addicted to.
However, on the subject of pilot schools I must quibble with your choice of exemplar.
I am a Boston Public School teacher, proud union member, and former teacher at the much revered ‘BCLA’.
While Ms. Bahnum may brag about the 85% vote for changing to pilot status, I would simply ask her how many of the teachers who were present at that initial vote still work at her institution? I know of very few. I left BCLA because I was being asked to work longer hours without the fair compensation that my union has worked for years to achieve. I would like to thank Richard Stutman, who was Secondary Field Rep. at the time, for counseling the teachers through those agonizing votes, and reassuring us that we would be able to enjoy our union rights after a transfer out of Ms. Bahnum’s pilot school.
I currently teach at one of the schools that recieves cast-offs from pilot schools. Many of my current students are former pilot school students with special needs, English Language learners, or behavior problems. All students, not only those who are chosen for pilot schools, deserve smaller classes and innovative instruction. The simple solution to low MCAS scores, poor attendance, and failing schools is smaller classes. This would require more teachers and no-one seems to be willing to pay for it.
I applaud Linda Nathans for her staunch support of her teachers’ union rights. However, I can not trust administrators that constantly push the limits of the current collective bargaining agreement. They squeeze as many students as possible into classes, regardless of class size maxima. This is not in the best interest of our students, who are extremely needy, both academically and emotionally.
I appreciate your thoughtful programming, but perhaps next time you will ask actual teachers why they did not support Pilot school status. Our reasons do not revolve around compensation (although I would argue that your lawyer wouldn’t work two additional hours without collecting additional fees), they are focused on more effectively serving EVERY student who walks through our doors. Not only a select few. We leave that to Boston Latin School.
– erin
ANOTHER EMAIL FROM THE RADIO BOSTON INBOX:
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Date sent: Sat, 15 Dec 2007 13:54:45 -0500
From: “Garret Virchick”
Subject: To:
I worked at a pilot school, Fenway High School, for 6 years before becoming a new teacher
developer in Boston. I was heartened when Linda said that it costs money to improve
schools. But I don´t see how pilot status will bring that money into the school system. There
is only so much private money to go around. Without more resources we will continue to see
the turnover rates of teachers continue to skyrocket. After I left Fenway there was only 1
teacher left, teaching a full academic load, who had been at the school longer than me. Pilot
leaders continually ask for more and more from their staffs. When pilot teachers would come
to me and ask what the union could do I would have to say nothing. This did not promote
union involvement. I would contend that unless we build a strong united teachers union we
will never have the power to demand from government the resources necessary to teach all
students.
Garret Virchick
New Teacher Developer
Boston Public Schools
Co-Editor Boston Union Teacher