Education Week - February 25, 2015 - Special Report - S17

EDUCATION WEEK LEADERS TO LEARN FROM
February 25, 2015 n
S17
edweek.org/leaders
"
one of the first actions she took was to give
teachers and principals training on the effects
of poverty on children so that they could better
understand some of the challenges their
students face in learning.
The student-perception surveys sprouted
from that training.
"Dr. Reed decided we should give our kids a
survey and let our kids tell us, 'Do our teachers
know us?' " said Gina Linder, the principal
at Murray County High School. "Do they care
about us? Do they challenge us? That all came
from Dr. Reed."
But the student-perception surveys are just
one of several ways Ms. Reed puts an emphasis
on integrating student voices.
Four years ago, she tasked the principals of
the district's elementary and middle schools to
establish student councils; Murray County's
lone high school already had one.
She meets with each school's student council
two or three times during the school year
gathering feedback: Do you like your teachers?
How's the cafeteria food? Do you feel safe?
What do you want to see changed?
"It keeps me in touch with kids," Ms. Reed
said. "We can't lose touch of who our audience
is. They are our audience, and that's one way
to engage them."
Districtwide Council
At one such meeting last year, students on
the council at Mountain Creek Academy complained
about feeling unsafe in their lunchroom
space.
"We have a lunchroom that has a lot of windows
in it," said Paula Martin, the principal of
the alternative middle school for at-risk students.
"One of the things we found out is that
when the children were in that large space
with all the windows, they felt uncomfortable
because people could see them."
As a result, the district's parent-teacher
organization tinted the windows so that the
students can see out, but others can't see in.
Student safety is a major component of each
student council's responsibility. In 2009, a Murray
County high school student who had been
bullied committed suicide. The incident became
a high-profile case nationwide in the recent
push for school systems to take bullying more
seriously. Ms. Reed said, however, that her focus
on integrating student voices was not a result
of the incident, but something the district had
been moving toward for years.
Creating a student council at each school
wasn't enough for Ms. Reed. After reading research
that bolstered her belief that successful
schools are often those that are best at integrating
student voices, she took the concept of
student councils one step further.
By pulling a couple of students from each
school's council, she set up a district council,
representing viewpoints of every grade and
every school in Murray County. The district
council, which is in its second year of operation,
visits each school once during the school
year in order to meet with teachers and provide
them feedback.
"She said, 'I want a district council,' and so
she formed a student panel that went to every
school in our system, and the whole focus of
the panel was for students to give feedback to
teachers about what great teachers do," said
Principal Linder. "That was huge. That was
one of the best things we've done as a faculty,
is hearing about what great teachers are."
During those meetings, Ms. Reed asks each
student to respond to a series of questions she
asks.
The questions include prompts such as,
"What do you think makes a great teacher?"
and "How do you like to use technology?" After
that, teachers can ask students questions, and
students can ask the teachers questions.
"Last year, their job was to get together as
a group and talk about what a positive classroom
looked like for them, said Ms. Martin.
"We had elementary kids all the way through
high schools talking about what makes a
great classroom and what makes a great
teacher. They went from school to school and
presented that."
In some cases, that feedback resulted in
schools' adjusting their teaching style.
"They wanted to tell the teachers this is
what we like and this is what we don't like,"
said Ms. Reed of last year's meetings. "One
thing that came out in every meeting is that
relationships matter to us. We need adults in
the building that care about us."
'They Will Listen to the Kids'
District council members are also responsible
for taking the temperature of their classmates
on various subjects and reporting back
to Ms. Reed, and also making suggestions of
their own for things they'd like to see changed
or added to their education experience.
Last year, the district council suggested that
students deliver the annual, year-end report
card of Murray County schools, something
the district calls the State of the Schools-an
evening presentation for parents that documents
factors like achievement, graduation,
and dropout rates and provides information
regarding the school budget. Staff from the
central office previously presented the information
at the annual meeting.
"But now, they [students] get up there and
can explain to you what ccrpi is," Ms. Reed
said of the shorthand for the College- and
Career-Ready Performance Index that's used
to gauge school improvement. "I have teachers
who can't even explain that."
"Besides, nobody wants to listen to us,"
added Ms. Reed, laughing. "But they will listen
to the kids, and they love it. And you know
what? Who's better to be our spokespersons
than them?"
The district council was also the mastermind
behind expanding clubs to middle and
elementary schools.
Gladden Middle School, for example, has
32 student-led clubs, more than many high
schools around the country.
Offerings range from the more typical journalism,
drama, and science clubs to the more
unusual, such as scrapbooking, line dancing,
and cross-stitch clubs, and even a club for
student-athletes to learn what it takes to get
recruited by colleges. The club meetings are
built into the school day and led by teachers
who have experience with each subject.
"We do a lot of great things on student
council, like organizing a canned-food drive
and wrapping Christmas presents for needy
families," said Brian Martinez, an 8th grader
at Gladden who has been a member of the
student council for two years. The ice cream
and ballroom dancing clubs, he added, are the
most popular at the school.
Brian said the student council's opinion is
taken seriously by teachers and Ms. Reed.
"If you have an idea, everybody pays attention
to you," he said.
Graduation Gains
In interviews with Ms. Reed's colleagues,
they all underscored her commitment to increasing
student achievement.
"One of the things that I really like about
Dr. Reed is that she is an advocate for the
students and she does not compromise," said
Spencer Gazaway, the secondary-curriculum
director for the district. "Whether it's program
platforms, curriculum, facilities, she does not
compromise on any of those that would negatively
impact student achievement."
Indeed, even amid significant budget cuts
that have shortened the school calendar from
180 days to 160, Ms. Reed has been able to drive
higher student achievement year after year. She
credits much of that success to the way she allows
students to take ownership of their education
and the weight she places on student input
when making decisions for the district.
Since Ms. Reed became superintendent,
Murray County has made some of the biggest
jumps in graduation rates in Georgia.
When she took the helm, the district's
graduation rates were hovering just above 50
percent. But last school year, its graduation
rate increased from 75 percent to 80 percent,
surpassing the average state growth, which
inched up from 72 percent to 73 percent.
"Our vision is student success, no exception,
no excuses," said Ms. Linder. "Dr. Reed absolutely
means it." n
It keeps me
in touch
with kids.
We can't lose
touch of who
our audience is.
They are our
audience."
LESSONS FROM A LEADER
>> Put Students First
When making tough decisions, such
as how to adhere to budget cuts, think first of
students' needs. Never compromise on programs
or personnel that could curtail their ability
to learn or stifle their achievement.
>> Authentic Input
Find ways to encourage students in every grade
to share their opinions about their educational
experiences. That includes everything from safety,
to teaching styles, to cafeteria food.
>> Taking Ownership
If students feel as if they are making a difference
and their voices are being heard, they are more
confident and will take ownership of their
education. With that, student achievement
increases across the board.
http://www.edweek.org/leaders

Education Week - February 25, 2015 - Special Report

Table of Contents for the Digital Edition of Education Week - February 25, 2015 - Special Report

Education Week - February 25, 2015 - Special Report - S57
Education Week - February 25, 2015 - Special Report - S59
Education Week - February 25, 2015 - Special Report - S60
Education Week - February 25, 2015 - Special Report - S58
Education Week - February 25, 2015 - Special Report - S1
Education Week - February 25, 2015 - Special Report - S2
Education Week - February 25, 2015 - Special Report - S3
Education Week - February 25, 2015 - Special Report - S4
Education Week - February 25, 2015 - Special Report - S5
Education Week - February 25, 2015 - Special Report - S6
Education Week - February 25, 2015 - Special Report - S7
Education Week - February 25, 2015 - Special Report - S8
Education Week - February 25, 2015 - Special Report - S9
Education Week - February 25, 2015 - Special Report - S10
Education Week - February 25, 2015 - Special Report - S11
Education Week - February 25, 2015 - Special Report - S12
Education Week - February 25, 2015 - Special Report - S13
Education Week - February 25, 2015 - Special Report - S14
Education Week - February 25, 2015 - Special Report - S15
Education Week - February 25, 2015 - Special Report - S16
Education Week - February 25, 2015 - Special Report - S17
Education Week - February 25, 2015 - Special Report - S18
Education Week - February 25, 2015 - Special Report - S19
Education Week - February 25, 2015 - Special Report - S20
Education Week - February 25, 2015 - Special Report - S21
Education Week - February 25, 2015 - Special Report - S22
Education Week - February 25, 2015 - Special Report - S23
Education Week - February 25, 2015 - Special Report - S24
Education Week - February 25, 2015 - Special Report - S25
Education Week - February 25, 2015 - Special Report - S26
Education Week - February 25, 2015 - Special Report - S27
Education Week - February 25, 2015 - Special Report - S28
Education Week - February 25, 2015 - Special Report - S29
Education Week - February 25, 2015 - Special Report - S30
Education Week - February 25, 2015 - Special Report - S31
Education Week - February 25, 2015 - Special Report - S32
Education Week - February 25, 2015 - Special Report - S33
Education Week - February 25, 2015 - Special Report - S34
Education Week - February 25, 2015 - Special Report - S35
Education Week - February 25, 2015 - Special Report - S36
Education Week - February 25, 2015 - Special Report - S37
Education Week - February 25, 2015 - Special Report - S38
Education Week - February 25, 2015 - Special Report - S39
Education Week - February 25, 2015 - Special Report - S40
Education Week - February 25, 2015 - Special Report - S41
Education Week - February 25, 2015 - Special Report - S42
Education Week - February 25, 2015 - Special Report - S43
Education Week - February 25, 2015 - Special Report - S44
Education Week - February 25, 2015 - Special Report - S45
Education Week - February 25, 2015 - Special Report - S46
Education Week - February 25, 2015 - Special Report - S47
Education Week - February 25, 2015 - Special Report - S48
Education Week - February 25, 2015 - Special Report - S49
Education Week - February 25, 2015 - Special Report - S50
Education Week - February 25, 2015 - Special Report - S51
Education Week - February 25, 2015 - Special Report - S52
Education Week - February 25, 2015 - Special Report - S53
Education Week - February 25, 2015 - Special Report - S54
Education Week - February 25, 2015 - Special Report - S55
Education Week - February 25, 2015 - Special Report - S56
Education Week - February 25, 2015 - Special Report - S61
Education Week - February 25, 2015 - Special Report - S62
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http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
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http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
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http://ew.edweek.org/nxtbooks/epe/ew_test
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https://www.nxtbookmedia.com