. . . I hope that, as a first step, the School Department can formalize the structure of school climate management and training programs across the City. . . .
School Committee
My thoughts on tomorrow's School Climate discussion
Dear School Committee Members:
I am sorry I cannot attend tomorrow night's meeting on school climate, but I thought I'd share some of my thoughts via email before the meeting.
I very much appreciate your attention to this important subject. While many people, including myself, have had wonderful experiences with CPS, the fact remains that school climate, a term which I use to also indicate classroom behavior, is an issue that many parents tell me interferes with their children's enjoyment of, and success at, school. I don't often hear that parents are afraid that something horrible will happen to their child physically, but rather that disruptive children are making it hard for other students to pay attention in class or that teachers spend so much time managing some kids that the other students are not getting the educational attention they need to thrive. I hear similar concerns expressed by my older son, in that he'll note that, especially with specialists, the transition times are long and rowdy and he feels that the teachers often have to spend an inordinate amount of time trying to manage the class, thus robbing him, and others, of valuable teaching time. By extension, I feel that parental concerns about both academic rigor and teacher training, two of the top three reasons parents cited for leaving CPS, could be effectively addressed if we are able to solve our school climate issues. If more kids are better able to control their behavior in school and are willing and able to learn, more teachers will be able to increase the academic rigor of their classes and they will also be able to focus on improving teaching skills rather than having to spend so much time reacting to behavioral issues.
There are no easy solutions for these problems and I don't expect our schools to solve everything all by themselves. Many of our students come from very unstructured backgrounds and it is difficult to get them to understand the value of structure in school. Yet, without structure, as my son's experience attests, disorderly conduct can make everyone's learning experience less valuable. Other students have different learning abilities and no 'one size fits all' teaching approach will effectively include them. Still other students grasp complex issues so readily that, even under the best of circumstances, teachers find it difficult to simply provide them an adequate academic challenge.
I hope that, as a first step, the School Department can formalize the structure of school climate management and training programs across the City. Given how frequently students change schools, I feel it is important for the language and expectations around school climate, to include consequences for behavior and staff training, be consistent between schools. I also hope that the School Department can dedicate significant resources to analyzing school climate issues and to providing training to help teachers, staff and parents effectively address this issue. Given that school climate was the #2 reason parents gave for removing their children from CPS, I would think that it would warrant a significant increase in resources.
Because school climate as an issue is closely intertwined with socio-economics, cultural backgrounds, special needs and deep-running personal histories, any discussion of this subject is bound to explore touchy areas. Perhaps professional assistance is needed to help all of us negotiate some of these trickier sub-issues, and certainly we all must understand that one person's view is not necessarily either right or accurate. Further, data on school climate, to include disciplinary actions, transfers within and out of CPS and test scores and surveys, will be useful to review but must also be interpreted through multiple lenses to make it as useful as possible.
I wish you well on this important journey. I would be more than willing to help you in any way that I can.
Many thanks, once more, for pressing on with this important, yet challenging, discussion.
Sincerely,
Craig Kelley
6 St. Gerard Terrace
Cambridge, MA 02140
Baldwin Parent Grades 3 and 6