When New York embarked on a Ambitious plan to overhaul the way children In the nation’s largest school system taught to read, school leaders face a significant obstacle: educators’ skepticism.
Dozens of cities and states have sought to change reading guidelines in recent years, fueled by decades of research. called “the science of reading”.” But the success of their efforts partly depends on whether school leaders are willing to embrace a major shift in their philosophy about how children learn.
Right here in New York City, the rollout has frustrated principals. The school’s principal, David C. Banks, is forcing schools to abandon strategies that he says are the leading reason why half of students in grades three through eight are not reading fluently.
But principals will lose control over the choice of reading programs at their schools, and their unions have criticized the pace of change. And many educators still believe in “balanced literacy,” a popular approach that aims to foster a love of books through independent reading time, but that experts and prime minister say not enough focus on foundational skills.
Whether schools ultimately accept – or resist – the city’s push will help shape the legacy of the prime minister’s campaign: New York’s plan will fall victim to pendulum swings out with every new government? Or will it become a turning point in read war?
“The bottom line is the principal and the vice-principal,” said Wiley Blevins, an early reading expert who has helped train local teachers. “They understand what’s going on, are well-trained and ready to participate.”
He added: “If you don’t have that, it fails.”
The tensions in New York mirror the stresses other cities have faced as they promote the adoption of the science of reading. Leaders across the nation have learned that they must balance action with urgency to tackle it a national reading crisis with taking the time to convince principals and teachers to rethink established beliefs.
“You’re basically asking people to change their identities,” said Aaron Bouie III, who oversees elementary school curriculum in a suburban district. in Ohio was Overhaul the reading guide for the past three years.
However, the county of Mr. Bouie and others across the country has proven that early frustrations can be remedied.
School districts that previously overhauled reading guidelines detailed their underlying reasons for the change, but also limited expectations for rapid progress, the leaders said. They have veteran teachers join early and rely on their influence to convince others. And they say they have carefully crafted messages to principals, teachers and families.
“I always say that my first two years were PR,” says Kymyona Burk, former director of literacy for Mississippi, where reading scores rose among worst country to best improvement.
“It’s all transparent,” she said, “even if you don’t have all the answers.”
In New York City, nearly all elementary schools will adopt one of three reading curriculums selected by the local superintendent over the next two years. For some New York school leaders, the way they first learned about the plan — sometimes via districtwide Zoom calls — was a tricky one.
A survey by the principals association last month found that three out of four school leaders were disappointed with the implementation.
“Now how do you build that trust?” Henry Rubio, head of the union said. “I do not know.”
when the city Compulsory all elementary schools to choose a vocal program last fall, Nina Demos, principal of PS 503 in Sunset Park, said she “really appreciates” the decision and balance of implementing “autonomy” , self-determination and cohesion.”
Pronunciation school along with a popular balanced literacy program that the city will no longer allow. Now she is being asked to adopt a new programme, Into Reading, Ms. Demos said she still has too little information.
“I was left wondering: ‘Where is the data-driven evidence that this is the best option?’” Ms Demos said, adding that she only knew what Into Reading received. high score from one national curriculum review team.
Demos was also frustrated by the initial chaos of the rollout: In March, she was told that schools would be allowed to keep the writing units they were using, she said. But last week, she was told that Into Reading’s writing components must be applied instead.
“Every time I start planning,” she says, “what I am planning changes.”
Mr. Banks, a Bronx principal in the 2000s, says he sympathizes with the frustrations.
“I see. But I also looked at the data,” said Mr. Banks, adding, “The system already provided a degree of autonomy — and it didn’t work.”
About half of school districts will adopt the new curriculum in September. Teachers began virtual professional development this month, while training is expected to increase over the summer. Officials said all schools will be provided with at least 26 days of programming for educators.
In counties where transition will be more important and likely to face more opposition — such as Manhattan’s 2nd District, which includes TriBeCa, Chelsea and the Upper East Side — the department has allowed an extra year to change course. go out.
Kevyn Bowles, principal at PS 532 in Crown Heights, Brooklyn, which uses a balanced literacy approach, said there was too little transparency in the process of the city choosing three curriculum options.
Principals in his school district expect them to be required to adopt Into Reading in two years. But Mr Bowles worries that the program has been used in several nearby schools, where many children struggle.
“How could this be done better?” he asked, adding, “I’m not confident. But it will really be up to superintendents and other school district leaders to participate in a meaningful way.”
Not everyone needs to be convinced.
Many teachers in New York have said that they need better classroom materials and have calls for a more focused approach to the curriculum. Importantly, their alliance also supports migrations. And many local parents — especially those who have children with dyslexia – spoke frankly about the need for change.
Some principals, like Joanna Cohen, have rethought their approach.
She was “almost an evangelist of balanced literacy,” she says, being an avid reader and writer as a child. But in 2019, “her foundation was shaken” when she first read on how popular reading strategies are different from scientific research.
Since becoming principal at PS 107 on Park Slope, a balanced literacy school, she motivated many teachers to be trained in the science of reading. It’s not always easy.
Because of the high overall scores — nearly 80 percent of students pass state tests — “we are used to” some students not reading fluently, Cohen said. But “motivation builds,” she said. “And at this point, I don’t feel any resistance.”
Even after educators are convinced, other obstacles can hinder progress.
Much Pedagogical colleges still teach flawed strategies such as encouraging children guess words using visual cues. And teachers often worry about the quality of training in new methods that external organizations provide.
The city will also have to monitor the progress of schools in adopting the new curriculum.
“You don’t want the classroom to be supervised, but you also don’t want to have books sitting on the shelf and unused,” said Morgan Polikoff, a curriculum expert who has studied New , said. York’s approach.
Some states like Colorado And Arkansas implemented strict — and sometimes unpopular — monitoring methods with more robust execution plans. Others have relied on more lax incentives and incentives.
But even if overall support may be high, school support is crucial in shaping whether individual classes ultimately make for significant changes.
“There are quite a few principals I know who are saying, ‘I’m doing what I’ve believed in all these years. Period,’” Lucy Calkins, a balanced literacy leader, told educators at a Teachers College event in March. “You can say no. And people across the country are doing the same.”
However, she adds: “If your child is not growing up, you need to change the way you raise them.”
