Schools That Work
‘A true democracy’
Feb 28, 2008 12:52 PM
JHS 318, Brooklyn, thrives on collaboration
A true collaboration among administrators and staff is so often held up as the ideal for a successful school that the likelihood of ever achieving it sometimes seems more a matter of fancy than fact. But at JHS 318 in Brooklyn, a school with about 1,300 students in Williamsburg, such an atmosphere is an everyday fact of life.
Chapter Leader Pamela Curcio takes on Ricardo Fabian, a member of the school’s championship chess team, while (from second left) District 14 Representative Iradies Munet, teacher Elizabeth Vicary and student Michael Peguero look on.
Teacher Joseph Rizzo Jr. in the plant nursery with students Richard Ward (left) and Kelvin Hualpa.
This is a school the chapter leader characterizes as “a true democracy.” Pamela Curcio said that staff and administrators share information and work together on a daily basis to “make the school successful for the kids.”
This is a school where the principal, Fortunato (Fred) Rubino, believes that he and his staff truly are partners in making their school work. “Without the respect of peoples’ ideas, talents and their ability to work together, the word ‘community’ becomes just another word,” he said. “When I deal with my staff, as with anyone else, I always try to practice what I learned in kindergarten, which is to treat others as I want to be treated.”
Rubino has the advantage of having taught at JHS 318 for more than 25 years before becoming the principal. He said he regards his journey from teacher to principal more as “a lateral move than a vertical move.”
In Curcio’s opinion, Rubino’s approach to running the school means that “people want to do well for him.” She said he has a true open-door policy so that anyone can walk into his office to offer ideas. “And he’ll say, ‘if it’s good for the kids, let’s try it.’”
Unlike many schools in the city, Curcio said, at JHS 318 “there is no fear in the building. The principal doesn’t tell people how to do things and people are not afraid to offer ideas.”
UFT President Randi Weingarten, who visited the school last year, said: “The positive feelings there affect everyone.” She wasn’t surprised that the results of the Department of Education’s Learning Environment survey last spring were off the charts: 98 percent of parents feel welcome; 95 percent of them say that this school has high expectations for their child; 93 percent feel that their children are learning what they need to succeed in later grades or after graduating high school; and 96 percent are “very satisfied” or “satisfied” with the quality of their children’s teacher.
Curcio says Principal Fred Rubino’s approach to running the school means that “people want to do well for him.”
At the same time, the survey found that 92 percent of teachers feel that their school leaders encourage open and honest communication on important school issues; 96 percent say they are given all the materials they need; an amazing 100 percent report that their instructional supplies are always in good condition; 97 percent agree that the school makes it a priority to help students find the best ways to achieve their learning goals; 97 percent feel supported by their principal; and 93 percent say that the principal invites teachers to play a meaningful role in setting goals and making important decisions for the school.
Not surprisingly, the survey also found considerable satisfaction among the students: 96 percent feel welcome in their school; 95 percent feel encouraged by their teachers to succeed; and 98 percent have mastered the lessons that they “need to get good grades.”
No wonder there is a 96 percent average attendance rate at the school.
One of the reasons the students feel so enthusiastic is that JHS 318 has not ceded its education mission to a test-prep mentality. Students are offered a broad range of classes and activities to pique their interest and to keep them involved. “We’re not going to give up doing art, music, chess, robotics and dozens of other special programs,” said John Galvin, assistant principal and coach of the chess team that recently won the citywide championship by dethroning Edward R. Murrow HS.
The school also offers such other “extras” as Academic Olympics, bike mechanics, marching band, cooking, botany, ceramics, Web design and digital film making. There are more than 40 after-school programs, almost all of which are the result of a teacher coming up with a great idea that the administration supported. On some days nearly half of the students stay late to participate.
In addition, the school has many active partnerships with organizations like Gateway National Park, National Shakespeare Company and the Women’s Theater Project.
Doreen Poole, teacher in the 12-to-1-to-1 program, with student Kalibel Calderon.
Galvin explained that the school’s huge reservoir of good will is because “every teacher wants to work in a school where their input is valued, their ideas are implemented, and they are treated with respect.”
Another reason is that while most teachers in the school system deride professional development because of its inferior quality, at JHS 318 three-quarters of the staff are enthusiastic about theirs. There are also an in-house Summer Institute and ongoing mentoring of new teachers by veteran in-house staff with the same subject license.
For the past few years the school has been a School in Need of Improvement (“SINI”) under federal No Child Left Behind criteria because of lower test scores in English Language Arts by special education students. There is a large special education population in the school.
Chapter leader Curcio explained that last year there were two special education classes that needed to be placed within the district. “All other schools refused them,” she said. “None wanted them. Our staff, even knowing that these additional classes could have a detrimental effect on our SINI status, applauded our principal’s decision to welcome these kids with open arms. And our special ed kids participate in all of our school programs.”
The coming together by the school community over the decision to bring in the special ed classes was no surprise to the principal. “It is amazing how many people talk about their school community and then forget what that means when trying to develop a school mission or direction,” Rubino said.
But not at JHS 318. The collaborative atmosphere there, a fact not just an ideal, makes for a school where, as Curcio noted, “you just want to work there.” In fact, she said, she has had many opportunities over the 18 years she has taught at JHS 318 to work at schools closer to her home. “But I’m willing to sit for hours in bumper-to-bumper traffic to teach here. It’s worth it.”
Teacher Russ Holstein guides students JoAnne Barrios and Yani Rosario in computer class.
