Issue link: http://educator.cta.org/i/229155
CTA &You Teacher-Driven Reform State Superintendent Tom Torlakson and CTA President Dean Vogel confer at CTA's Nov. 7 QEIA symposium. erty schools for proven reforms like smaller class sizes, more high school counselors, and better teacher training. The funding came from the settlement of a CTA lawsuit against former Gov. Arnold Schwarzenegger over money the state owed to public schools. Vogel said QEIA demonstrates CTA's support for our students of greatest need. He noted that discoveries at QEIA schools can offer ideas for Local Control Funding Formula spending by school districts that must target at-risk students. "The new research shows that lessons learned from exemplary QEIA schools should be shared. Teachers, principals and other stakeholders are saying that reforms like giving educators more collaboration time, building community accountability, reducing class sizes, and using student data to intervene are pathways to school improvement that many can follow." Symposium panelists included educators and a parent from Harmon Johnson Elementary in Sacramento, which is prospering from QEIA-funded smaller class sizes, better staff training and new computer labs. This Twin Rivers Unified School District campus also 50 Educator 12 Dec 2013 v2.0 int.indd 50 won a high-profile national award for excellence. Panelist Richard Carrazana, a sixth-grade teacher there, says QEIA enabled Harmon Johnson to purchase enough computers to open two labs. "These computer labs are helping to prepare students for Common Core," Carrazana said. "I couldn't be happier with QEIA for giving our kids this access to technology. We feel this is going to help close the achievement gap for our low-income students. QEIA is providing resources many of our students don't have at home. Thanks to this program, our reach as teachers is now beyond the classroom." Symposium panelists shared QEIA success stories from many public schools, which all enjoy higher Academic Performance Index (API) scores despite high poverty rates. The state's goal is an API score of 800 for all schools; however, it should be noted that this is not the only determinant of success or learning. While no QEIA schools are named in the new research report, the conclusions of stakeholders interviewed about how to overcome roadblocks to change might sound familiar if your school is enjoying the camaraderie that teamwork can build. Stakeholders stressed five common features of their schools that helped them mitigate roadblocks and improve student learning: exemplary leadership, a common vision, willingness to change and innovate, ongoing and open communication, and "relentless drive and dedication." All stakeholders — administrators, parents, teachers — must have a shared commitment and willingness to change for the common goal of student success, teachers at these highly effective schools told researchers. "First, we have to get everybody to decide that there's a need for it," one teacher told the researchers about recognizing problems. "Then, we're more open to changing our ways. And that's always the hardest part of changing human nature." Another teacher added: "You have to have a common goal, and the goal should be to move the school forward, making sure of setting up kids for success." Go Online cta.org/qeia Read highlights of the latest research in "Pathways to Change: Learning From Exemplary QEIA Schools." This is the second of five independent research reports about QEIA schools that will be done over the next year by the firm Vital Research of Los Angeles. The first report, "Cultivating Change in Schools," is also available. DE C E M B E R 2013 | JANUARY 2014 12/14/13 3:33 PM