Genius! N.Y.C. School Built Around Unorthodox Use of Time

Okay, but what's really Genius is the THE SMALL CLASS SIZES! The mantra of teachers nationwide and right here in Delaware.  And this school has found a way of providing the small classes with more support for students and teachers while not exceeding the 180 day work year in teacher contracts nor raising the cost of educating the students who benefit from this program verses the "typical" high school model.

From Education Week:
http://www.edweek.org/ew/articles/2010/03/10/24brooklyn_ep.h29.html?tkn=NM[FDZj%2F%2FXlKQLqb1nWVcd6rdaG9PGXcgZSR&cmp=clp-edweek

Check out the whole article for an education strategy that is built on teacher planning time, student interest, and small class sizes:

Teachers here attribute the collegial atmosphere to the public school’s novel way of differentiating teachers’ roles and staggering their schedules. At Brooklyn Generation, teachers instruct only three classes a day, get two hours of common planning with colleagues each afternoon, and have a highly reduced student load—as few as 14 students per class. Yet the restructured scheduling costs no more to operate than a traditional schedule.

Opened in 2007, Brooklyn Generation now serves about 230 students in grades 9-11, most of whom are black and qualify for federal school-nutrition programs. The school will add a 12th grade next fall and expand to the middle grades over the course of the next few years.

The school’s schedule is both dynamic and flexible. Each morning, one group of educators teaches foundations courses in mathematics and the humanities. In the afternoons, those same teachers take on one studio course—science, the arts, and electives. They are also given daily breaks at the same time as their “instructional team” —colleagues in the same grade and content area—allowing them two hours of common planning time.

Twice a year, these dual-role teachers receive a monthlong reprieve consisting of three weeks of vacation followed by a week of professional development with their instructional teams. A second coterie of educators steps in to teach monthlong “intensives,” focused on aspects of college and career readiness, from internships through the college-entrance process and financial-aid applications.

Class sizes for the foundations and intensive courses are small—around 15 students—and expand to about 25 for studio classes. The staggered schedules mean that students receive 20 additional instructional days, but no teacher actually works longer than the 180 days set in the New York City teachers’ contract.

With the smaller class sizes and more support, the school’s leaders expect teachers to engage each student in the school’s college- and career-bound culture.

Such class sizes, 9th grade math-foundation teacher Dianne Crewe-Shaw says, help her better monitor her students, who tend to have the most challenges with algebra. “The small class size was like heaven,” she said. “With weaker students, I have to dig deeper for activities that will engage them.”