| Jefferson County Public Schools: Down the Stretch They Come |
| Education | |||
| Written by Eric Slack | |||
| Tuesday, 01 April 2008 | |||
 Dr. Sheldon Berman took over a school system in a state of transition after a defeat in the US Supreme Court.
 Dr. Sheldon Berman, superintendent A fresh start JCPS experienced its fair share of changes during the last decade. In 2003, the county government merged with the Louisville city government, forming the Louisville Metro city-county government. During the same time, the population of the county rose to more than 700,000 residents while the school system became the 28th largest school district in the US. Nearly 98,000 students attend 153 schools, and, according to Berman, the district has seen a rise in the number of minorities, non-English speakers, and students needing free or reduced-price meals. One of Berman’s biggest challenges since taking the job last year was working with the board of education to rework the county’s student assignment plan. Last June, the Supreme Court ruled school districts in Louisville and Seattle in violation of constitutional guarantees of equal protection because of school assignment policies based on the race of individual students. Despite this, the school district is determined to improve the quality of education available to disadvantaged students while also promoting racial diversity. But rather than basing assignments on race, the new plan under development will be based on geography. “We are looking at multiple factors such as adult educational attainment, minority status, and socioeconomic status,” Berman said. “We have an opportunity to enhance both diversity and quality through a multi-factor approach. We think it will serve as a model for other school districts around the country.” Setting goals The JCPS vision revolves around four key ideas, developed in concert by the board, the superintendent, and other senior administrators, as well as school principals. The school district intends to enhance effective teaching, to enhance effective leadership, to strengthen the district’s organizational culture, and to improve the organization’s effectiveness. The plan’s three core values are teaching for depth of understanding, providing students with a sense of meaning in what they learn, and providing them with a sense of connection to school and to each other. Part of the process involves restructuring the schools themselves. Several elementary schools are being redesigned and restructured as pilot schools, reducing class sizes and increasing the services available to students, such as nursing services and before- and after-school programs. Secondary schools are also being restructured. The creation of freshman academies is part of a plan to help students’ transition into high school, while new five-period school days and a trimester schedule will provide greater depth of instruction and opportunities for acceleration and remediation. The district is also involved in several aca-demic endeavors, implementing inquiry-based instruction techniques to help teachers guide a student-centered curriculum and connect students with practical applications for the material they learn. Part of this is done through a $25 million grant from GE for a math and science initiative. The district also started a community-wide reading program in 2003 called Every 1 Reads. It was intended to help all JCPS students read at grade level by this year. In 2003, almost 19% of the district was reading below grade level. Since the start of the project, which was paid for by public and privately raised funds, the district improved the number of JCPS students reading at grade level to more than 91%. Berman believes it is critical for the community continue to understand and support educational initiatives undertaken by the district. “As superintendent, I speak in public multiple times per week, sharing the goals of the schools throughout the community,” he said, noting in 2009 the district will implement a social skills initiative in 30 elementary schools and all district middle schools to help students with social and emotional development. “We’ve initiated a variety of restructuring efforts and initiatives that are getting popular support from the community.” Empowering educators JCPS is also devoted to its teachers, rightly realizing the link between teacher effectiveness and student success. With 6,000 teachers in its employ, the district has an instructional coaching staff to help teachers understand the changes taking place in the system. “We are creating professional learning communities in each school so teachers work collaboratively to refine their practice and look at student work and assessment results,” Berman said. JCPS plans on implementing a lesson study initiative, giving the example of all fourth grade teachers in a particular school working together with an instructional coach to plan, teach, and review lessons. By working with their colleagues to refine instruction and understanding of curriculum, Berman believes both teachers and students will benefit. The challenges for Berman will continue as he leads an effort to transform facilities, policies, and the culture in the district. But his past experience as a teacher, superintendent, and education advocate in New England should help him bring a new spirit to education in Louisville. “Our schools need to be centers for innovation,” he said. “I am trying to bring an entrepreneurial focus to the school district to promote innovation that enhances the quality of instruction and the sense of community in our schools.” |
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© 2008 American Executive - RedCoat Publishing. All rights reserved.
American Executive is a RedCoat Publishing publication.
American Executive is a RedCoat Publishing publication.
