My school, the High School of Language and Innovation, is a school for newcomer immigrant English Language Learners that was founded in 2011. We had our first graduating class in 2015. This week, we graduated our fourth class, the class of 2018.
As I listened to the students’ speeches at graduation, I was struck by how many of the students had experienced our intended vision for the school: “We learned to work together as a team in order to learn English,” “We got to make friends with people from diverse cultures.”
However, even as I enjoyed the graduation, something was on my mind: 90% of our girls graduated. 51% of our boys graduated.
I’m always surprised by how much I learn about our school from our prom. We recently held our prom earlier than most schools due to Ramadan, as we wanted more of our Muslim students to be able to attend.
Our high school is a school for newcomer English Language Learners from all over the world who have been in the USA less than 4 years. The students are excited by the idea of the prom but they don’t have a strong expectation of what it should be so there’s no comparison or disappointment.
Last week, I saw my school through new eyes.
We had a visit of 11 first-year teachers from other high schools, part of a new teacher support initiative in the Bronx. My school was one of 15 schools chosen for the visit with a focus on teaching methods for English Language Learners, as the majority of our students are newcomer immigrants who are learning English.
I told my leadership consultants, Ariel and Shya Kane, about the visit. “First-year teachers? They’re going to compare themselves if they feel insecure,” said Ariel. “Set them up to not compare, and look at your school with a beginner’s mind so they can learn.” Continue reading
Self-portrait created by a student at the High School of Language and Innovation.
“I don’t like social studies class,” Michael told me. Michael is a 9th-grade student from the Dominican Republic. “The kids at my table speak Arabic too much.”
Looking in on a class in my school, you’ll see groups of students composed of different cultures sitting together. Our school is for English Language Learners from all over the world. Complaints and situations like Michael’s are common, especially in 9th grade when many of the students are recent arrivals to the country meeting different cultures for the first time. We purposefully group students of different cultures together to promote the use of English, which can be tough at first as students are learning the language.
The cafeteria is a different story from the classroom. Continue reading
In 2005, I started working at a transfer high school for students ages 17-21 who needed to catch up academically. All of the students who attended the school came from regular New York City High Schools and had transferred to the school looking for another opportunity. I fell in love with the population and was inspired by how a new setting could create a second chance at success.
Five years later, I decided to submit a proposal for a transfer school through New York City’s Office of New Schools.
“Actually,” I was told by the office, “We don’t need any more transfer schools. We need regular schools. Why don’t you just open a regular high school that does such a good job, kids don’t need to go to transfer schools?”
Our school is a school for newcomer immigrant students who are learning English for the first time. Lots of students struggle at the beginning, and passing state exams can be daunting. Despite hard work, many students fail exams the first time.
On top of all of that, they are teenagers, and sometimes they fail because they’re distracted and despite our best efforts, take longer to be fully engaged in school. This was the case for one of our students, Stiven.
I cannot imagine a quiet high school cafeteria. Our cafeteria is noisy and chatty. We’ve managed to (generally) keep kids in their cafeteria seats, but we do not even attempt to contain their enthusiasm, their loud conversations, laughter, exuberant calls to each other, the release of seeing each other socially for 45 minutes a day.
Yet a teacher at another NYC public high school told me that a couple of years ago, their cafeteria became quiet. Suddenly. Why? Continue reading