Embracing a culture of change
When Stamford Public Schools adopted a new strategic plan in 2017, we committed to “Foster a culture that encourages risktaking, problemsolving and embraces change.”
This theory of action was not developed by a single person, or by a small group behind closed doors. The district convened a committee that included students, parents, staff and community members. Similarly, the proposal of a block schedule model for Stamford and Westhill high schools was not made by a single person, nor selected arbitrarily. Teachers from both high schools, administrators, central office staff and students have been evaluating and refining this decision for the past three years.
In July, when I became the associate superintendent of teaching and learning, I joined the process and, since then, have spent countless hours researching block scheduling. As a parent of four SPS students, two of whom attend Stamford High, and an educator for 22 years, I believe block scheduling is the opportunity for change that we need in our high schools. The academic benefits associated with a block schedule present the greatest opportunities and outcomes for my children and yours.
There are many student benefits to block scheduling. The structure provides students with time to digest the information being taught, as well as the opportunity to take lessons deeper. In the new 88minute structure, teachers will have the ability to break the class period into parts. The daily lesson will open with a brief lecture followed by ample time for students to work in small groups or individually while the teacher offers differentiated support to students. In this model, students will have time to problem solve, collaborate and think. Because of the extended class time afforded by block scheduling, students will have a final opportunity to reconvene and discuss their findings as a larger group, providing closure to the lesson. As the state has increased the number of required credits for high school graduation, the block schedule offers our students an opportunity to earn more and varied credits to meet the new requirements, resulting in a transcript that will be more competitive for college admissions.
Additionally, the decreased number of classes per day in the block schedule, allows students to focus on fewer assignments each night. Fewer transitions create a calmer and quieter learning environment and promote a positive school climate. The block schedule will also afford our students opportunities that are nearly impossible in our current schedule, which rotates and drops a period every day. In the block schedule, juniors and seniors in good standing will have freedom to build a schedule that allows them to leave school early to participate in internships, apprenticeships, workstudy programs, or get an early start on college courses.
The Academy of Information Technology and Engineering (AITE), our intradistrict magnet high school, has successfully been using block scheduling for the past 17 years. In addition to AITE, Wilton, Norwalk, Fairfield, Danbury and many districts across Connecticut have effectively implemented the model. There is no performance deficit when comparing AITE students with students who have a traditional schedule. In a studentdriven survey, conducted last spring of 90 AITE students, more than 90 percent said they enjoy block scheduling and consider themselves better prepared for college having experienced it.
As a parent and administrator, I have tremendous respect for the work our teachers do and recognize that the transition to block scheduling requires effort on the part of all stakeholders. Some teachers may initially feel added pressure as they learn how to plan for and teach in an extended block of time. Professional development opportunities have been, and will continue to be, provided to our teachers to prepare for this change. We have committed to giving teachers time to visit other schools currently in the block, as well as time to begin to transform their lessons into this new schedule. In addition to the student benefits, the block schedule benefits teachers too. In the block schedule, teachers will have more selfdirected time for grading, collaborating with teachers, communicating with parents and completing all the other tasks required to be effective teachers.
This week, I toured a classroom and was struck by a quote on the wall, “The secret of change is to focus all of your energy, not on fighting the old, but on building the new.” Socrates’ wisdom is timeless. I am extremely proud of the work that has been done in support of block scheduling, and I urge you to support us as we embrace change and build a new schedule for the benefit of all students.