WHY DO SOME THINGS CHANGE…? THE EVOLUTION OF CITIZEN SCHOOLS THOMAS HATCH, TEACHERS COLLEGE COLUMBIA UNIVERSITY FOR C&T 4004, SCHOOL CHANGEC&T 4004, SCHOOL CHANGE September, 2014 copyright Thomas Hatch

Citizen Schools 1.0 (Circa 1995) Key Problem and Rationale: Children can benefit from a wide range of learning experiences, including those in the arts, sciences etc, but opportunities to participate in these activities is inequitably distributed Students from upper income families often have more access to these activities than those from lower income families. copyright Thomas Hatch

Citizen Schools 1.0 (Cont.) Design: Apprenticeships and project-based learning With “Citizen Teachers” in diverse fields With a little homework help and tutoring A few hours a week afterschool Using school facilities copyright Thomas Hatch

Citizen Schools 1.0 (Cont.) Initial Outcomes: In the early years, the work was challenging, but the feedback from many parents and students was powerful. Nonetheless, there were concerns that participation wasn’t having an effect on students learning in schools, grades etc. copyright Thomas Hatch

Citizen Schools 2.0 Key Decision: Remain focused on apprenticeships (the “core” of the model), but adapt: make support for academic development a more explicit goal and aspect of the design (p. 62 The Opportunity Equation)The Opportunity Equation Design: Continue with apprenticeships Increase the amount of time for the whole program and devote more time to help with homework/tutoring Change staffing model to incorporate AmericaCorps members Shift from part-time to full-time program directors copyright Thomas Hatch

Citizen Schools 2.0 (Cont.) Initial Outcomes: Students continued to report powerful experiences, but academic outcomes improved as well “The schools changed us in a good way: they made us better academically” copyright Thomas Hatch

Citizen Schools 3.0: The Extended Learning Time Edition The opportunity and the challenge: Partner with a local school (The Edwards School) to create a school “turnaround” model with an extended school day Key Decision: Continue to provide “hands-on” learning opportunities but take on some professional responsibility/accountability of teaching professionals (p. 88) copyright Thomas Hatch

Citizen Schools 3.0 (Cont.) Design: ELT schedule with 60 min “math league”, 2 hour “elective/apprenticeship block (M-Th); Teacher PD (Fri) Integrate Citizen Teachers into the regular school day Work with entire 6 th grade to provide apprenticeships/electives Provide Math instruction, including grading Have students address Citizen Teachers by last name copyright Thomas Hatch

Citizen Schools 3.0 (Cont.) Initial Outcomes (from ): Increased instructional and enrichment programs 400+ increase in the number of families applying to the school 80% reduction in achievement gap between students’ performance in ELA and science on state tests copyright Thomas Hatch

Citizen Schools 4.0: A model for broader impact? The challenge and opportunity: Build an organization capable of spreading the model to more schools But the current model is intensive, requiring considerable time and resources; limiting capacity and limiting spread (a model that might work in 100 schools but not a 1000). copyright Thomas Hatch

Citizen Schools 4.0: A model for broader impact? Exploring other options to support spread of effective uses of ELT: A “lighter touch” requiring less time/resources Work with government to change policies, develop institutional support for similar models/approaches Continuing to work to “disrupt”/reframe thinking about what “afterschool” means – Not just for “crackers and basketball” CS today: A “changed” organization, contributing to some changes in conventional school day and some positive outcomes A participant in local and national conversations/work/policies on ELT and afterschool time Still working on the “core” problem: Disrupting inequlity copyright Thomas Hatch

Citizen Schools Today? A “changed” organization: Contributing to some changes in conventional school days and with evidence of positive outcomes Participating in local and national conversations/work/policies on ELT and afterschool time Still working on the “core” problem: Disrupting inequality copyright Thomas Hatch

Key terms and ideas that can help to explain the evolution of Citizen Schools The persistence of the grammar of schooling and the way “schools change reforms” Capacity – developments and limits in staffing, training, time etc. Challenges of navigating the tensions between what’s “core” and what’s needed for adapting to a particular environment (“Change or die” or look for another context/niche where the “core” ideas can take hold) Change come in all sizes: Extent/impact of changes may be different in different contexts: incremental change in schools? More radical change in ideas about afterschool? Any changes in inequality or the structures that support inequality? copyright Thomas Hatch