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Times meeting with the PLC this year have been limited in what we have been capable of accomplishing. I wish there was more time to truly collaborate with the members of my department in a more meaningful way. Beyond that I wish there was more time built into the year where we meet as an entire building. I don't think the issues present in my classes are unique to my experience. I would benefit greatly from hearing how other staff handle certain issues. Education is inherently collaborative, I wish there were more opportunity's to collaborate as a staff so we could all be on the same page regarding the enforcement of certain expectations.

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Stop: Working with the Thom Stecher group. They might be excellent at their job and good facilitators for the student voice day, but why isn't that something that staff facilitates? Wouldn't the work seem more genuine coming from teachers in the building that have a vested interest in improving school culture? Stecher can give tools to fix the problem but the group doesn't work in the building like our staff does everyday. Allowing interested staff to take part in those conversations fosters a stronger sense of community than an external group. Pay for teachers to attend conferences and training on innovative teaching practices instead of outsourcing what we are capable of doing ourselves.

Start : Create an SEL curriculum that all students in the school have to go through. Teach kids how to emotionally regulate; to respectfully communicate and disagree; to create a stronger sense of community. Or simply to respect the rules and norms of our building. Create a space for our younger students to collaborate and act as leaders that can shape their own educational experience and for our upperclassmen to serve as mentors.

Revise: Lunch & Learn. Students need more structure and consistency in that 30 min period. The open campus model feels contrary to the goal of creating this instructional time. Our goal should be to create programing that inspires our students to engage with, not inspire them to go on a coffee run*. (*Which inevitably causes them to be late back to 5th period)

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There is no educational benefit to having late arrival, early dismissal AND open campus around lunch and learn.  Further late arrival and early dismissal should be SENIOR privelege only

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STOP (or REVISE) open campus privileges during L&L and other unnecessary times of the day. It is inequitable for students who do not have cars/access.

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The students need to be present in the building more and kept accountable for their locations/actions. We are responsible for these kids from 7:30-2:15 and often have no idea where they are out roaming in the community and getting into trouble. Their attendance and learning within the classroom is suffering as a result as well.

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Stop: trying to push new initiatives into an outdated system. Make the necessary changes first so that new ideas can thrive and grow. For example - before implementing an innovative schedule change, decrease class size and adjust the yearly calendar to reflect what is needed for the schedule to work best.

Start: recognizing the increased time constraints and workload demands that teachers face and treat PD as more respectful professional time. Allow for teacher autonomy, self-directed work, work from home.

Revise: continue to find ways and time for teachers to learn from each other (PLCs and PD time)

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Stop "senior junior privilege". Students are carrying the bare minimum of classes which is preventing them from exploring other areas of academic or creative pursuit. They are consistently late for class. They miss class instead of coming into second or fifth period late to avoid late room punishments. There is no way to keep track of where they are. Stop stretching teachers so thin! Stop making changes when we just came off of Covid where we were literally in the trenches. Stop asking teachers to do more, but not paying them to do so.

Start include the teachers in the creation of school rules. We include the students when we make classroom rules so that they are vested and clear in regard to expectations. Stop holding teachers accountable for enforcing rules which are in turn, not enforced by administration.

Revise: In addition to students, also address teachers' mental health. Teachers matter, both new and seasoned. The school climate in this building matters. Working should have a component of joy, and this is seriously missing so much that it is palpable. Build trust and rapport with teachers so that conversations can be honest and transparent.

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Stop: Please stop keeping SEL work and equity work running as separate entities. There is a lot of overlap here and some major gaps. Also please stop making social, emotional learning a field day, or dress up day. How does this approach make students more self-aware, or develop more empathy for others within our Rustin community or the world around them?

Start: Make EQUITY a priority in this school. Opportunity gaps are very real for marginalized students. Inequities exist at Rustin in regard to race, gender, gender identity, disability and special education and English Language Learners. Our students who do not face inequities need to be aware and taught how to interact with others who do face them.

Revise: Our goals for equity should be local and immediate to our school and teachers at Rustin. We need safe spaces for students even if that means an affinity group. Work to maintain educators of color. Adopt an approach to restorative discipline, that still holds students accountable.

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Stop: promoting that the main focus of innovative teaching only includes technology and tech trends.

Start: a regular collective teaching environment for colleagues to share their experiences in innovative strategies with other departments and compensate those who coordinate, organize, or deliver content.

Revise: PLCs by department only are not helpful for many of our departments, or cross curricular work and are very limiting.

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Start: Revisiting the seating styles of rooms. Students don't seem to enjoy the seating arrangements in most classes as they may be viewed uncomfortable.  Continue to allow students to create art on the walls to represent the student body and staff. Students seem to be positively responding to this.

Revise: Having more opportunities for Positive reinforcements that are appropriate for High school level students. How can we encourage our High school students and highlight their positive contributions to our school. How can we encourage and reinforce positive behavior and contributions when we see it?

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STOP: Spreading teachers so thin through travel between schools and too many preps that they can only do a mediocre job at best as they try to keep their heads above water. It's something that will need to be resolved in the propsed block scheduling anyway.

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STOP: Spreading teachers so thin through travel between schools and too many preps that they can only do a mediocre job at best as they try to keep their heads above water. It's something that will need to be resolved in the propsed block scheduling anyway.

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Stop:
Start: Diversifying our curriculum. Be inclusive of all backgrounds. Include courses and information within courses that represent our students so they can see themselves positively represented. Having students represented in the décor of the school, in the staff of the buildings (include administration and higher positions) and the curriculum we're teaching.
Revise: How we're placing students. Let's look at the leveling

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STOP: Open campus (late arrival/early dismissal and in-between) because it's not equitable to those students unable to afford their own transportation. It's also a logistical nigthmare for the attendance office to keep track of because there are students who cut and aren't caught. Fingerprint recognition software for sign-in/out exists. Perhaps the district should look into that for attendance purposes?

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STOP: Open campus (late arrival/early dismissal and in-between) because it's not equitable to those students unable to afford their own transportation. It's also a logistical nigthmare for the attendance office to keep track of because there are students who cut and aren't caught. Fingerprint recognition software for sign-in/out exists. Perhaps the district should look into that for attendance purposes?

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Stop: Open Campus/Upper classmen privilege 

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Stop: Open Campus/Upper classmen privilege 

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This has created safety issues across the board (students loitering in parking lots/hallways, students causing problems at local businesses, students letting each other into the building through multiple locations- not the main door, arriving back from lunch break late). In my opinion, if this policy remains, the student expectations need to be clearly defined, as well as the consequences when those expectations are not met (and then follow-through on those consequences).

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Stop: limiting common planning time between teachers. This creates difficulties (particularly among traveling teachers) to work with their coworkers to collaborate on common levels.

Start: Utilizing your resources within the district (ie: teachers) to share their expertise.

Revise:  PD days to include actual plan time and realistic activities. Not just a time to have faculty meetings to catch up.

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Start: Consistency in enforcement of rules/policies

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Start: Consistency in enforcement of rules/policies

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I believe we need to have some sort of consistency in the enforcement of rules and policies. Do we have a cell phone policy? What about hall passes/students wandering the halls? What is the consequence for being tardy? What is the consequence for entering the school from a door that is not the main entrance? It is confusing as a teacher to know what I should and should not be enforcing- I imagine it's equally confusing for students (Mr. _ allows me to do that but Mr. _ doesn't).

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Fully agree with both previous statements. 

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Fully agree with both previous statements. 

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We need to be more consistent with regard to the rules that we have. Maybe simplify the rules.

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I agree with the previous posting. We really need to have a more diverse teaching staff.

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Fully agree with both the start and stop for this initiative!

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Fully agree with both the start and stop for this initiative!

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In addition, great idea for adding more common area furniture

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Stop: bringing in outside consultants for subjects we already hold expertise in as a faculty

Start: compensating teachers commensurate to their expertise when they are used as experts at in-service

Revise: continue giving teachers freedom to interpret the curriculum as they see fit, so long as the standards and district expectations are being met

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Stop: having rules that aren't really enforced. decide what is important to enforce and change the rest to reflect the reality of what our school is now

Start: creating more communal spaces in the building by purchasing furniture and carving out spaces that are both visible and communal in our common areas

Revise: trying to find a balance between student safety and freedom

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Stop: pretending we don't have a problem with racism outside of a few events per year

Start: finding diverse teaching candidates, particularly teachers of color

Revise: fostering an environment where personal experience matters and can be implemented into our teaching