assess in a non-written way or different kind of written way, then to have a green light rather than ‘this must be how it is done.’”
Another teacher said,
“We need more performance-type assessments or non-traditional assessments. I don’t think we are asking to replace written as- sessments, but just a little more flexibility, because that is kind of what we sell the course on. It is ‘hands-on’ where the kids are working together. They are out and about moving around and do- ing things, and then when it comes down to assessing them, it is the same kind of assessment that they are getting in a traditional class, and they don’t feel comfortable with the assessment part.”
Teachers recognize why paper and pencil assessments are used, but they are still frustrated that they cannot do more with authentic assessment.
“They may think it is more measurable too, and at this point we don’t have the technology to, if they say, ‘let’s pull your stuff from second quarter.’ It is a lot easier to pull things from a packet and compare than to say ‘alright, one person in this dance group over here’ and me trying to find it.”
Collaborative partnerships among schools, parents, and
that we would do that for almost everything. If we had an outdoor education meeting for parents at 7:00, we would offer it also in the morning. I realize that I can’t really dictate people’s time but I can control my own, so I feel that has been good because it is fairly in- formal. It is conversational. Parents, I think, get empowered by hearing that they have similar questions as other people, and it is a nice networking situation, and I get to hear more frequently than once a year when we administer the climate survey as a County as to what is on parent’s minds. [We have] monthly PTSA meetings which are a typical format, but there is an opportunity to connect with parents. I use the connect ad broadcast phone calling system almost ad nauseam. In fact, just before I came over here I recorded a message reminding 6th Grade parents about outdoor education forms being due We placed every one of those phone calls in Eng- lish and Spanish, and I think that is appreciated by our commu- nity. So we do a lot of bilingual, when I say bilingual, only English and Spanish, so I know we are missing some of the other language groups, but the great majority is Spanish-speaking we use that system a lot.”
Other administrators applaud the principal’s efforts in reaching par- ents and confirm the work she does. One administrator said,
“In addition to that, some of the things [the principal] does. She does a bilingual weekly phone call to every family on Sunday eve- nings. Parent coffee – she does one in the morning and one in the evening usually. We have developed certain sub-committees on our PTSA…for example, we have an out of consortium parent liaison on the sub-committee to help navigate very specific needs that community may have.”
This administrator also shared that reaching out to parents and the sur- rounding community goes beyond programs to the structure of the school. He said,
“I think even in terms of hiring practices for our office staff, mak- ing sure that there is always someone who is bilingual that is ei- ther in this office counseling seat or in the front office, so that
ability to communicate isn’t hindered by the fact that we need to call in someone special. The Linkages to Learning Office, which deals with a lot of community and wrap around services, they are located in our building to addressing community and student needs as well.”
The principal sees evidence that parent outreach is working. She said,
“I am proud that the PTSA is a mix of the in-neighborhood and out-of-neighborhood families, including the leadership – almost 50/50.”
Loiederman has a number of community partnerships that give stu- dents significant experiences in the arts. The connections with these or- ganizations provide teachers and students with resources to expand arts experiences, increase student exposure and cultural capital, and work with academic material in new ways. The magnet coordinator described it this way:
“We have business and community partnerships, we have a memo of understanding between Strathmore Music and Art Center, Pyramid Atlantic Art Studio, Roundhouse Theatre, and Montgom- ery College that those partnerships are geared to do a few things.
One is to work with our staff to increase staff capacity to integrate the arts. Two is to provide extension opportunities for our high fli- ers, like master’s classes and such. Three, to give our students greater access to authentic legitimate art forms – real live produc- tions. Strathmore, for example sends artists here.”
In discussing the school’s contribution to the community, he said,
“In addition to that we also give our community access, we give discount tickets, we give special showings and things of that na- ture. So that is one way we connect with the business community and the cultural community. I also sit on the Arts & Humanities Council for Montgomery County as a result of this position.”