Project U.S.E. [urban suburban environments]
A CULTURE OF CARING
A Multi-year Program to Help Restore our Urban Schools
Before a school can address the concrete issues associated with low student achievement, the climate of failure at a school must change. Working with all stakeholders, from students to faculty, from parents to school leaders, Project U.S.E. staff works to support a positive school atmosphere by creating “a culture of caring.” In 2008-2009, with the support of the Geraldine R. Dodge Foundation, Project U.S.E. partnered with South 17th Street School in Newark to embark on establishing a solid school climate grounded in the premise that good schools depend heavily on cooperative endeavors at all levels to achieve their goals.
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Relational trust among the various school roles (teachers with students, teachers with other teachers, teachers with parents, and all groups with the principal) form the connective tissue that binds individuals together to advance the education and welfare of students. An intensive year-long professional development program was designed for the adults in the school, with particular attention to the middle school faculty and support staff. In addition, an adventure education program was planned for the sixth and seventh graders, combining both outdoor and classroom activities.
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With a Project U.S.E. consultant embedded within the routine of the building, visiting regularly (at least 6 times a month), meeting with administration, key staff, student groups, and conducting in-service sessions at grade clusters, the “culture of caring” motif has moved through the school in a variety of ways. Parents, teachers, administrators and visitors have remarked on the changes:
  • Meetings and one-to-ones are carried out within a “culture of caring”

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  • Experiential education activities geared to processing specific learning proficiencies have been adopted in grades 6 & 7. *The Student Council (30 class reps from grades 5-8) devotes a portion of its bi-weekly meetings to preparation for their role as peer instructors in the adventure education program for all sixth and seventh graders (including day-trips to The Wildcat Mountain Program).
  • Working with the Parent Liaison and at parent forums has helped orient families to the intended climate change and allay misgivings expressed early on about “my child going into the wilderness.”
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  • Middle grade teachers report a growing interest in learning methods for 1) cooperative learning, 2) motivating techniques, 3) diversity in teaching style.
  • A recent CAPA monitoring visit revealed a marked change in how faculty regarded and treated their meetings. Attendance is consistent, participation enthusiastic and outcomes fruitful. Interestingly, the visit attested to a difference in culture as evidence by increased collegiality among all staff.

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  • One of the key objectives of the COC program is the reinforcement of inclusion. The teachers are especially supportive of this facet and already report effects in their classrooms as special needs students “find themselves” in the adventure activities.
The program has been funded again for the 2010-2011 school year and can be tailored to meet the needs of any school community and replicated in other areas to support student achievement and a positive school culture.
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