Education Week - September 25, 2013 - 16

16 EDUCATION WEEK
n
SEPTEMBER 25, 2013 www.edweek.org
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THE INNOVATION GAMBLE
l A city district rests its hopes on a tech-themed model
Phila. Moves to Scale Up
Successful Magnet School
CONTINUED FROM PAGE 1
types of schools we would love to see
in our district,” Mr. Hite said in an
interview. “This whole conversation
cannot just be about what we’re
taking away, what we are starving,
what we are eliminating.”
Across the country, new academic
standards, increased competition
from charter schools, and the growing
use of technology to “disrupt”
traditional forms of schooling are
prodding districts, often resistant to
change, to try their hand at encouraging
innovation. As in the charter
sector, attempting to scale successful
models is a key strategy.
In Philadelphia, the short list of
reasons to be hopeful begins with
Christopher Lehmann, the founder
and principal of Science Leadership
Academy.
“He’s truly a visionary leader,
known for giving teachers and students
the freedom to excel,” said
Brian Lewis, the CEO of the International
Society for Technology in
Education, which in May gave Mr.
Lehmann its “Outstanding Leader
Award” for his use of technology to
support learning.
But experts urge caution. The
nuts and bolts of replicating nontraditional
school models are complicated,
said Donald J. Peurach, an
assistant professor of education at
the University of Michigan in Ann
Arbor, and big-city district bureaucracies—often
characterized by
stagnant cultures, high turnover,
restrictive labor agreements, and
chronic funding shortages—are particularly
ill-suited to the task.
“These are agencies that came
into existence to administer
schools, not improve them,” Mr.
Peurach said.
Options Limited
Skeptics also question whether investing
scarce resources in a small,
highly selective magnet school is the
best strategy for sparking citywide
educational improvement.
For Mr. Hite, though, the options
are limited, and the stakes are plain.
Philadelphia must make its
schools attractive to families, he
said, or “we will turn into a district
that is not able to do anything but
reimburse charters, pay debt service,
and manage every other student
who has either been refused,
sent back, or is not interested in attending
a charter school.”
In early June, Mr. Lehmann,
42, watched proudly as students
and staff from the original Science
Education Week Digital
Directions. This article is
part of continuing coverage
of issues and trends in
educational technology.
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Leadership Academy oriented new
families to the school’s second campus,
co-located with Dimner Beeber
Middle School inside an 83-year old
building.
Sitting cross-legged on the stage of
Beeber’s auditorium, Mr. Lehmann,
a compulsive user of social media,
tweeted a photo to his 20,000-plus
followers: “The first families of #SLABeeber—so
exciting!!!”
Much of the national attention
Science Leadership Academy has
garnered—including recognition
member organizations avoid giving
money to traditional public schools
altogether.
Locally, the Philadelphia School
Partnership is bucking that trend,
bankrolling much of the first-year
startup costs for the three district
programs that Mr. Hite wants to
expand. But despite Philadelphia’s
financial woes, the partnership’s $6
million grant offer, which included
$1.9 million for Science Leadership
Academy, quickly emerged as a
source of controversy, highlighting
the limited space Mr. Hite has for
maneuvering.
from President Barack Obama
and Microsoft co-founder Bill
Gates—has focused on the school’s
abundance of technology. Since its
founding in 2006, every student
has received a laptop, and SLA was
named an Apple Distinguished
School in each year from 2009 to
2013.
What makes Science Leadership
Academy special, Mr. Lehmann
emphasized, is how that technology
is used.
“I’m passionate about this idea
that schools can be authentic and
empowering and relevant and caring
places,” he said. “And what we
have seen over the last seven years
is there are a lot of families who
want that for their children.”
For the current school year, Mr.
Lehmann said, SLA had 125 available
slots, but more than 2,100
applicants, most of whom met the
school’s demanding admission requirements
around grades, test
scores, and attendance.
Critics argue that the ability to
handpick top students minimizes
the significance of Mr. Lehmann’s
accomplishments and the potential
impact of replicating his model,
especially in Philadelphia, where
independent charter operators
have successfully brought to scale
strategies for dramatically turning
around some of the city’s most challenging
neighborhood schools.
Mr. Lehmann bristles at such
comparisons and highlights what
he sees as major pedagogical
and cultural differences between
his approach and that of many
large charter management organizations.

“I want to build a structure that
smart, creative, kind people can
come in and imbue with their own
energy, ideas, and passion,” he said.
“I don’t want standardization.”
The new SLA@Beeber, as the second
campus is called, will grow
slowly, from a lone 9th grade class
this school year to a full 500student
high school by 2016-17. Mr.
Lehmann is also preparing to test
the SLA model next school year in
a neighborhood middle school that
admits all students.
Among those benefiting now is
Renee Hughes, a 53-year old business
analyst who is between jobs.
Ms. Hughes said her oldest son
graduated from the original SLA,
and she is eager to provide her
14-year old son Caleb with a similar
experience.
“What really makes the school is
the teachers,” she said. “They know
how to ask the students the right
questions to get them engaged.”
‘A Pain Point’
Mr. Hite said Science Leadership
Academy is the type of school he
wants to see proliferate throughout
the 136,000-student district.
But the superintendent ticked off
a long list of structural barriers that
have thwarted his plans: Onerous
state regulations. Untenable contracts
with labor unions. Lack of
will inside the district’s central office.
And, of course, money.
Across the nation, it’s a familiar
refrain, said Ethan Gray, the
executive director of the Cities for
Education Entrepreneurship Trust,
a network of 32 foundations, nonprofits,
and organizations pushing
education innovations in their cities.
Given the barriers to change inherent
in most district bureaucracies,
Mr. Gray said, “it’s almost hard to
[imagine] what replicating an innovative
school means in that context.”
As a result, most of the trust’s
Critics vilified the superintendent
and Mr. Lehmann for taking money
from an organization they accuse of
seeking to starve regular neighborhood
public schools of resources—a
claim that Mark Gleason, the partnership’s
executive director, does
not dispute.
“As you invest in new schools, as
you put resources into turnarounds
and expansions, systemically, you
are shifting resources out of the
most-challenged schools,” Mr. Gleason
said. “That is true. That is happening.
And that is a pain point in
this process.”
The tensions came to a head in
July, when Philadelphia’s governing
School Reform Commission
debated whether the cash-starved
district should accept the partnership’s
grant offer.
Commission member Joseph
Dworetzky grilled Mr. Hite and his
staff about the numbers: Expanding
the three school programs could
cost more than $28 million over the
next five years, more than 90 percent
of which would likely have to
be covered by a district currently
unable to buy adequate supplies of
paper for most of its schools.
“You’ve got to keep track of where
the money is coming from,” said Mr.
Dworetzky, his voice rising, “and
this money is coming from everybody
else!”
How It Works
The commission ultimately voted
4-1 to accept the grant. But before
the real work of creating the new
SLA@Beeber had even begun, Mr.
Lehmann was bruised. “I’m a person,”
he said. “It’s painful.”
Mr. Lehmann regained his enthusiasm
in time for a weeklong
training session for the eight educators
hired to staff Science Lead-
ership Academy’s new campus,
held in early August.
“What you are about to do is exhausting
and rewarding,” he told the
teachers, “and if you do it right, you
get to make a difference in a way you
only think you understand.”
Veteran Philadelphia adminis-
trator Christopher Johnson, an
intellectual comrade-in-arms of
Mr. Lehmann’s tapped to lead
SLA@Beeber, and staff members
from SLA’s flagship campus then
plunged the teachers into a crash
course on their new school’s unusual
way of doing business. The
focus was on creating lesson units
that build upon student questions
and culminate in project-based assessments,
as well as using digital
tools to track and share a wide
range of student work and data.
“I was pretty much blown away,”
said Karthik Subburam, hired to
teach math and engineering at
SLA@Beeber after spending the past
four years at Philadelphia’s Germantown
High, a struggling neighborhood
comprehensive high school
approved for closure last spring.
Mr. Lehmann’s insistence that
technology be “ubiquitous, necessary,
and invisible” will be a significant
change, Mr. Subburam said:
“At Germantown, it was more a
specific use of technology to enable
students to do well on tests.”
But what kept the 40-year-old former
engineer up at night was the
entirely new way he will be teaching:
“I’m coming from a very structured
environment, where we had
to follow the district’s seven-step
lesson format. I have to become
more of a facilitator.”
Mr. Peurach, the University of
Michigan professor, said getting
teachers like Mr. Subburam quickly
up to speed is a big challenge when
replicating outside-the-box school
models.
Mr. Lehmann’s commitment
to facilitating collaboration and
mentor-apprentice relationships
should help, he said, as will the
external grant support, $20,000 of
which paid for the summer training.
But such resources can only be
stretched so far.
“In the early stages, they can
solve problems with closeness and
intimacy,” Mr. Peurach said. “But
going from one school to two is a
lot different than going from two
schools to 25.”
On Sept. 9, as Renee and Caleb
Photos by Jessica Kourkounis for Education Week
http://www.edweek.org http://www.edweek.org/ http://www.digitaldirections.org

Education Week - September 25, 2013

Table of Contents for the Digital Edition of Education Week - September 25, 2013

Education Week - September 25, 2013
DIGITAL DIRECTIONS: Phila. Seeks Salvation in Lessons From Model School
INDUSTRY & INNOVATION: Schools Investing in New Measures To Boost Security
For Intellectually Disabled, a ‘Landmark’
States Mull Next Steps on Testing
Contents
News in Brief
Report Roundup
New Research Consortium Targets D.C. Schools
Social Studies Framework to Guide Standards
Charters Turn to More-Unified Application Systems
Blogs of the Week
Texas Lesson-Plan Brawl Resonates Beyond State Border
Business Organizations Rally on Common Core
Fiscal Face-Off
How to Improve the Common Core
Silence Is Not Neutrality
What Are We Doing to Support Great Teachers?
Letters
TopSchoolJobs Recruitment Marketplace
A Pathway for the Future of Education
Education Week - September 25, 2013 - States Mull Next Steps on Testing
Education Week - September 25, 2013 - 2
Education Week - September 25, 2013 - Contents
Education Week - September 25, 2013 - News in Brief
Education Week - September 25, 2013 - Report Roundup
Education Week - September 25, 2013 - New Research Consortium Targets D.C. Schools
Education Week - September 25, 2013 - 7
Education Week - September 25, 2013 - Social Studies Framework to Guide Standards
Education Week - September 25, 2013 - 9
Education Week - September 25, 2013 - Charters Turn to More-Unified Application Systems
Education Week - September 25, 2013 - Blogs of the Week
Education Week - September 25, 2013 - 12
Education Week - September 25, 2013 - 13
Education Week - September 25, 2013 - 14
Education Week - September 25, 2013 - 15
Education Week - September 25, 2013 - 16
Education Week - September 25, 2013 - 17
Education Week - September 25, 2013 - 18
Education Week - September 25, 2013 - 19
Education Week - September 25, 2013 - Texas Lesson-Plan Brawl Resonates Beyond State Border
Education Week - September 25, 2013 - Business Organizations Rally on Common Core
Education Week - September 25, 2013 - Fiscal Face-Off
Education Week - September 25, 2013 - 23
Education Week - September 25, 2013 - 24
Education Week - September 25, 2013 - 25
Education Week - September 25, 2013 - Silence Is Not Neutrality
Education Week - September 25, 2013 - What Are We Doing to Support Great Teachers?
Education Week - September 25, 2013 - Letters
Education Week - September 25, 2013 - 29
Education Week - September 25, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - September 25, 2013 - 31
Education Week - September 25, 2013 - A Pathway for the Future of Education
Education Week - September 25, 2013 - 33
Education Week - September 25, 2013 - 34
Education Week - September 25, 2013 - 35
Education Week - September 25, 2013 - 36
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