SAVE THE TOBIN SCHOOL LITERACY & MATH COACHES!

This petition is opposing the Cambridge Public School District's recently proposed budget for the  2012 -2013 academic year. While we acknowledge that the implementation of the Innovation Agenda will likely result in some difficult decisions, we question whether the proposal to cut back the literacy and mathematics coaches at a few of the schools fully account for all ramifications. We do not see this decision as “the best and most efficient use of resources in providing superior service to students” that CPSD has stated as its goal. Not having full-time literacy and mathematics coaches for our teachers would materially lessen the quality of instruction at Tobin for all our students. 

The intention is to provide full-time academic coaches for all the schools with 14 or more classrooms. The budget projects 13 classrooms for Tobin next year. The difference of only one class should not warrant the coaching position being reduced to half the professional development time the teachers currently receive. 

Moreover, Tobin has a larger class size of 24 students per class while the rest of the District will be  capped at 22. Further, the average number of students per class at other schools in the district is often even less than the maximum allowed while most of Tobin's classes will be at full capacity. Two of the 13 classrooms will be new next year with newly hired teachers, while two others only opened one year ago with teachers who have been in their positions for one year.

Not only are our classes larger, but each class consists of three different ages grouped together. The Montessori method successfully allows for differentiated learning rather than ability grouping in each class. This requires additional training of the teachers by the coaches. Our Montessori program also serves one of the highest populations of students who are not native English speakers, a factor requiring  more intensive literacy support.  

The coaches at Tobin are pioneering a new curriculum tying together traditional Montessori teaching methods and the Core Standards required of the Cambridge School District as well as all Massachusetts public schools. Furthermore, the District is in the process of developing new curriculum through the ELA office based upon four core standards: persuasive writing, narrative writing, creative writing, and expository writing. This year, Tobin is piloting the persuasive writing standard. Without the full-time work of our literacy and mathematics coaches, we would not have the necessary access to Core Standards alignment that will continue to be available to other district schools. Cutting the coaches' time would be detrimental to the work that is being produced.

Using the coaches, the Tobin administration has created a gold standard of professional development for the district. The Tobin has had successful results with student achievement as a result of the coaches evaluating data and targeting classroom instruction in collaboration with the teachers. Our entire staff 's organization and day has been overhauled to allow for effective sharing of best practices. Early assessment data show that our carefully aligned Montessori method and Core Standards method are having an effect across race and class. Tobin Montessori School embodies CPSD's stated goal of a design for excellent education rather than adequate education. 

Although we have succeeded in attracting many more students to Tobin, we are still a school in transition. Next year with the addition of the 5th grade program, Tobin Montessori School will finally be complete. As part of having established a Montessori program from the ground up, our staff includes many teachers new to the public school environment and the requirements of teaching the Core Standards. 

We understand what a difficult task it is to put together a budget for the whole district especially given the ground breaking Innovation Agenda being initiated. We understand that there must be cuts. 

Nevertheless, to have the coaches divide their time between two different buildings would materially lessen the quality of what they have been able to do. Our 13 classrooms with the greater number of students are the equivalent of at least 14 classrooms at any other school – with the additional challenging factors of multi-age classes, differentiated learning, and a program that is still being fully established. The additional duties of marrying the Montessori curriculum with the state standards more than equals the work resulting from having one additional classroom. Cutting back on our coaches would substantially undercut the long-term success of the Montessori program. 

Thank you for your support!

Best,

Tobin School Advisory Council