Sixth-graders Ny’Leah Friend, Yaren Villagomez, Marleni Rios and Aliyah Santiago-Romero hang out in the hall during their lunch and break period. A district reconfiguration moved fifth-graders out of the building, giving the remaining sixth- through eighth graders a little more freedom to do what they choose on break. (School News Network)
As a first-grader last year, Carlos Ortiz was one of the younger students at North Godwin Elementary. Now he’s top dog.
Second-graders Chloe Powers and Carlos Ortiz were first-graders in two separate kindergarten through fourth-grade buildings last year. Now, they’re under one roof at West Godwin Elementary. (School News Network)
“Last year at North, I was in school with a lot of big kids, but this year I’m in school with kids my age,” said Carlos, a second-grader at West Godwin Elementary.
Last year, North Godwin and West Godwin elementaries housed students in kindergarten through fourth grade, while the middle school housed students in fifth through eighth grade. When the school year commenced Monday, West Godwin opened its doors as a kindergarten through second-grade building, North Godwin as a third- through fifth-grade building, and Godwin Heights Middle School as the place for sixth- through eighth-graders.
While he’s had to get his bearings in the new building, Carlos said he likes the new setup — and he’s not alone.
A Welcome Change
West Godwin Principal Mary Lang said the change has been a welcome one. While the main objective was to move fifth-graders out of middle school, she said, there have been benefits at all grade levels.
Principal Mary Lang in her office at West Godwin Elementary, which now houses students in kindergarten through second grade. (School News Network)
“We really felt strongly that it was going to be great for our learning environment to have all of our grade level teachers under the same roof, collaborating and working together,” said Lang, who was principal at North Godwin before moving to West Godwin this year. “Also, it allows for our student population to be together from kindergarten through 12th grade. They’re not making that awkward transition to a different group of peers at sixth grade.”
Last spring, Kristen Socha packed up her classroom at North Godwin, where she taught for 12 years. This summer, she unpacked that classroom at West Godwin, where she now teaches second grade.
“The feeling in the building — the attitude in the building — is very positive,” Socha said. “I think our students feel calmer, the teachers feel calmer and we have a greater opportunity to work together for the better of all the second grade students.”
Socha said that a recent professional development day highlighted this benefit: some teachers had been trained in a certain curriculum and others had not. Being together allowed those teachers who had been trained to share what they had learned.
“Having all the second grade team there, hearing exactly the same thing at exactly the same time lets us work together,” she said. “And it’s not long distance; it’s next door.”
Seventh-grader Liyah Laseur in the Godwin Heights Middle School gym. (School News Network)
Taking the Fifth
Perhaps the biggest difference is at Godwin Heights Middle School, where Bradley Tarrance is principal. Last year, the logistics of housing fifth- through eighth-graders were tricky at best with fifth- and sixth-graders on different times and class schedules than the older students. Certain hallways and staircases prohibited older students in an attempt to keep the oldest and youngest students separate.
Now, said Tarrance, there is unity: the sixth, seventh and eighth grades are on the same class schedule, the student body shares student leadership, classrooms are clustered by content rather than grades and there are no prohibited areas for the older students.
By minimizing the logistical and social challenges, Tarrance said, “we can have a laser-like focus on content.”
Seventh grader Liyah Laseur said she likes the new setup, even though the halls are a bit busier during class switches, with three grades switching at the same times.
“I feel like fifth grade is more toward elementary anyways,” Liyah said.
For more stories on area schools, visit the School News Network website, schoolnewsnetwork.org.
Jose Medel-Reyes reads a letter from his Kelloggsville High School pen pal. The letters shared about a time when the writer used courage or grit. (School News Network)
Martellis Forest concentrated intently on the paper before him. The North Godwin Elementary third-grader had just received a handwritten letter from a friend to the south: a Kelloggsville High School 10th-grader named Roman.
Mike Hernandez and Marc Icizanye react to gifts from their pen pals before reading their letters. (School News Network)
“He is an athlete and played lots of sports, but now he only plays basketball,” said Martellis of Roman. “We tell each other what we do and what kind of sports we play. I play basketball exactly like him!”
The two students are pen pals, thanks to a connection between their teachers, Amy Raczynski and Angela Winer. A few months ago, Raczynski, who teaches sophomore English at Kelloggsville High School, reached out to Winer, a former student of Raczynski’s, who now teaches at North Godwin. The two decided to put their students in touch and, so far, the letters have generated a lot of excitement — and a chance to practice the art of written communication.
“They really look forward to receiving those letters,” said Raczynski of her high school students.
Emy Orozco and Camila Vasquez Garcia craft responses to their most recent letter from 10th-grade pen pals. (School News Network)
Special Delivery
Recently, Raczynski’s students sent special gifts for their younger friends: bags filled with stuffed animals, stickers and small toys. The delivery was met with squeals of delight throughout Winer’s classroom.
“The funny thing is, they were just as excited when they got their first letter,” said Winer. “They are so excited to have a friend who is older.”
Aleannah Rohrbough was all smiles as she pulled a plush toy from her bag.
“It’s amazing. I thank her so much! She did not have to do this,” said Aleannah of her pen pal, Holly, who is becoming somewhat of a mentor through her letters.
“I learned that her favorite color is green and I actually learned some good advice: ‘Do not let others put you down,’” said Aleannah. “That was actually really good advice for me, because that actually happens to me a lot in school. And I learned that she loves science and she loves hanging out with her friends.”
Allison Moore and Camilla Casado, 10th-graders in Raczynski’s class, both said they remember thinking it was pretty cool to talk to teenagers or have a pen pal in their younger years. They enjoy reading letters from their younger friends, and are glad to be that older connection for them.
“They may not remember who you were particularly, but they’ll remember they had that older friend as a pen pal,” said Allison.
Nataly Garcia-Jimenez concentrates on the letter she received from her 10th-grade pen pal. (School News Network)
A Lesson in a Letter
Besides the fun aspect of making a friend, there have been some good lessons for both classrooms.
Winer’s students had been discussing the importance of “grit” and “courage”, so she asked the 10th-graders to share an example of a time when they used these traits in their letters.
“So when we respond back,” Winer told her class, “I want you to also share an example of when you used grit or courage. You’re also going to answer any questions that they asked you.”
They repeated after her as she instructed them in formatting their responses: Two paragraphs. Two paragraphs. Two chunks. Two chunks. Answer questions. Answer questions. Share a story. Share a story.
Raczynski said pen pal letters go hand-in-hand with teaching both English and empathy. “They’re writing and having to make sure they’re writing correctly and using proper spelling and grammar for the other kids,” she said. “I think it’s also important to try to be kind to other people.”
Composing letters to younger friends has been a welcome challenge, said 10th-grader Evren Hodge.
“It’s different when you talk to little kids,” said Evren. You have to think of new ways to explain things and use words on a level that they can grasp and relate to. It’s teaching you new ways to communicate with other people.”
For more local school stories, visit School News Network website, schoolnewsnetwork.org.
Asantae Coleman and Aleannah Rohrbough pull goodies from presents sent by their 10th-grade pen pals.
Aniyah Rosemond opens a special delivery from her Kelloggsville High School pen pal.
Isaac Fox checks out the stickers sent along with a letter from his high school pen pal.
Ethan Thompson reads a letter from his pen pal. The letter shared about a time when the writer used courage or grit.
A pen pal letter from Kelloggsville High School 10th-grader to Ethan Thompson
A group of 20-some kindergartners at North Godwin Elementary sat on the floor in front of Susie Poliski last week, eyes fixed on the book she was reading about Dr. Martin Luther King. Afterward, they took turns eagerly volunteering to point out which words identified which parts of a worksheet featuring the civil rights leader.
A lot has changed in education since Poliski started her career in 1992.
“Kindergarten has evolved from ‘letter of the week’ activities — a play/interactive curriculum — to full-on reading and writing,” she said.
While incorporating the best parts of the old way and the new way can be challenging, it’s a joy for this teacher, who has found her niche with kindergartners.
“I like that they are beginning to take letters that some of them didn’t even know on the first day of school, and now they’re putting them together to make words,” she said. “It’s a fun adventure to watch them discover what they can do.”
Kindergarten teacher Susie Poliski doles out high fives as her kindergartners head to the music room
Relationships Matter
Poliski began her career as a kindergarten teacher in Cedar Springs in 1992. Since then, she has taught in Wyoming, Hudsonville and Godwin Heights schools, holding her current position since 2011.
Poliski has an elementary education degree from Michigan State University and a master’s in early childhood education from Grand Valley State University. But the basis of her teaching philosophy wasn’t necessarily learned in a textbook.
“The foundation of my teaching really has been based on relationships. I’m watching students that I had my first year grow up, and I stay connected with students — many of whom now have families of their own,” said Poliski, who is friends with many former students and families on Facebook.
Those lasting connections pop up everywhere: While attending the Red Flannel Festival in Cedar Springs last October, Poliski ran into her own kindergarten teacher, Mrs. Clark, with whom she stayed in touch through the years. That same night, she went to see a band. One of the musicians had been her student as a kindergartner.
“Relationship-building for me really began during my years in school from the teachers I had at Cedar Springs, so that really helped form what I do today,” she said. “The connection my teachers had with students really made a difference by showing they cared and wanted to push us to do our best. They took time to get to know us, and our families.”
Those teachers along with her mother, who has an education background, and the book “One Child” by Torey L. Hayden, inspired her to teach. She recalled the words of her high school government teacher, Dave VandePanne: “Whatever you do, go out and make a difference.”
“That’s why I like being a teacher – you are making a difference.”
Rockstar teacher Susie Poliski helps one of her kindergarten pupils choose the best word from a word bank during a writing lesson
The Difference
Poliski is modest about her work. She shared how she invited a couple of special students, who struggled in school, and their families to a Thanksgiving feast with her family last year, bringing the spread to school. North Godwin Elementary Principal Mary Lang said that while many teachers go above and beyond for their students, Poliski goes further.
“As a kindergarten teacher, she makes our families feel extremely welcome in our school,” Lang said. “Susie often will take students on special outings, take students out to dinner, or go visit them at their home. She co-coaches our Girls on the Run program, is a teacher leader in our Leading Educators program and can be found at almost every family night or event our school holds.
“Susie Poliski is the definition of a rockstar teacher.”
When Poliski isn’t teaching, you can find her making the rounds on the Irish music scene, attending festivals, spending time with family or visiting with friends in South Haven.
For more local school news, visit the School News Network website, schoolnewsnetwork.org.
With presents in tow for 26 North Godwin Elementary School kindergartners, Dutton Christian School sixth-graders helped the younger students make gift bags and cards for their parents.
Julianett Vazquez works on her reindeer gift bag
“This is the best day ever, because we are making presents for our parents,” said excited kindergartner Abul Anyar.
Dutton students Dahlea Abdoo, Chloe Koster, Lilly Harkema and Anna Haverdink were taking part in their school’s annual “Give This Christmas Away,” community-service project.
Each year students break into groups to visit North Godwin and many other locations, where they present gifts and spend time with others. An anonymous donor provides $100 for gifts for people at each site, a total of 28 locations this year, said Wendy Vostad, sister-in-law to North Godwin teacher Holly Vostad.
Along with the crafts, sixth-graders read stories to students.
Holly Vostad said her kindergartners love the extra attention from people who care about them. “They just light up,” she said.
Anna said she enjoyed her time at North Godwin. “I want to be a kindergarten teacher and I love to hang out with little kids,” she said. “I like Christmas a lot and it’s fun to help other kids have a good Christmas, too.”
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
Dutton students arrive with gifts and helping hands each school year.
Future doctors conferred with practicing osteopathic physicians recently on some critical topics in the North Godwin Elementary gymnasium.
A healthy lifestyle leads to a strong body and brain, good for pursuing a career in medicine, students learned during Mini-Medical School, where they listened to doctors explain what they do every day and why it’s important.
First- through fourth-graders in the after-school program TEAM 21 visited six stations manned by osteopathic physicians representing the Family Medicine Residency program at Metro Health – University of Michigan Health’s Community Clinic and members of the Michigan Health Council.
“I learned that your kidneys are in your back,” said fourth-grader Hunter Longstreet, as he posed for a photo while holding a “Mini Medical School Graduate” certificate that gave him the title “Future Doctor.”
Hunter Longstreet earns his certificate
Donning doctor’s coats, students examined X-rays and learned about bone health, tested medical instruments, practiced hygiene using hand sanitizer to kill germs, affixed Velcro organs to an anatomy apron, and received lessons in nutrition and exercise.
“We learned how to use the equipment,” said student Laura Munoz-Castillo. “When your skin gets ripped you can get germs inside. That’s why you should wear a Band-Aid.”
Brandess Wallace, community engagement and education coordinator for the Michigan Health Council, said the mission of the event is multi-faceted.
“One goal is to take the mystery out of and alleviate the fear that might go with visiting the doctor; another is to show kids what it means to lead a healthy lifestyle and, finally, we want to expose these kids to medicine as a potential career,” Wallace said.
Ellen Hensel, TEAM 21 site coordinator, said career exploration is an important component of the enrichment program.
“This is just something new they might not be able to fit into the school day that we can provide after school,” she said. “A lot of them might not have thought about being a doctor some day, but now it’s on their radar.”
From left, Sabrina Reeder, Adrian Vital, Yeinier Collazo and Barnard Davis, Jr., use hand sanitizer
Esperanza Mercado and her children, Alex, a Godwin Heights High School senior and Yra, a first-grader, make their way around the fair. (Photo courtesy of School News Network.)
Esperanza Mercado and her children now know how to get the biggest bang for their food buck at farmers markets this summer. Along with learning that, they also heard about programs offered at a local ministry, and talked to health-care providers and business representatives in their own community.
Getting seeds and tiny planters from representatives of Grand Valley Health Plan are (on right, back to foreground) Jonathan Morales, a West Godwin Elementary fourth-grader, mom Ana Morales, and Ashley Morales, a West Godwin second-grader. (Photo courtesy of School News Network.)
North Godwin Elementary School hosted the third annual Health and Wellness Fair with 18 vendors, including faith-based organizations, financial institutions and others sharing information on services in and surrounding the district.
“It provides lots of different resources for families,” said Principal Mary Lang. The population at North Godwin is 88 percent economically disadvantaged, and 49 percent of students are Hispanic. Barriers to accessing resources often include language and transportation, Lang said.
Esperanza and her children, Alex, a Godwin Heights High School senior; Yra, a first-grader; and Doral, a kindergartner, said they were happy to receive goodies, information and ways to connect. They used a “Wellness Passport,” which was stamped by each vendor to enter into a drawing for prizes.
Kenzie Burt, school coordinator intern for Kent School Services Network, organized the fair. “It definitely provides families with knowledge,” she said.
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
Neighbors helping neighbors. Parishioners loading up trucks. Friends helping seniors move items. These are the stories City Treasurer Nancy Stoddard collected from last year’s Wyoming Community Clean-Up Day. Stories she hopes to see repeated at this year’s event set for Saturday, April 22.
“We have the same goal we had last year when we put together the Community Clean Up Day,” said Stoddard, who is is part of the Looks Good Committee, one of three strategic planning committees made up of city employees. “That was to reduce blight in the City of Wyoming as well as beautifying the neighborhood. So we are excited to bring this event back to the community again, right on Earth Day.”
The event will take place from 8 a.m. to 2 p.m. at a new location, North Godwin Elementary School located at 161 34th St. SW.
“When we first came up with this plan for these community clean ups, we looked at areas of the city that had a particular amount of complaints regarding the improper disposal of refuse and in doing so there are three areas that started to standout in the city,” Stoddard said. “So we are trying to do a clean up in each of those three areas. So this year we have switched it to that North Godwin area.”
Entrance to the site will be from the northbound land of Buchanan from 34th Street to the south driveway of the school. Southbound Buchanan traffic will not be permitted to turn left into the site. Traffic will exit from the site to northbound Buchanan only.
Stoddard noted that residents living in the area have been notified that Opal and Reiser streets will be closed on 34th Street along with the west end of 34th Street to Buchanan during the event. Residents are encouraged to enter and exit the area via Division Avenue.
The set up is similar to last year. Residents must bring a proof of residency or if the person is a property owner, a utility bill showing that, to enter. Upon entering, household hazardous waste and items for recycling will be collected by Kent County (for what is accepted in hazardous waste and recycling, visit the Recycle Kent website), and Salvation Army will be collecting gently-used items (for a list of accepted items, visit the Salvation Army website). The north end will have eight refuse bins from Plummer. The number of refuse bins was doubled from last year due to demand.
“We were ecstatic with the turnout [from last year],” Stoddard said. “Three-hundred thirty-six vehicles came through the lot that day. Fifty-one point four tons of garbage, refuse were removed from the city at that one six-hour event.”
There will be a charge for mattresses and box springs, $15 each, and tires, which must be cut in half, will be $10.
Many of the city’s employees will be volunteering their time again at this year’s event. Also, high school students may use the event toward their required community service hours needed to graduate. To do so, high students need to fill out a form with the city by 5 p.m. Monday, April 17.
Also, the Wyoming Public Service Center Yard Waste Drop-Off site, located at 2660 Burlingame Ave. SW, will be open from 8 a.m. to 5 p.m. There are no limits to the size of branches or shrubs, however, residents must unload the yard waste themselves and all containers must be removed from the facility.
For more information, visit the city’s website or call the treasurer’s office at 530-7284.
Aa’Naja Miller knows what it’s like to be unable to get her words out right, but when she stood in front of her classmates to talk about stuttering her voice was strong and clear.
The North Godwin Elementary School fourth-grader recently delivered a presentation, “My Experience with Stuttering” to her class. She has struggled with a speech disorder her whole life, and said children often tease her because of it.
“I stutter,” she said. “I can’t help it.”
There was no teasing that day. Instead, students listened in awe. “She looked like a teacher up there,” said classmate Donnie VanHorn. “She was so brave.”
Aa’Naja and North Godwin speech pathologist Sarah Toering created the presentation to give students a better understanding of stuttering. Toering also wanted to challenge Aa’Naja to speak in front of her peers.
“The purpose for me doing this presentation is for kids to know that I stutter, and that you don’t have to rush me because I know I do have to take my time,” she said. “I’m trying, but it just doesn’t come out right.”
She explained what a speech pathologist is, and how Toering has helped her learn strategies to overcome stuttering. She told students that others who have overcome stuttering include Vice President Joe Biden, NFL player Darren Sproles, actress Emily Blunt and late actress Marilyn Monroe.
According to The Stuttering Foundation, roughly three million Americans stutter. Approximately five percent of all children go through a period of stuttering that lasts six months or more. Three-quarters of those will recover by late childhood, leaving about one percent with a long-term stutter. The best prevention tool is early intervention.
Aa’Naja Miller spoke of her experience with stuttering
Aa’Naja included an interactive activity in her presentation, inviting classmates to practice stuttering with partners. She informed them of different types of stutters:
repetitions, which means repeating a word like “Do, do do you like pizza?”
blocks, which means getting stuck on a letter, like “D-d-do you like pizza?”
prolongations, which means holding a sound, like “IIIII like pizza!”
interjections, which means adding words, like “Um, do you, um, like pizza?”
Aa’Naja also introduced strategies she uses to stop stuttering, which include talking slowly, stretching out her words, taking a deep breath before she speaks and moving her mouth and tongue lightly while talking. She often uses her strategies automatically now, without having to think about them.
Classmate Donnie said “I learned to stick up for people who have stuttering problems and don’t make fun of them.”
Teacher Lisa Koeman said she had tears in her eyes during Aa’Naja’s presentation. Hearing her speak to her classmates, confidently and knowledgeably was inspiring.
“Aa’Naja didn’t stutter once,” Koeman said. “It was amazing. It was perfect. She acted like she was up on stage and has done this 100 times before. It was just breathtaking.”
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
In Holly Vostad’s North Godwin Elementary School classroom, kindergarteners sat in circles on the rug, discussing what they planned to write about: A weekend at their father’s. Christmas. Snow. Their favorite things. They soon headed to their desks, pulling out their pencils and got to work on their stories. Even among the students, there’s a lot of collaboration going on at North Godwin.
The students are from diverse ethnic backgrounds, but the vast majority come from low-income families. At North Godwin, one of two Godwin Heights Public Schools elementary buildings, 92 percent of students receive free or reduced-priced lunch. As illustrated in our continuing School News Network series on how poverty affects education, a percentage of low-income students that high is a strong predictor that test scores should be among the lowest in the county.
But that’s not the case. Instead, North Godwin’s scores are soaring. Not only do students in the K-4 school buck the trend that poverty correlates to low achievement. They test so well that they’re on par with West Michigan’s most affluent school districts, East Grand Rapids and Forest Hills.
Last year, 92.2 percent of North Godwin fourth-graders scored proficiently in reading on the MEAP test, and 65.5 percent of third- and fourth-graders were proficient in both reading and math. The state averages are 60 percent and 38.5 percent, respectively. In East Grand Rapids’ Breton Downs Elementary, where just 6.3 percent of students are economically disadvantaged, students’ scores were 92.5 percent proficient in reading and 66 percent proficient in both reading and math.
Kindergartner Avantae Sanders gets to work
So how did North Godwin, located in a former car-manufacturing community that has fallen on hard times, do what so many other schools faced with barriers of poverty, student transiency and a high percentage of English language learners haven’t been able to achieve? How have test scores remained consistently high over the past 10 years, setting North as a case study for education professionals interested in turning around low-performing schools?
It’s a combination of things that work in the classroom, hallways and community. It has to do with connections staff members make with each other, the students and the parents, and it has a lot to do with a culture of commitment, collaboration and high expectations.
“There’s a lot of passion here. I love our families and the staff loves our families,” Vostad said. “A lot of times in conferences parents will say, ‘I dropped out of school, but I want better for my child.’ I feel like there’s that desire in the staff to say, ‘You know, they can do better.’”
Staff Mindset is Key
But there’s no magic formula Principal Mary Lang can bottle up and send to other schools. She says the success is the result of a process that requires all teachers to work together with the belief that students can achieve despite their challenging backgrounds. Strong leadership is a must, and data is continually scrutinized.
“It’s a mindset. Everyone believes all children can learn and they believe they will,” Lang said. “It really (has) to do with the staff choosing to come together and work together collaboratively to create the best environment, and create really strong relationships with the community as well.”
Second-grade teacher Kelly Compher agrees staff collaboration is a “huge” factor in student success.
“All the teachers here are 150 percent dedicated to their job and having our students achieve,” Compher said “Everyone is here to support each other, and they all want to see each other succeed. We know our children go through tough times, and we empathize for them, but we don’t let that stop them. We hold them to high expectations.”
Godwin Heights Superintendent William Fetterhoff, who formerly served as North Godwin principal, compares “how they do it” to what a wise fisherman knows.
“Everyone wants to know. ‘What rod are you using?’” Fetterhoff said. “The reality is it’s not about the rod, it’s about the technique — the perseverance to do it over and over again and refine your skill.
“The point is, it doesn’t matter what you use as long as you are consistent, introspective and (willing to modify instruction) for higher-level and lower-level learners.”
The Education Trust-Midwest, a statewide education policy and advocacy organization, in 2009 selected North Godwin as one of its “Dispelling the Myth” schools for high performance in a high-poverty school.
“If something’s not working or doesn’t meet a curriculum goal, we don’t continue doing it. Teaching is data-driven.” — Holly Vostad
Sarah Winchell Lenhoff, the group’s director of policy and research, cited strong leadership, teacher collaboration and high expectations for students and teachers as key reasons for the school’s success.
“What we’ve seen is a real commitment to valuing the importance of teaching, and understanding that teachers are the most important things in school when it comes to student learning and growth,” Winchell Lenhoff said. “They take the development of their teachers very seriously. They are not afraid to have those difficult conversations with teachers if they are not performing as well as they like.”
The Beginning of Change
North’s transformation from average to exceptional began under Principal Arelis Diaz in the early 2000s. She put a laser-like focus on digging into data, bringing all staff onto the same page and creating a culture where everyone had the same goals. Parent involvement became a huge priority, as did removing long-held beliefs about low-income families.
In 2005, when Diaz left the principal position, her students, including English-language learners and special education students, were outperforming similar students throughout the state. Eighty-five percent of fourth-grade students met or exceeded state reading standards, and 94 percent did so in math. Eighty-seven percent also met or exceeded state writing standards, compared with 50 percent in 2000, while 75 percent of fifth-graders met or exceeded social studies standards.
The district’s dramatic turnaround has earned it statewide recognition for beating the odds and closing achievement gaps.
Everyone On Board
At many schools, teachers work within their own departments: general education, special education, English language learners. That changed at North Godwin.
“Everybody has to hear the same message,” Fetterhoff said. “We used to go to separate trainings and we would exclude teachers if they were special education or ELL. We started bringing everyone in together. … Those specialized teachers were getting the same message and training. It was a double dose for everybody. After a period of time, that led to strong changes in terms of our achievement.”
Kindergartner Zachery Steele writes
Accountability increased as well. Consider third-grade teachers comparing scores on a science unit. “They would say, ‘Your kids did much better on that. What did you do differently?’” Fetterhoff said. “Teachers stopped saying, ‘Gosh, I did the best I could,’ and instead looked at their neighbors.”
Vostad explained how that works.
“If something’s not working or doesn’t meet a curriculum goal, we don’t continue doing it. Teaching is data-driven. … Being in the same district years ago, it wasn’t like that. Now, if there’s not an objective behind it, we are not going to waste time doing it.”
The best training teachers can receive is inside their own school building, Fetterhoff said. “Our best professional development is to take a look at our own teachers who are successful and then try to implement those strategies. Two heads are better than one.”
“Everyone wants to know. ‘What rod are you using?’ The reality is it’s not about the rod, it’s about the technique.” — William Fetterhoff, Godwin Heights superintendent
“Student teaching was very much like an interview,” said second-grade teacher Compher, who first worked as a student teacher and then a paraprofessional at North. “They were training us to potentially be a candidate for any job that opened. Then, as a parapro, I got to see all grade levels and how they worked with each other.”
Student teachers, many who go on to be hired at Godwin, work alongside classroom teachers the entire semester. The new educator benefits from a seasoned teacher’s experiences, and experienced teachers learn new ideas and technology trends in education.
Forming Bonds with Parents
At many low-income schools, teachers cite lack of parental involvement as a major problem. That’s not the case at North Godwin, Compher said. She only had one parent miss fall conferences, which was followed up with a phone conference.
“This community is really great,” Compher said. “The parents want what is best for their kids. Our partnership with them, and relationship with each other, is also what drives the success of our students. I feel like that is a big portion of why our school is successful: because we are trying to reach out to our community. We really push parental involvement.”
The demographics of the Godwin district have changed over the past decade, with many Hispanic families moving into area, said Lang, the principal. The staff embraced them.
“There was tons of work done to build relationships with the Hispanic population,” Lang said. “That helped tremendously as well. We have a a strong Hispanic community and really strong relationships here at North.”
Supporting families goes beyond academics. Vostad noted a teacher who helped a student’s family get rid of lice by visiting their home, and another who studied with a student’s mother to help her take a test to receive her U.S. citizenship.
“We want all of our students to have the same opportunities as kids in other districts,” Compher added. “Coming to our school, we want them to have breakfast, to have their meals. Having their personal needs met is very important for them to be successful.”
In early elementary school, students learn more content than some of their affluent peers. The district implemented all-day kindergarten years before other districts.
Students raise their hands at North Godwin Elementary School
“Because our kids come in at a lower level with a lack of background knowledge, I feel like we do have to push a lot more,” Vostad said. She noted educators from other districts would visit and ask, “‘How do your kids know so many sight (beginning reading) words?’ They know 75 to 100. Every school that came said, ‘We only teach 25 or 30.’”
The visiting educators questioned the necessity of teaching so much in kindergarten.
“Our point is: They can do it, so why not? In a lot of districts, they can teach just 25 or 30 and their kids will be just fine, and the scores will be there, because they have that parental support at home,” Vostad said.
‘The Strongest Tool We Have’
High expectations aren’t limited to students. Teachers must be the best at their craft, Fetterhoff said.
“You come to work for us. It’s not enough to stay out of trouble. It’s not enough to not do something wrong. It’s not enough to be average, because we will cut you loose. The strongest tool we have is putting the best people in front of our students. If you are not exceptional, you will not be given tenure in this district.”
“Our kids are tough,” said Lang. “If a teacher can’t manage a classroom, they don’t stick around.”
