DOGE in the Needham Public Schools

No, no, no... Not THAT DOGE!!

I mean our DOGE: Developing Opportunity, Growth, & Excellence in the Needham Public Schools through the district’s strategic vision and plan also known as the Portrait of a Needham Graduate.

Let me provide additional context.  Over these past six months we have been engaged in a process to update our strategic plan for the next five years.  Over 60 folks representing students, staff, families, community leaders, higher ed, and business convened in the fall to review our current plan, consider future trends, and suggest new ideas and opportunities for the 2026-2030 plan based on our district’s vision.  We shared an update to the School Committee in December and have since shared draft plans with district staff for their feedback.

One of the highlights of our work has been a review of the five competencies that we expect all Needham Public Schools students to demonstrate before they graduate from high school.  The newest version maintains the core competencies and also clarifies and strengthens the expectations we have for our students and one another.  Please take a look at the existing and proposed new Portrait of a Needham Graduate (PONG) competencies here:  Draft PONG

The School Committee will review a draft of both the Portrait competencies and strategic plan at their next meeting on April 1st, and I encourage the community to listen in and provide feedback to the School Committee on this important roadmap for our schools and students. You may comment to the School Committee directly at schoolcommittee@needham.k12.ma.us or send ideas and suggestions to me: dan_gutekanst@needham.k12.ma.us

Developing Opportunity, Growth, & Excellence in the Needham Public Schools through a new strategic plan will allow us to strengthen the education for each student in a way that celebrates and respects their unique skills and abilities, diverse backgrounds, and joyful energy. We look forward to your feedback and partnership!

A lesson from my Dad sticks with me today.

The current news out of Washington regarding the detention and deportation of immigrants coupled with the administration's new edicts about the transgender community is unsettling for members of the Needham community. Unfortunately, we've been here before. In February 2017 I sent the following letter to Needham students and their families, and it's important to share it once again:

Dear Needham High School Students:

In the last several weeks there has been much news from Washington about stopping certain Muslims from entering the country, deporting undocumented immigrants, and halting Federal support for transgender youth.

While these actions taken by the administration may not directly affect each Needham student or community member, collectively these actions impact us all by sending a message that an individual human being is not welcomed, wanted, or valued.  And when any one individual is humiliated or demeaned, our entire community is impacted - our sense of belonging, dignity, and respect is fractured and makes all of us vulnerable and less safe.

At a time when it seems easy to target and marginalize certain people, I'd like to share a personal story.

Once as a young boy I accompanied my dad to his office in downtown Chicago.  This was a big deal for a little kid, taking the train into the city, and it was especially meaningful to spend time with my very busy father for a whole day.  Dad was a serious and no nonsense man who never slowed down and worked hard every day. And he also walked fast on crowded downtown sidewalks, dodging people and rushing through the crowds! As we careened toward his office, I struggled to keep up as I wondered in awe at the hustle and bustle of a chaotic urban scene, dwarfed by skyscrapers.

Suddenly, in mid step, Dad halted and I stumbled into him. He stepped just a foot or two away from me, and I observed him lean into a tattered, bearded, and destitute man slumped against a building with his thin and dirty hand extended to my father. Everything around me seemed to stop as Dad whispered something into the man's ears, and the man nodded slowly as my father pressed a bill into his fingers and held this man's hands for just a moment.  Before I knew what was happening, my father stepped away, grabbed my hand, and we were back on our way, darting between taxis and delivery trucks on our way to his office.

Oh, boy did I have questions!  What just happened? My dad just talked to a stranger! He even gave him money! Had he done this before? Why? My very serious, self reliant, "be wary of strangers" and "mind your own business" father paused on his way to work and engaged, however briefly, with someone he did not know - a person clearly down on his luck. I had a great day at the office with my father, wondering the entire time about the encounter with the stranger.

Later that evening on the way to bed, I approached my dad who had his head buried in the newspaper and asked him what he said to the man: How much money did he give him? Did he know him? Wasn't he afraid of the man?  Why did he help him? My father put down the newspaper, looked me straight in the eye, paused, and then said simply: "Everyone matters."

It took me a long time to completely understand what Dad meant that day. Eventually, I came to understand the many lessons my parents offered me and my siblings about caring for others, being a good citizen and neighbor, and recognizing that all people - especially those who may be struggling - are a meaningful part of the broader community, no matter what we look like or how we seem to others. My father never did tell me what he whispered to that stranger, but it really was irrelevant because his simple action impressed upon me the human need to be seen, included and respected.  I learned that day that we are all connected and "Everyone matters." 

I want students and their families whose immigration status is uncertain, transgender students, or any student who feels disconnected, marginalized or targeted because of skin color, religious belief, or disability, to know that the Needham Public Schools has your back, and we support you. While Federal officials may roll back certain protections, the Needham Public Schools will uphold our values and abide by Massachusetts laws which provide additional and greater protections to ensure all of Needham's youth - not just some - can attend school and access education in an inclusive and safe environment.

We will support you and your families because we believe in you and know that our community is enriched by the contributions of each extraordinary young person. And we also know that even if only one of us is hurting, if only one of us feels unsafe, all of us have a responsibility to stand up and take care.

Because we know and we believe: Everyone Matters.

Respectfully,

Dan. Gutekanst

What's Happening with Literacy in the Needham Public Schools?

 

One of the many hot topics in elementary education right now is literacy. The topic has taken on renewed attention due to a nationwide focus on the science of reading and the reality that there are students who have struggled to learn with some of the traditional models of instruction available.

Many thanks to my colleague, Dr. Carmen Williams, Needham’s Assistant Superintendent for Instruction and Innovation, for providing this context about how the Needham Public Schools is thinking about literacy learning:

As reported during the May 21, 2024 Needham School Committee meeting, we are in Phase 3 of our elementary school literacy pilot. During Phase 3, we are actively studying the implementation of four curriculum programs: American Reading Company (ARC), Benchmark Advance, Collaborative Classroom, and Units of Study. We have 164 classroom teachers, special education teachers, instructional assistants, and literacy coaches participating in the pilot. Teachers were trained on materials over the summer and continue to meet monthly to receive follow-up training, plan collaboratively, and gather evidence on program components.

Pilot programs were selected during Phase 2 with teacher and principal feedback. The pilot programs selected meet the minimum requirements for teaching MA DESE curriculum Framework Standards and are aligned with the science of reading. Our work to evaluate these programs further to ensure they are also aligned with the vision of the Portrait of a Needham Graduate, our goals for culturally-sustaining pedagogy, clear and consistent assessment practices for data-driven instruction, and opportunities for interdisciplinary projects. Evaluation of materials includes classroom observations, students' work samples, assessment data, and teacher and student feedback.

Selecting curricular materials is a challenge because providers cannot guarantee results. While the MA DESE has recommended several providers based on their review, there are many providers still waiting to be reviewed. Additionally, their review is based on the components and offerings within a program and not on statistically sound student outcome data. Our review process and selection involves:

● A landscape analysis and review of selections of districts within our network;

● Teacher feedback from those piloting programs and those who are not;

● Parent feedback through an information night hosted on January 28th at Broadmeadow;

● A review committee representing various leadership and instructional roles throughout the district; and

● Using the budget process to propose new curriculum materials and consider state grants as a possible source of funding.

Additional information about the K-5 Literacy Pilot was recently shared with Citizens for Needham schools here.

You may also learn more about the literacy pilot at the upcoming January 7th School Committee meeting scheduled for 6:30 p.m. at Broadmeadow.

Who are you voting for in November?

This a question many of our educators are being asked by their students right now. The question also reminds me what former Ohio school superintendent Paul Imhoff urged school leaders everywhere to remember: "Our classrooms always must be places where we model the power of a civil discussion among those who are passionate about multiple sides of an issue." 

It's an important reminder because it has become increasingly challenging for educators to encourage conversation and dialogue in classrooms about controversial topics, particularly at the secondary level.  It's difficult and tricky to decide, for example, how far a conversation in a social studies classroom should go about the terror attacks against Israel and the subsequent war in Gaza. Equally perplexing for teachers and administrators is how much space and room can one allow for political discourse, especially in 2024 when political rancor and divisive speech from the highest offices in the country leave many educators confused and frustrated about how to react and respond.

Yet, it is a key function and responsibility of our public schools to allow multiple perspectives and voices, representing the many and diverse lives of our students, to be nurtured and supported within the classroom. This election season I have provided guidance for our teachers to help them understand both their role and their responsibilities in promoting a classroom and school culture that embraces discourse and conversation as part of our educational mission. The guidance reminds teachers that:

• Vigorous and age appropriate debate, dialogue, and discussion should be encouraged and celebrated within the context of approved school and educational programs.

• Classroom assignments, instruction, and programs should be based on the approved curriculum and can include political, religious, or controversial ideas and issues that reflect the approved curriculum. Teachers cannot take sides in a political debate and should avoid offhanded comments that may alienate students.

• Our students, all of whom come from a variety of family backgrounds representing many different ethnic, faith, and political traditions, look to their parents and teachers for guidance and understanding. Our job is not to tell them what to think, but rather to assist them to discern the truth and help them understand the world around them in a learning environment that is inclusive, fair-minded, and politically impartial.

None of this is easy!  However, I am confident that our teachers, staff, and administrators have the tools, experience, and resources they require to support our students and help them navigate an increasingly complex world.

And Laugh Often.

Following are excerpts from the remarks I shared with the faculty at our annual August back to school staff meeting.

The work of education - teaching and learning - has become increasingly complex and often unpredictable. 

Despite the difficulties and challenges we face as educators, I believe our work is extraordinary. I believe it is a gift to educate children in this community. Here are just some of the things we get to do each day:

• Nurture human connections - We have the responsibility and the honor to bring young people together, to bridge differences, nurture friendships. We have an opportunity to create small groups of children in our classrooms from many backgrounds who look, learn, pray, and love differently! We have the power to offer students meaningful human interactions that promote empathy, understanding, and a sense of wonder and curiosity in the world - and the people around them. We can help young hearts and minds develop a respect for human differences.

• Empower the next generation - Our Portrait of a Needham Graduate framework outlines the key skills and competencies we are privileged to offer young people. Through your hands and hearts you provide children with the knowledge, skills, creativity, and critical thinking abilities they need to shape their present needs, their future lives.  

• Resist negative influences - Acts of bias and hate, substance abuse, exposure to violence and economic inequality can weigh America down, can burden our students and their future selves.  By promoting a love of learning, a chance to build friendships and community, and by nurturing a school culture that allows mistakes, educators can help children develop resilience and resist harmful societal pressures. By considering the way we treat our students, listen to their voices, and elevate each child’s experience and life, we defy the negative narrative, we can embolden their hearts and minds.

• Build a better world - Education has the power to break down barriers and promote a more equitable and just society. We simply expect more of ourselves and our students within the schoolhouse; we aspire to be better and demonstrate more civility.  In this way we became counter-cultural and reflect back to the broader community how it just might be possible to learn from and respect one another if we take the time to listen carefully and acknowledge another’s personal story. 

• Laugh and discover joy - Let’s enjoy our students: Let’s laugh with them and relish their youthfulness and innocence. St. Ignatius Loyola reminds us to “Laugh and grow strong!” Let’s smile at their corny jokes and youthful exuberance...Let's laugh at ourselves more; take the work seriously but let’s not take ourselves too seriously!  Laughter will allow us to relax, take stock in what is really important, and, as Ignatius suggests, it will strengthen us for the arduous journey.

The power we possess - the responsibility we hold is enormous! The joy of building up a human being is exhilarating and awesome. We have the ability to show how education can be a counter narrative - and antidote - to the cynicism and incivility of a perplexing world. Yes, our work is hard.  

My advice on the eve of a new school year? Lean on and learn from each other; lift up your students' voices, seek perspective, pace yourself, screw up every once and a while, listen deeply to others.

And laugh often.

Generation Distracted or Connected? Student Learning, Mental Health and Phones in School

The student use of cell phones in schools is a hot topic this summer. 

I've had parents, including one who works for Instagram, tell me phones should be banned or limited in Needham Schools because of the harm the overuse of phones and social media may have on students. There exist clear policies about the possession/use of phones in Needham Schools but the concerns are growing. 

The recent publication of Jonathan Haidt's book, The Anxious Generation, has also spurred discussion and debate. In his book Haidt argues that today's parents have increasingly shielded their children from everyday struggles and over protect them, for example, by micromanaging their activities and learning in ways that have made children overly dependent and less resilient. He also believes that cell phones in the hands of children and adolescents has invited an epidemic of depression, sleep deprivation, and cyber bullying that did not exist before the technology became prevalent. 

I think Haidt is on to something: I've experienced that many parents do exert a lot of energy smoothing the path for their children so that they face few obstacles or struggles inside and outside of school; a young person's development and sense of agency is stunted with parents and adults always coming to the rescue. Young people report higher levels of stress and anxiety and seem to be attached to social media and their iPhones in ways that are almost compulsive. Phone use in schools can distract from learning and with building strong social interactions. 

One author's voice, like Haidt's, should not become gospel, particularly on an issue that is complex, nuanced, and knotty; there are other narratives and voices that take on the issue of the adolescent use of social media, cell phones, and growing up resilient (e.g., It's Complicated: The Social Lives of Networked Teens by Danah Boyd or The Self Driven Child by William Stixrud.) For sure, there is nothing about raising and educating children that is simple! 

The concern about student mental health and phones becomes more complex in the school setting where maintaining a focused and safe learning environment is a priority for teachers and principals. Unfortunately, folks are often too eager to tell professional educators what to do to manage and address various student/educational issues and problems that inevitably arise in the school setting. Here is one serious suggestion to parents who want devices banned: Don't purchase a phone for your child... But if you do give them a phone, don't let them take it to school. 

I do think it's time for the Needham Public Schools to have a conversation about the higher levels of stress and anxiety students report and the impact that social media and phone use has on them inside and outside of school. It's critical to note that the Needham Public Schools already has policies in place that prohibit the possession and use of phones in classrooms (and other electronic devices like Apple Watch) in grades K-8: if a K-5 student brings a phone/watch in school, the device will be confiscated. In grades 6-8, phones are only allowed to be in backpacks or lockers and turned off; they can't be used at anytime during the school day or will be confiscated. 

At the high school, phones are prohibited from use during classes unless a teacher integrates the use of the phone into the lesson; students are required to keep their phones in classroom phone "hotels" that allow for less distraction during class time. 

We embed within the K-12 curriculum learning opportunities to encourage responsible and safe use of technology tools for use inside and outside the classroom. We also welcome opportunities to partner with families and others to share ideas and best practices for the responsible and safe use of technology at school and at home. 

In the coming year the School Committee will expect that we look at data, review existing policies, engage students, families and teachers - all in an effort to better understand what the issues are in Needham and to determine if new practices and policies around phone possession or use might be put into place to help support and empower adolescent learning, independence, and resilience both at home and in the classroom. 

It may be difficult to get consensus around a challenging topic like this, but our goal must be to prioritize student well-being, responsibility, and academic success. In partnership with parents, we can figure this out!

Camping: One Way to Recharge!

Friends and colleagues are often surprised to hear that as soon as the school year ends, my wife and I head out the door for a week or so of tent camping.  Incredulous, they ask: "You mean you don't have a camper van?  You sleep, like, in a tent on the ground?!" This is quickly followed by a series of questions around bathrooms, cooking, bugs & critters, and stormy weather. The conversation usually ends with: "Yeah. I'm not doing that."

We love it. To be clear: We have not camped in the remote desert, Rocky Mountains, or anywhere near grizzly bears; for the last 20 years a favorite and annual family and neighbors' camping trip has been to Nickerson State Park on the Cape.   It's camping (and bugs, cold showers, a lack of privacy, etc.) but it's not exactly the wilderness!  I mean, we can make coffee on the camp stove or jump in the car to the Chocolate Sparrow in Orleans for an iced beverage and pastry.  (It's often the latter.)

But we love the experience and the work, focus, and intention it takes to plan your trip, pitch a tent, build a fire, and figure out a meal.  You can't help but attend to the task at hand and put the work day and the problems back at school out of your mind while you coax your damp fire pit into a roaring blaze. For sure, camping involves lots of work and incoveniences, but the rewards of sitting by the fire with friends, walking on the beach at low tide, observing the stars at night, or taking an unhurried dip in Flax Pond early in the morning before you grill up some pancakes... well, it certainly clears the head after a long school year.  And we all need time like this - with family, friends, and nature - to rejuvenate, relax, take a breath, and gain perspective.

In her blog post, How Nature Changes the Mind, UCLA's Diana Winston offers that spending time in nature provides the mind and body a much needed way to stay connected to yourself and the world around you.  She writes: 

"Some of the scientific research being done about the effect of nature on our bodies may illuminate the reasons (nature is rejuvenating). Studies out of Japan show that leisurely forest walks decrease cortisol levels, decrease blood pressure and heart rate, and reduce anxiety. Some Finnish studies show that people receive long-term emotional boosts after spending just five hours a month in nature.

Some theorists believe that human beings have a deep-rooted affinity to nature due to thousands of years we spent living in the wild. They suggest we are genetically predisposed to prefer natural environments and in such environments our bodies function at optimal health and wellbeing."

After a week of camping we reluctantly pack up and head home with soggy gear, sunburn, a couple bug bites, and dirty clothes.  I'm not going to lie:
My back is also a little achy from nights spent on the cot.

But the simple beauty of tent camping, good friends sharing stories late into the night, and long runs on the beach provide a much needed respite from the hectic and often frenzied and perplexing world in which we live. 

Everything is just, well, better after camping. 

Give it a try!