A few years ago, teachers union leaders developed the idea of the Progressive Redesign Opportunity Schools for Excellence, a program for testing and implementing new styles of teaching and administration in New York City schools. PROSE, as the program is known, was negotiated into the teachers’ 2014 contract.
Teachers at the schools that have adopted the PROSE program have experimented with unconventional schooling practices ranging from shorter school days to increased diversity. For example, at Landmark High School, students are dismissed from school at 1:40 p.m. to provide teachers time for professional development. At P.S. 196, the Ten Eyck School, teachers are allowed to begin their work day at 7:15 a.m. to conduct enrichment activities such as robotics and website design.
According to New York City Schools Chancellor Carmen Fariña, “Teachers and administrators understand the individual needs of students, and the PROSE program provides schools with an invaluable opportunity to tailor programming in a way that will support and strengthen their unique school community.”
The initial goal of PROSE was to implement the program in 200 schools in a five-year period. Given that 140 schools have already adopted the program, the goal is expected to be reached ahead of schedule.
Principals have commented on the changes that they’ve seen in their schools and students under the PROSE program. Indiana Soto, principal of P.S. 071 Forest Elementary School, said, “The teachers are evaluated based on different elements of practice. Also, we created a peer-to-peer feedback process. For example, I teach third grade … I videotape classes and then I go in front of a panel and they review the work using a school protocol initiative. While watching the video, we take notes, and then we customize feedback using the framework of teaching. Then, we follow evidence of student learning (e.g., an online test), and we ask ourselves, how did those teaching strategies help me and how can I use them in six weeks? We also ask ourselves, how do you customize and make sure that every child has access to a quality learning education?”
Melissa Harris, senior executive director of the Office of School Design and Charter Partnerships at NYC Department of Education, spoke with the Amsterdam News about PROSE schools. When asked how PROSE schools could affect the entire New York City community, Harris said, “Every school is different, and I think how the city benefits is that these schools are school-led and teacher-led. We have professionals that are working with the students that are coming up with ideas that can benefit the entire system. Currently, we are in the process of working with evaluators to provide us with feedback so that we can better determine the planning for the future.”