Paul Csont, president of the Dunkirk Teachers Association in Chautauqua County, has never considered himself a trendsetter. But in scheduling a NYSUT workshop on Ending the Achievement Gap, he and his local union were breaking new ground.

"We arranged the August training because we wanted to make a positive difference in our district," said Csont, explaining that too many Dunkirk students do not meet academic benchmarks. One workshop discussion explored ways to assist English as a Second Language students. "We want to help close that gap."

That workshop, one of a series the union held around the state, gave participants a taste of how sustained district focus and targeted strategies can benefit students at risk.

And now a new NYSUT initiative can help Dunkirk and three other districts do just that.

NYSUT is launching a two-year pilot program, "Professional Learning Communities," or PLC, which will provide on-site professional development to the four districts.

The other participating districts are the Newburgh Enlarged City School District, the Fulton City School District and the Utica City School District. All are Contract for Excellence districts, which have at least one school in need of improvement.

ELT to provide support

NYSUT's Education & Learning Trust, which offers courses statewide focused on excellence in teaching, will implement the PLC pilot and provide professional development and ongoing support to the districts. The pilot is made possible through a grant from the National Education Association, one of NYSUT's national affiliates.

The PLC pilot is a natural continuation of NYSUT's 2007 Ending the Gap conference, which pulled together a wide array of stakeholders - including union and legislative leaders, educators, parents, school board members, administrators and business people - to focus their efforts on a common cause.

"With NYSUT's Ending the Gap conference we underscored our commitment to this issue," said NYSUT President Dick Iannuzzi. "Now, as then, we realize that collaboration is key when it comes to effectively addressing this problem. This grant-funded initiative puts many of the ideas gained from that event in action."

Defined as a disparity in student achievement determined by standardized testing, the academic achievement gap often disproportionately affects students in poverty and students of color. A root cause is an unequal distribution of school funds between poor urban and rural districts and more affluent districts.

"NYSUT's Professional Learning Communities initiative will provide an array of professional development resources tailored collaboratively with our local and the school district to help address unique needs," said NYSUT Vice President Maria Neira.

The PLC pilot is just the most recent manifestation of the union's ongoing mission to improve achievement for students at risk, she said.

"Helping students who are struggling, especially those whose families live in poverty, requires a multi-pronged effort," she said.

"NYSUT's successful lobbying for increased funding, especially for areas of high poverty, is an essential part of the solution - one we are fighting to maintain in this tough economy."

Collaboration is key

While the increase in foundation aid is key, she said, it is equally important for districts to implement research-based strategies for improving student achievement. That's where the PLC pilot comes in.

Csont said participating in the pilot evolved from the NYSUT "End the Gap" workshop, which was a hit with Dunkirk educators and administrators. "We're excited to be a part of this program," he said. "We welcome the additional training."

The four pilot districts were selected through a three-month review process that wrapped up last month. NYSUT leaders sought Contract for Excellence districts with a clear plan and a positive union-administration partnership.

"A program like this really requires that both labor and management are comfortable working closely together," said Neira. "If the relationship lacks trust, the program won't take root and grow."

No one-size-fits-all solution

Creating Professional Learning Communities in the pilot districts is a key aspect of the program.

"This involves training the professional staff in a school, or within a district, to work collaboratively to both identify problem areas and strategies that work with students," said Matt Jacobs, NYSUT manager of field services administration.

Too often, professional development provides one-size-fits-all "solutions" for district problems.

A better approach is working with districts to design problem-specific answers, explained Neira.

 "When given the freedom to brainstorm achievement gap issues, educators develop great solutions," she said. "These are the people who know the students' needs."

Instructors from NYSUT's ELT program will work with the districts to first develop an action plan, then identify ELT programs to meet the districts' needs.

Once a plan is collaboratively developed, ELT insructors will travel to the districts to provide on-site programs, explained Debra Nelson, director of NYSUT's Education & Learning Trust.

The goal for 2009 is to build the capacity of a cadre of district educators to work as professional development leaders on a range of issues, including mentoring and peer coaching.

The union plans to offer at least two professional development programs annually in each pilot district, and incorporate research-based instructional practices during the 2009-10 school year.

"Ending the achievement gap is one of NYSUT's primary commitments," said Iannuzzi. "That's why we are so proud to launch this project."

Contact Kara E. Smith at ksmith@nysutmail.org