Regarding the article, “Teachers say multi-level classes are a multi-level problem,” I am concerned that a narrow conception of multi-level classes is emerging, one that does not reflect my experience with these classes.
I have taught English at Newton North for 13 years, including 10 with multi-level classes. Since the pandemic, I have been a co-facilitator of North’s equitable grading work.
What I have learned from these experiences is that by embracing instructional and assessment practices that center the students, that meet them where they are, and that develop their content knowledge and skills, a multi-level class creates a rich, diverse environment that challenges ALL students.
Unfortunately, learning how to do this work is often done during pockets of free time and outside the work day, rather than during school and district-wide professional development. This approach is not sustainable.
The School Committee must demand and provide the resources necessary to help make multi-level classes work effectively system-wide. As Newton residents, we should recognize and validate the values at the heart of this work—values reflected in the NPS Values Statement—and challenge the single story being created about the perceived lack of academic excellence in multi-level classrooms.
Derek Knapp
Auburndale Village
Newton North High School, English Teacher