Edison called LV’s own ‘autonomy zone’

Sunday, Feb. 5, 2006 | 12:33 p.m.

During the search for a new Clark County schools superintendent, Jean Jackson - principal of Cahlan-Edison Elementary School in North Las Vegas - read with great interest about the successes New York City Public Schools were having with their "autonomy zone."

As part of a pilot program, individual schools in New York are given more authority over budgetary matters, scheduling, hiring and instruction. The concept captivated some Clark County School Board members as well as a group of Nevada business executives involved in the superintendent search.

To Jackson, the idea sounded more than a little familiar.

"I realized this is the autonomy zone, right here at our school," said Jackson, whose school has progressed from low-achievement to become one of the district's top performers. "Autonomy in exchange for accountability, and we're meeting our end of the bargain.''

The school is run by Edison.

"Professional development happens every single day,'' said Jackson, who is in her 12th year as Cahlan's principal. "Everyone is on the same page when it comes to curriculum and instruction. We have a longer instructional day. Our parents are engaged and involved in their children's learning.''

While Edison does expect its schools to follow its curriculum and instruction models, principals are given flexibility in arranging daily schedules and staffing.

"Whenever I ask Edison if I can hire someone, the answer is always the same,'' Jackson said. "They say, 'Can you afford it?' and as long as I don't go over my budget I can do whatever I want.''

That freedom has allowed Jackson to create a 40-minute language class for the entire school to help students acquire stronger English skills more quickly. And that decision translated to higher achievement school-wide.

"Without the additional staff, that wouldn't have been possible," Jackson said. "Under the old system, the district would have told me what they were going to give me. Now, we say what our children need and make it happen."

In addition to the support from Edison, Jackson counts heavily on the school's partnership with American Premier Homes. Employees of the local builder volunteer in the classrooms, organize field trips to sporting events as well as career-day activities.

Maureen Peckman, director of the Council for a Better Nevada, the business group involved in the superintendent search, said Cahlan is an example of "What can happen when principals are left alone to practice their craft and given appropriate levels of support."

The council is organizing a new group of 15 community leaders to offer support to the School District on a variety of fronts, including education reforms and the coming campaign to win voter approval of a bond measure for dozens of new schools. The group is expected to promote establishing an "autonomy zone" pilot program in Clark County.

Cahlan also shows the opportunities created for students when education and business work together, Peckman said.

"The business community must be one of many partners in public education for it to be a strong success. No one entity can do it alone."

Sarah Popek is in the fifth year of her teaching career, all at Cahlan. That makes her an anomaly in a town where 50 percent of new teachers leave within five years. Popek said she benefited greatly from the support she received from Edison and from the experienced teachers assigned to mentor her.

"I saw my lead teacher every day. I didn't have to come in before school or stay after to talk," Popek said.

She urged the district to renew its contract with Edison.

"If they don't, I'd like to know what they're going to do with these schools," Popek said. "What is their solution? What is better than what we've accomplished?

John Chubb, Edison Schools Inc.'s chief academic officer, said his company's mission is consistent with the goals of autonomy zones. It's a mistake to think of Edison as "cookie-cutter instruction," Chubb said.

"Our model is based on the view that the key to success is having strong professionals who take responsibility for outcomes - and strong professionals like to have game plans," Chubb said. "Our game plan is teachers and principals who pay attention to the students, the data and the resources. If people want to call that making cookies, they can, but I think the term is being misapplied."

Emily Richmond can be reached at 259-8829 or at emily@lasvegassun.com.