Seven middle schools try ‘Talent Development’

School reform approach works to build strong core curriculum

by Helena Valentine

Philadelphia has a homegrown model for improving middle schools. The Talent Development Middle School is a whole-school reform model developed by researchers, educators, and experienced curriculum writers at Baltimore’s Johns Hopkins University in collaboration with middle school practitioners here in Philadelphia.

Talent Development is currently being implemented in seven middle schools in Philadelphia. Four more will join in the coming school year.

There are two core assumptions of the Talent Development Middle School. First is the belief that all students can learn challenging material if the right kinds of supports are given. Second is a commitment to exposing students to a common core of studies emphasizing higher order learning activities.

Central East Middle School students are part of the Talent Development model, which tries to provide a strong curriculum in four major sublect areas. Photo: Harvey Finkle

The model’s stated goal is "to have every eighth grader studying algebra, reading and analyzing great literature, performing hands-on experiments, and interpreting original documents from our nation’s history."

Key elements of the reform model include:

Central East Middle School in the Olney Cluster was the first school in the nation to adopt the Talent Development Middle School reform model in 1996, followed by Cooke Middle School.

Beeber Middle School became the third Philadelphia school to join late in 1997. In 1998 Shoemaker and Clemente Middle Schools implemented the reform model. Roosevelt and Strawberry Mansion Middle Schools followed in 1999.

The program has been evaluated by CRESPAR, the Center for Research on the Education of Students Placed at Risk (a part of Johns Hopkins) and by independent researchers.

According to CRESPAR, the schools have realized and sustained substantial gains in student performance while improving both student and staff morale from the very first year.

Teachers at Talent Development Middle Schools give generally favorable evaluations of the program’s curriculum materials, instructional approaches, and professional development sessions. Independent researchers Bruce Wilson and H. Dickson Corbett have reported that the model produces "greater consistency in pedagogy, content and environment...[and] a greater emphasis on mastering challenging content."

School faculties must vote to become part of the Talent Development Middle School reform model. Johns Hopkins requires 80% support before it will join with a school team to begin implementing the model. This level of unity insures that the program will have a high profile in the school and the active support of administrators and key teacher leaders.

Full participation requires teachers to do things that may seem revolutionary. To implement the curriculum, teachers must change instructional approaches, adopt new textbooks, allow coaches to work with them in their classrooms, and attend monthly professional development sessions.

In middle school most teachers are responsible for teaching more than one subject. Therefore, teachers may spend six hours or more each month in content-based professional development.

The program also provides training in effective classroom techniques that can be used across all curriculum areas.

Extra support for students is provided to help them succeed in more challenging material. This support often takes the form of an "extra dose" of daily instruction in math and reading.

Some organizational changes have also been put in place to support the Talent Development model. Several Talent Development schools have created sixth grade academies to provide extra supports to students entering middle school. Other schools use "looping," where the same teacher keeps a group of students for two or three years in a row.

These approaches allow students to feel that they know and are known by classmates and the adults who work with them. When students don’t feel lost in middle school, their chances for academic achievement are enhanced.

The Talent Development model also encourages career exploration. Learning about careers helps relate what is studied in school to the real world and helps students make informed decisions about high school selection. It also shows students the importance of taking rigorous courses in high school to increase their options upon graduation.

Implementation of the program requires schools to invest financial and staff resources for curriculum materials, professional development, and organizational changes. The cost is roughly $50,000 annually. To help with the cost, several Philadelphia schools have obtained grants through the federal "Porter-Obey" legislation for comprehensive school reform.

Middle schools across the country have a hard time attracting teachers. One reason is the widely held perception that middle school students are difficult to teach. But teachers who are well prepared to work with them find them to be some of the most rewarding students. The Talent Development Middle School provides significant supports for new teachers, thereby helping principals recruit and retain teachers.

Philadelphia middle schools face challenges because of the impact of poverty and other social pressures. Staff members from several Talent Development Middle Schools reported that there remains an unmet need to create additional supports and services to deal with these challenges. They hope to work with colleagues and the Johns Hopkins staff to address these concerns in the future.

More information about the Talent Development Middle School program may be obtained at the web site www.csos.jhu.edu, or by calling (410) 516-6431.