Just 20 minutes east of New York City, the Howard T. Herber Middle
School is an old-fashioned neighborhood school: all its students walk,
often after dropping their younger siblings off at elementary school.
Built in 1932 as a junior-senior high school, it is part of the tiny
Malverne Union Free School District, with two elementary schools (about
275 students each) and a single high school of about 550 students. The
resulting intimacy means, says Principal David Zimbler, "There is no
child who we don't know---his or her family, issues, home situation."

![](media/image1.jpeg){width="3.636220472440945in"
height="2.7244094488188977in"}"Self reflection at all levels" is the key
practice at Herber, says the deputy superintendent. At the heart of the
school's self reflective practice are structured (unannounced)
observations of teachers, conducted twice a year by department heads and
at least once annually by Principal Zimbler. The deputy superintendent
observes the department chairs. Non-tenured teachers are observed 6 to 7
times a year, and teachers also engage in peer-to-peer observations and
coaching. A form of ongoing professional development, the observations
are not evaluative, but analytical, seeking evidence of student learning
and significant impact. Following the observation, the observers and
teachers confer to debrief, offering reflections, asking questions.
"Everyone is a coach; everyone is a teacher," Zimbler says.

The district's deputy superintendent mentored Zimbler in observation,
modeling effective observation for him and sitting in on and critiquing
conferences he conducted. She was herself trained under an "excellent
superintendent" in New York City and subsequently published a book on
"supportive supervision." A state-granted teacher center in the district
offers additional professional development, with in-service credits.

![](media/image2.jpeg){width="4.766141732283464in"
height="2.748031496062992in"} During an observation of a fifth grade
English Language Arts class, Zimbler looks for "the Middle School
Factor. Their attention spans are not long, so activities need to shift
every 7 or 8 minutes." He takes notes for his post observation
conversation, using a set of questions that are now second nature: "Did
I see student thinking, engagement? What was the springboard to the
engagement? How do we know that the child has learned?" During the
conference, Zimbler asks the teacher pointed questions, "Why did you do
that? What was the thinking behind it? What else could you have done?"
If a useful resource comes to mind, he gets it for the teacher. His
posture, he says, is, "How can I help you be the best teacher you can
be?"

The observations seem to nourish the teachers. "I am always hungry for
professional dialogue. Their support and guidance have made me the
teacher I am," says one teacher. Zimbler conducts about two observations
a week, as well as quick walkthroughs looking for specific things. A
former teacher, he has not lost his passion for teaching, and willingly
covers for absent teachers. "I try to teach at least every two weeks,"
he says, adding that, "teachers respect that too."

In every class, teachers record the day's goal and tasks on the
blackboard. In a fifth grade ELA and Social Studies class studying the
Civil War, for example, next to DO NOW, the teacher has written, "Write
all the facts you know about the Underground Railroad." Under AIM she
has written, "How does the use of strong verbs make writing peaceful and
memorable?"

Once the students---there are seventeen---are all seated, the teacher
moves quickly into a book about the Underground Railroad, prompting
students with questions like "What do you think this book is going to be
about?" and affirming their responses with remarks like, "good; there
you're taking it from the literal to the figurative" and, "you're so
smart I can't stand it!"

She reads through the section titles quickly and the students note that
they all end in **ing:** "What part of speech is that?" To the tune of
"Yankee Doodle," the class sings a song about classifying nouns and
verbs, then the teacher hands out copies of the books with instructions
for small teams of students to find and record the verbs. Prompted by
the teacher, a student offers "loudly" as a verb. "Loudly is a lovely
adverb but is it a verb?" she asks, before steering the student to an
actual verb.

By table, students read the book chorally while the other students raise
their thumbs every time they hear a verb. "Find strong verbs; they
really paint a picture in your head," the teacher urges. "Imagine you're
writing your college essay, or an AP test. You will want to use really
strong verbs."

High expectations for all students is now standard at Herber. All
students are expected to go to college and the high school grants very
few IEP, or special education diplomas: every student must graduate with
either a Regents Diploma or Regents Diploma with Distinction. Teachers
begin talking about AP classes in 5^th^ grade, and each year the number
of AP classes increases exponentially. "We want to stretch the kids,"
says the district superintendent, who has seen former middle school
special education students doing honors work at high school. "We want
every child to take an advanced class in middle school. We'll provide
help if necessary." Adds a fifth grade teacher, "It's all about access
and equity." If a student wants to pursue robotics, for example, the
school finds a way. "We can't say no to a child who wants to do
something."

![](media/image3.jpeg){width="3.5840277777777776in"
height="2.3944444444444444in"}

Around Herber, people say, "If you want to talk with Mr. Z, you have to
walk with Mr. Z," and Zimbler and his assistant principal are in near
constant motion. A warm "good morning" or quick "congratulations, heard
about your math test," or reminders to store hats and coats in their
lockers gives students a sense of belonging and being cared for. Zimbler
seems to know every student and where he or she should be, and is quick
to ask, "Why aren't you in math class?" To a student running through the
hall he murmurs, "Take your time, sweetie."

He is also concerned about the secretaries, teachers, hall monitors, and
security guards. A believer in "no wasted moments" he urges a teacher to
get certified in administration when they pass each other in the hall,
and it is not unusual for him to check in quickly with the guidance
counselor about a student as he makes his rounds. Discretely, he picks
up litter as he roams the school. His approach rubs off on others. The
security guards, who note that "We didn't have a principal like Mr. Z
when we were in school," go out of their way to show the students they
care, organizing basketball field trips or simply being there as
"fathers or big brothers."

Zimbler and the assistant principal often walk through the local
neighborhood, just to stay in touch. "At first," he says, "parents
thought we were there because the kids had done something wrong. They
couldn't believe a school person would walk their streets." Zimbler is
not shy. If a student is continually late for school, he or the
assistant principal visits the student's home, wakes him or her
up---turning on the shower and holding a towel, if necessary, and
explains, "I can't run my school without you."

Although the school has no formal dress code for teachers, the men wear
ties and there are no "dress-down Fridays," says Zimbler: "Every day is
a day to aim for achievement."

![](media/image4.jpeg){width="1.45in" height="2.0722222222222224in"}From
1998 to 2004, Herber had five different principals and the district
superintendents rotated with almost the same frequency. Community trust
in the schools was low. Teachers and parents were tired of district
initiatives that went unsupported, a teacher reports, and teachers
despaired of committees that worked hard but could not act. Teachers
were ready for a new start.

When the new superintendent and deputy superintendent were recruited for
Malverne, they thought long and hard before they took on the challenge.
"Malverne had strong teachers," recalls the superintendent, "It only
needed strong leadership." Once on board, they recruited and hired
seasoned leaders---principal, assistant principal, some department
chairs, and a special education director---with strong, shared
convictions and the energy to move Herber forward.

Over the summer, they brought administrators, department heads,
teachers, and staff together over "Bagels & Conversation" to find common
ground. They involved the local community under the slogan, "Return to
your Home School," and began hosting quarterly breakfasts for real
estate agents, inviting them to bring clients to the schools. They also
piggy-backed on a parent-run initiative, Project Enroll Now, which
encouraged parents to enroll their children in public kindergarten, and
as a result, added another kindergarten class.

The enthusiastic turnout for these gatherings was the start of a new era
for the Howard T. Herber Middle School. Once the superintendent and
deputy began connecting people throughout the district, they found, the
superintendent says, that "Even though we had high expectations, people
liked the unity we brought.\" A teacher explains that, before, they
worked in isolation and now are encouraged to propose ideas, as long as
they can support them with clear plans and evidence.

![](media/image5.jpeg){width="3.310236220472441in"
height="2.4818897637795274in"}The new middle school administrators
introduced themselves to the community by taking a seven mile walk to
become familiar with the neighborhoods and its members. They continue to
be visible and accessible through community outreach, PTA participation,
and after school community walks that include playing Frisbee and
football with the students. Today, parent-teacher softball games are a
regular feature of the school year. A parent academy, featuring sessions
on *Conversational English, State Assessments, Parenting Adolescents,
and Computer Based Technology* is in the works.

"This is an unbelievable team," says the Deputy Superintendent, "They
have the courage of their convictions. They can all argue on behalf of
the students." Blue Ribbon was just the start for Herber, she says.
After the new team's first year, the Superintendent gave Zimbler a
turtle figurine because, she says, "they move forward by sticking their
necks out!"

The new administrators began their academic reforms by identifying what
the school was currently doing right. "The school was blessed with
action-oriented leaders," says the deputy superintendent. They found a
very strong Math Department, whose department head had brought student
assessment scores up steadily from 48% passing to 80% over three years.
Malverne department chairs serve the whole district, so the math chair
was able to take a global view of math education and ensure that
students from lower grades entered the upper grades with the necessary
math skills.

She worked with elementary school teachers to rewrite the elementary
school math curriculum (student scores went up), then turned to fifth
grade teachers, some of whom did not have strong math backgrounds, and
developed lesson plans with them. "I never gave a teacher a lesson
unless I'd taught it," says the math chair, who team-taught with
teachers and worked with the Special Education director to give all
students the supports they needed. She brought skeptical teachers along
by raising the bar for student achievement little by little, and today
intends for all Herber eighth grade students to master ninth grade work.

![](media/image6.jpeg){width="2.914566929133858in"
height="1.9507874015748032in"}When asked why Herber is successful, a
teacher replied, "because we share and work as a team." Monthly Cabinet
Meetings allow department chairs to collaborate from one content area to
another. Department chairs also encourage their teachers to share
strategies and resources within the department. "The size of the school
lets us be personal. The staff is strong about knocking on doors,
reports one teacher.

The school's support system is comprehensive. Getting help with study
skills and academic subjects is encouraged and available both before and
after school. If a student needs breakfast in order to attend extra help
sessions in the morning, it's provided. One teacher believes, "what
happens in the morning and after school makes the difference." A master
list of all extra help subjects and times is posted throughout the
school, and each classroom has extra-help times posted outside the door.
"Everyone is part of the team here," says the deputy superintendent,
"teachers go above and beyond" their union contract.

In addition to extra help given by teachers, an Athletes Assisting
Athletes program is available every morning. Older athletes, some in
their late twenties, tutor the middle school athletes in their
academics. Currently, there are at least ten such students who have
improved academically to the extent that they need less extra help.
Student agendas are reviewed regularly and students are taught to stick
to their agendas.

An early commitment, affirms the deputy superintendent, was "no more
kids who could not read." Last September, a district Committee on
Reading studied options, recommended three supplemental reading programs
and chose Read 180, a Scholastic reading intervention program. Geared to
students who can decode text but struggle with fluency and
comprehension, Read 180 provides 90 minutes of whole and small group
instruction, aided by computers and listening stations and guided by
ongoing self-assessment. The English Department chair sees the program
as especially useful for students entering Herber with out-of-district
backgrounds. After six months she's seen a full grade level growth in
most students, who may have entered Herber reading two or three grades
below grade level.

Zimbler attributes the growth in part to the weekly progress reports:
"The students are taking ownership over their own learning." Astonished
parents report their children are reading well, declaring: "I don't know
what you did." At the reading stations, students record themselves
reading, says the English department chair: "They know how they're
doing" without being told, although they receive weekly progress
reports.

Future ELA plans include writing classes co-taught by Special Education
and ELA teachers to maximize each discipline's strengths; four Special
Education and two English teachers have been trained and are currently
planning lessons and small group arrangements.

Herber shifted how it handles student discipline, too. School
administrators looked at the suspension data and set a goal of reducing
suspensions by 60%. "We questioned why students were getting suspended,"
Zimbler said, and they began reviewing each case to see if the behavior
merited the suspension. In the past, he says, the attitude was, "get the
bad kids out;" today suspension hearings include both the student and
parents and typically cover not only the student's behavior, but
counseling and parenting. Zimbler cites an example of a student who
accidentally harmed another student by using an art tool carelessly.
Rather than face expulsion, the student was given due process and
ultimately allowed to attend Twilight School---after hours---and assured
that if he maintained an 80% average, he could graduate.

A Saturday Assessment Prep Academy runs from 8-11 a.m. for students to
prepare for assessment tests. In addition, Saturday mornings are
reserved for students serving detentions or needing extra help. Help for
students centers on what they need at the time, which may range from
organizing their lockers or notebooks, finishing homework, or completing
assignments.

Some 25 athletic and enrichment clubs are open to students, as well as a
Student Council and Junior National Honor Society. There are no after
school programs in the community so the majority of Herber students stay
after school to participate. One parent reports her fifth grade daughter
is willing to cut back on her dance lessons four times a week in order
to join some of the after school clubs. Sport coaches always look at
grades, off season and on.

Students at academic risk are mentored by peers or teachers. Teachers
typically check in with two or three students every week. Thursday
afternoons, the teachers take on at-risk students in a basketball game.
The students return week after week in hopes of beating the teacher
team.

Older students are encouraged, when possible, to help out in classes
with younger students. They serve as helpful coaches, for example, in
science labs, preparing Petri dishes, managing live goldfish, and
helping focus the microscopes so fifth graders can examine blood vessels
and capillaries in goldfish tails.

![](media/image7.jpeg){width="2.8311023622047244in"
height="1.9811023622047244in"}An Instructional Support Team meets
regularly to review the progress of struggling students who have been
referred to the team by their teachers. The Team comprises one teacher,
guidance counselor, school social worker, and psychologist, in addition
to Zimbler, and for the initial meeting, parents and the referring
teacher. The team goes through a list of students, identifying patterns,
figuring out what the problem is, generating solutions.

A student who failed social studies twice, but passed it during summer
school probably thought that was the end. But Zimbler felt the school
had let the student down, he says, by not planning well enough. He
contacted the student's parents and recommended the student be placed in
an honors social studies class. The parents hesitated, afraid their
child could not manage an honors class, but Zimbler urged them to give
him a chance, offering to give the student whatever kind of help he
needed. "I tell parents I have 524 students -- two at home and 522
here," says Zimbler, "I treat your children as if they were my own.
That's how much I believe in them." The student is now making an 84 in
the honors social studies class.

Says the deputy superintendent, "Kids this age are going to dig
themselves into holes. You have to throw them ladders."

Student voices are welcome at Herber. Regular Principal Forums bring
students and the principal together for 45-minute meeting after school.
Students raise concerns, such as healthier lunches, and a place to hang
out with comfortable seating; Zimbler takes notes. When students wanted
to change the recycling bins in the lunch room, they ran a pilot to test
their idea first; some students become so involved with an issue that
they have applied for grant money to bring their ideas for Herber to
fruition. No issue or question is summarily dismissed. A teacher agrees,
"They want to be part of the solution; this is their school; this is
their building."

An eighth grade student who feels prepared for high school but reluctant
to leave Herber says, "I'd rather be in school than at home. People will
help you here. This school makes me feel smart and successful." Another
student adds, "There's lots to do. You are guaranteed to succeed. "

![](media/image8.jpeg){width="4.105555555555555in"
height="3.5166666666666666in"}Students know they matter: "If you get
past one teacher, the next one will get you," a student notes, "They
stay on top of you." A parent echoes the same feeling, "the school does
not let problems get by." In addition, "Parents know we will not let
their kids fall flat", says one teacher. The school tries to give every
student a sense of recognition, and rewards good behavior with things
like a student luncheon, where teachers cook and serve lunch to a
handful of students who have displayed great character. This will be the
32^nd^ year that all sixth graders who keep up their grades and behavior
attend a week-long field trip to the Frost Valley Environment Camp in
New York's Catskill Mountains.

Everyone has a hand in school beautification: the secretaries have
painted or stenciled the school mascot (a Viking) all over the school,
and Zimbler is overseeing efforts to hang an 8 x 10 portrait of every
student on the school walls. This year's graduating eighth graders leave
their marks on the eighth grade hall, decorating it with colored hand
prints.

All schools in the district follow the New York State Standards
Curriculum. Over the summer teachers map curricula based on the state's.
Each teacher has a "bible" of state standards, curriculum, and
supplemental materials. Herber teachers use the textbooks as
springboards to instruction. Department chairs review all lesson plans.
The superintendent says, "Once teachers understand we want them to be
the best teacher they can be -- when a teacher is good, the job's a
joy."

The students are tested from Day 1 of school and tested frequently to
reduce the test-taking fear factor. Over the course of a school year,
students are asked some 800 assessment questions from the DO NOW
assignments posted in each class each day.

Nassau County BOCES created a county data warehouse five years ago.
"It's one of the best things that ever happened with data," says a
teacher, "If we have to test our students, let's use the information to
teach them better." "The tests are not for the kids. They're for us. If
you don't analyze the data, how can you alter instruction?" adds
Zimbler. Online communication with other Warehouse members allows for
sharing data across districts.

The Warehouse provides Herber with grade level item analysis. This
allows department chairs to examine wrong answer distributions for each
test item, identify problem areas, and revise the curriculum with the
department teachers as needed. For example, during a Math Department
meeting, teachers review why so many students chose one incorrect
multiple-choice answer over the correct one. By talking together about
the possible reasons why students were misled or distracted by
irrelevant information or missing steps to solving the problem, they
reflect on their own teaching of the topic.....to work together to fill
in the gaps.

**In the entryway of Herber Middle School, Principal Zimbler has had a
quotation painted on the wall so everyone entering the building can see
it. It says, "I believe children are the future; teach them well...."
The greeting lets visitors, teachers, and students know they are
entering a school where students are cherished and when the high
expectations are met, we can "let them lead the way." Herber's
commitment to this precept seems secure.**

+-------------------------+----------+----------+----------+----------+
| **Howard T. Herber      |          |          |          |          |
| Middle School:**        |          |          |          |          |
|                         |          |          |          |          |
| **New York State Tests  |          |          |          |          |
| (Passing: Level 3 or    |          |          |          |          |
| 4)**                    |          |          |          |          |
+-------------------------+----------+----------+----------+----------+
| **8^th^ Grade Math %    |          |          |          |          |
| Passing**               |          |          |          |          |
+-------------------------+----------+----------+----------+----------+
|                         | 2002     | 2003     | 2004     | 2005     |
+-------------------------+----------+----------+----------+----------+
| All                     | 68       | 74       | 85       | 88       |
+-------------------------+----------+----------+----------+----------+
| Similar schools         | 60       | 61       | 68       | 63       |
+-------------------------+----------+----------+----------+----------+
| African American        | 58       | 67       | 81       | 82       |
+-------------------------+----------+----------+----------+----------+
| **8^th^ Grade English % |          |          |          |          |
| Passing**               |          |          |          |          |
+-------------------------+----------+----------+----------+----------+
|                         | 2002     | 2003     | 2004     | 2005     |
+-------------------------+----------+----------+----------+----------+
| All                     | 47       | 51       | 62       | 75       |
+-------------------------+----------+----------+----------+----------+
| Similar schools         | 52       | 51       | 52       | 55       |
+-------------------------+----------+----------+----------+----------+
| African American        | 34       | 34       | 58       | 71       |
+-------------------------+----------+----------+----------+----------+