Former principal in Indianapolis and East Chicago reveals what it takes to be an agent-of-change
By Victor Skinner
EAG Communications INDIANAPOLIS – We’ve always admired school administrators who are willing to take on the system for the sake of students, but we’ve never envied their jobs.
That’s because in most cases, those sent in to transform educational failure factories are doomed from the start. They face an uphill battle against an engrained system in which union obstruction, mediocrity, indifference and lack of accountability are the norm. Often times, the superintendents or school boards that put them in charge provide little or no support when times get tough. These agents-of-change rarely last more than a couple of years, although some invoke serious improvements during their tenure. In a recent podcast by Dropout Nation blogger RiShawn Biddle, former IPS principal Jeffery White provides an inside look at what it takes to challenge the mindset of failure, fight resistance to change from school and union officials, and to always do “what is in the best interests of students.” It’s an interesting look at lessons White has learned as head of some of the state’s worst schools: IPS’ John Marshall Middle School, and more recently East Chicago Central High School. Here are some of the major themes we took away from his story: Open communication and transparency in school operations is key.
“There is an array of data and news stories to illustrate that my creation of student centered schools fostered an increase in academic achievement, faculty/student attendance, and a decrease in disruptive behavior. The instantaneous successes at each school evolves from providing an open line of communication for students, parents, faculty members, and community partners,” White said. “Consequently, during my tenure as Principal of two urban schools, I’ve never had any student protests, gang fights, or community boycotts because of the open line of communication.” |
|
Insisting on what’s best for students may result in reprimand.
“There have been countless times of which my family has faced the reality of the bread winner being either reprimanded, demoted, or terminated for doing ‘what is in the best interest of students,’” White said. “For example, in 2007, I received a verbal reprimand from IPS Superintendent Dr. Eugene White for criticizing community and faith-based leaders for not being actively involved in the police investigation of a fourteen-year-old girl who was raped, sodomized, beaten, and made to run through the public streets naked screaming for help. “A (year) later, in 2008, I received a three-day paid suspension for questioning the proposed removal of more than half of my school’s teachers and staff members. They were the same faculty and staff members who just celebrated increasing the state standardized test scores the highest John Marshall Middle School had obtained in over a decade.” Bureaucratic barriers entrenched in school policies and union contracts can work against the safety of students and staff, and offer protection to those who don’t deserve it.
“Then in 2009, I faced additional sanctions for allegedly failing to follow the directives of my supervisor when I proudly suspended several unruly students for disrupting the learning environment, theft, and assaulting faculty members,” White said. “I experienced anger and sadness when a math teacher, who was hired by another IPS principal, but was assigned to John Marshall Community High School, sexually assaulted two of my students. The former math teacher is currently serving a fifty-five year prison sentence. “It’s important to illuminate I tried to fire the teacher but the school district and the teachers union supported the teacher. Another example of archaic policies and employment practices I perceive as not being ‘in the best interest of students.’” Serious academic improvements require drastic changes, but the current system doesn’t always reward success.
“Last year, I tested my faith and family by accepting the position of principal of East Chicago Central High School. East Chicago High School is a two hour drive from Indianapolis, has one of the strongest teachers unions in the state of Indiana, and I was going to be the sixth principal in five years,” White said. “Furthermore, if Central High School failed to meet the 2010-11 state proposed academic benchmarks, the Indiana Department of Education would take over the daily operations of the high school. Two prominent state politicians gave me marching orders to fix the school and fast. |
|
|
“We implemented standards-based bell-to-bell instruction, a strict dress code policy, credit recovery, hall sweeps, a community supported strategic action plan, and required all teachers to complete Academic Failure Prevention Plans for all students who were failing at least one subject,” he said. “I received an abundance of resistance from union officials, ineffective veteran teachers, and supporters of the status quo.
“However, with the assistance of several caring teachers, concerned parents, and academically talented students, our unconditional commitment to do what is ‘in the best interests of students’ saved the high school. The end results were improved academic outcomes which deterred the Indiana Department of Education from taking over the only high school in East Chicago. A big victory for a small community. “Nevertheless, I was told by the superintendent to hit the road for not having a cozy relationship with supporters of the status quo.” Reforming urban schools can be a rewarding, but often tumultuous, endeavor.
“While many urban school reformers, including myself, value the extent to which we are able to influence education policies and practices through our positions, we are aware of the greater breadth of power that resides in the superintendent’s chair,” White said. “My lived experiences lead me to believe the real test of one’s unconditional commitment to urban school reform involves answering the question ‘As an urban school reformer, are you willing to question the policies and practices that impede academic achievement knowing the superintendent holds the power and the support of the school board to remove you?’ “While it feels good earning a salary by improving high school graduation rates, decreasing expulsion rates of at-risk students, and receiving notes from former students thanking you for believing in their abilities, it only takes a recommendation from the superintendent and a majority vote from the school board to take you from a bread winner to a crumb snatcher.” |
-
EAG Bookstore…Order Now!
Newsletters
Websites
