I have deleted the "Dream School" folder on my computer. I am hoping that enough time has passed since our school was closed that I can write about it clearly and rationally, even though what was done to us was neither clear nor rational. For the last ten years that folder on my computer has contained all our plans, hopes, and ideas for a school run by professional educators for children who need it most. We knew that if we could put the highest-quality team of teachers together that we could affect true change in the lives of children in an at-risk school.
Two years ago when I was given the opportunity to become principal of Delmont Elementary School, I cautiously accepted the position. You see, I never wanted to be a principal. My graduate work in Educational Administration and Supervision confirmed this for me: being a school principal was too stressful and too far removed from teaching and learning. So I finished my degree and became certified, although I was certain I would never use this credential.
After 28 years in public education, I was offered the chance to become the Instructional Leader of Delmont. This would give me the chance to put into practice everything I had learned about high quality instruction and ongoing professional development. The position had been very carefully designed so that I would have autonomy in decisions and would be able to focus my time on classrooms and instruction instead of administrative duties. I would never have accepted this position if those guidelines weren't clear.
Those guidelines remained in place for about two months. I was able to hire a very skilled staff, six of whom were National Board Certified Teachers. But my request for an Assistant Principal and Dean of Students was denied, even though there was money in the budget for it. I very quickly encountered resistance at all my personnel suggestions, and it began to seem as though the district didn't really want us to succeed. The next two years were the most rewarding of my educational career, but also the most disheartening.
Any "reformer" wanting to find common ground with me has to explain why this happens over and over and over again to career educators.
By the way, test scores in year two were outstanding. While we don't yet have a final SPS from the state, preliminary data from our chief of accountability show that we made AYP and would no longer be a "failing" school. Our fourth-graders had a 20% jump in the number of students rated proficient; the district average growth was 6%.
So, this is what "reform" has done; it has transformed our dream school into a nightmare. I hope that we all wake up from it soon in a better place, but I know that for a few years, there was no better place than Delmont.