One of my colleagues recently asked me if I heard that some Principals were going to be removed from schools as a result of events that have occurred in their schools. This has been a very turbulent school year for many high school Principals, including myself. Between managing the climate, keeping up with the changing directives of upper management, and managing to continue to focus on improving instruction, my own school keeps me so busy that there is no time to worry about what goes on in other schools. With all of the recent turbulence and changes, I began to really think about exactly what are schools responsible for and what should they be responsible for. What are the specific responsibilities of educators and how far reaching should a school be in the life of a child?

According to the dictionary school is “an institution for teaching children, a department specializing in an academic subject, and an instructive place or period.” When used as a verb, “school” develops a person’s skills or discipline. So school by definition is a place that educates people in a skill or discipline. However, in my school’s case many students do not come prepared to receive the instruction that will benefit them upon graduation. Unfortunately, many of the “interventions” that are put in place to help them are often “one size fits all” solutions that are often of a nature that further contributes to the low self-esteem that already exists among many of our at-risk students. However, when working in the context of a school district, one must fully understand the system and the academic and behavioral programs and procedures that must followed and must be willing to implement them in a way that meets the requirements and expectations of that district whether we agree with them or not. Unlike a charter or private school, we do not always get to choose the course of our ship in the public school system. However, what we do get to choose is the level of innovation, creativity, and care with which implement these programs.

While some programs are simply scripted, or prescribed, the large majority of what we teach is open to the type of innovation and creativity that can engage and excite even the hardest to reach students and helps them move forward academically. This, of course, requires teachers to work harder, longer, and stronger in schools such as ours. To be an effective teacher in an urban school environment requires a level of personal commitment in a teacher that is often not required in some “easier” school environments and a recognition that many times our students are the victims of chronic failure because they were disengaged in the process of education at an early age, if they were ever engaged at all, and that along with instruction in content must come direct instruction in the role they play in the educational process. It is difficult for a child to understand what their obligation is in this process when they have spent years as a bystander in their own education in a system that has failed them. The task of re-engaging the chronically disengaged is a challenge that must be met with a type of relentless innovation and creativity that is found by those who choose to accept this challenge wholeheartedly.

So what is the responsibility of a school to a child? Administrators and teachers in urban schools have complicated and complex jobs. Administrators must take the limited resources and programs they are given and make them work in a way that maximizes their benefits. Teachers must take what they are given and innovate it in a way that reaches the wide range of what makes up our classrooms while at the same time meeting district requirements. Both parties must constantly re-train and re-shape the thinking and overall mindset of the young people around us who have fallen victim to a passive education and the chronic underperformance that many times have plagued their families, their schools, and their community for generations. Families and students must also learn to understand and accept their role in the process as well even if that means traveling in unknown waters with them upstream in a boat with no oars. Sadly enough, this concept is new to many of our families and students after so many years of experiences with uncaring institutional like school settings that work on a foundation of punitive (i.e., truancy court, discipline transfers, etc.) actions rather than a caring school environment that is willing to repeatedly reinforce positive involvement and the development of positive educational habits. It is not always easy for families and students to get this message, for it is an unusual approach to the usual problems. It is a message that is often poorly received or misunderstood by our particular audience and one that must be reinforced repeatedly and without reservation time and time again. Many times at the end of the day we have to cut our losses and settle up our wins. Where we may have failed to engage the whole, each day there are individual wins in hallways and lunchrooms and classrooms and there are always individual children and families who have undoubtedly been changed by our efforts. When attempting to change the course of a ship that has been traveling in the same direction for many years, individual wins are to be celebrated. Over time, the collective individual wins are what really have the potential to make a difference because one size really does not fit all.

There was a recent surge in student achievement at my school in terms of the passing rate and students attaining honor roll status. Since this recent jump in numbers coincides so closely with the recent changes in the discipline policies at the school, the two are most likely correlated. Being given the opportunity to function in a safe and orderly environment has given many students the structure they needed to improve their grades. The sad thing is that removing even a few troublesome students from the pubic education environment allows so many others to move forward.

I had to have several students removed for discipline reasons recently and there is a marked difference in the atmosphere in the school- students feel safer, teachers are teaching more, and parents are increasing their involvement. Along with expulsions, I had to change some of the procedures that were in place that many schools in America never have to address. Procedures like one child in the bathroom at a time, having teachers record the names of students they send into the hall for any reason, the necessity for school police officers to challenge every student in the hall and documenting times, names, dates and the location and movement of every child. Some may say this sounds like a “police state” of being in the school but it has allowed my students to feel a level of security that has created an environment of learning. Whereas the strict rules and regulations have led to a more secure environment within the school, such measures should not be necessary to maintain order. Situations such as this bring many questions to my mind such where did we (society) go so wrong that we have not developed in our children a sense of educational importance? When did we give our children the go ahead to act in a disruptive and negative manner – condoned it, reinforced it, and accepted it as normal adolescent behaviors? Why are there so many children that display educational apathy, cynicism toward their fellow classmates, and disrespect towards adults and authority? How do we change these beliefs and attitudes that have invaded our schools and communities? Unfortunately, there are no easy answers to any of these questions so we continue to move forward and address the problems we can by whatever means necessary to create an environment of learning.

While conducting teacher interviews for our school action plan, for the first time in our brief history teachers were focused on instructional concerns over concerns of climate. Prior to that, teachers’ primary concerns had always been those of climate issues. The sudden rise in student achievement and instructional concerns of teachers is a positive sign that we are learning to deal with the comprehensive high school environment in a way that promotes a safe atmosphere with a focus on learning. After all, this was our goal all along. It is pleasure to see, hear, and feel the positivity in my building. As the Principal I have to remain focused on maintaining the climate of the building as it stands right now so students have maximum opportunities to learn. This will require me to remain stern with no wiggle room for students, and adults for that matter, who disrupt the atmosphere of learning. Whereas I do feel a sense of sorrow for the students that do not value the benefits of education and do not posses the self-discipline to focus long enough to obtain the best possible education for themselves, I can not allow anyone to interfere with the large majority of students who are here to learn.

Yesterday I watched the U. S. Secretary of Education interview Arne Duncan on “The State of American Education.” He talked about schools that were turned around with graduation rates growing from 10% to 100%. On the other hand, he also talked about the existence of too much testing and not looking at student progress enough, too many interventions and not enough opportunities to develop relationships and skills in the arts, high stakes testing that is testing the integrity of teachers and administrators, and the lack of parental involvement before a problem exists. The interview continued on to discuss the issues of higher education costs and students’ readiness for higher education.

Many of the issues that were discussed are my reality. The problems that make our students fall short of students around the world are many and complex. But in a sense there are some very basic issues that keep our students from progressing – motivation, instant gratification, lack of structure, and negative attitudes are just a few. For many of the students at Audenried these concerns are exacerbated because they are starting their climb up the ladder of success with sometimes serious deficits.

The deficits, however, are not necessarily permanent and it is very possible for them to overcome any and all deficits and achieve at high levels in relatively short periods of time if all parties make the commitment and have the expectation that our students will achieve. This is one belief that separates the U.S. from China, and the resulting achievement levels of children from both areas of the world. From the moment a child is born in China, there are clear and specific family and societal expectations about education and their children live up to that expectation. This is something that is missing from American society.

When I looked at my school’s most recent benchmark test results, I was more than disappointed. When I talked to some students about what happened the responses I got were in line with Secretary Duncan’s response to the same question. Many of the kids replied that there is just too much testing and that they just don’t care anymore or that their teacher said this test didn’t count so we just marked anything on the score sheet. Too much testing is a turn off for many kids. However, we live in a test environment in public education and this is just another piece of the process that our students must accept.

So, what can I do to help my students accept this process and understand that this is not going to change anytime soon? The first thing that I must do is change my students’ and parents’ attitudes toward education. This is the most difficult step in the entire process but it has been done in the past. Witnessing the lowest achieving schools being turned into “Renaissance Schools” makes me ask myself, “Why do the students in a school have to get to a point of everyone failing to see the need to change your attitudes toward education?” I listen to my students and parents talk about my school as a school that is failing and being a Renaissance alert school. Do they not realize that they are talking about themselves? The changes are within their power but they cannot just talk about it, they have to do what is necessary for their benefit. When a school has any label associated with it – underperforming, high achieving, persistently dangerous – does the community, students, and parents realize that it is a reflection on them?

Many in my school community understand we have an opportunity to make positive gains but as a school community we must first decide what label we want for our school. How do we want to be perceived and what are the necessary steps we need to take to achieve the label we desire? The label I desire is “safe” and “high achieving.” How does this happen? First there has to be a real understanding between the upper leadership, school level leadership, parents, and community of the expectations of the school and the resources (finical and human) that will be needed to achieve the desired expectation. This cannot be a disjointed, non-collaborative vision that is riddled with finger pointing, micro-management, agenda pushing, and lack of clear vision. Second, the teachers are pivotal in this process. They have to clearly understand and be prepared to commit themselves to their responsibilities as professionals. Parents must also commit to enforcing the principles that are agreed upon that will result in high achievement. Far too often I see students that tell their parents what they will and will not do – who is in charge and who benefits from high expectations? The community must also commit themselves to filling the gaps by providing the additional resources in the form of supplies and learning opportunities. They are the beneficiaries of students that graduate with the skills needed to obtain and maintain employment. Administration must commit to leading the entire process with respect, foresight , and the ability to unite all parties in a manner that keeps the entire process moving forward for the benefit of all students.

Lastly, the students must do whatever their educational prescription requires for their individual academic and social growth. Far too often we compromise with our students, lower their standards and expectations, then tell them they are failing when in reality we set them up for failure with an excess of low expectations. Students, at least my students, must be accountable for their success. The one primary missing element in our educational system is that we fail to educate and reinforce to our students their role and responsibilities in the educational process. To many of our students and parents, school is a place that you go 5 days a week. Somewhere along the way the purpose of school got lost in this message. That attitude has to change in order for schools to be successful. If we want to change our educational standing in the world, country, district, and community we have to look at the methods of other countries who are successful and be willing to change our educational commitment and expectations from the moment a child is born.

Yesterday I was asked to participate on a panel for new teachers that are just beginning their careers in the district. The panel discussion was designed to answer their questions and to give them a realistic picture of the expectations, challenges, and skills needed to be a successful teacher in Philadelphia schools. To both new teachers just entering the system and to teachers that have been in the system for many years, I say to you – “shift happens”. The shift is happening each day and teachers have to be willing to shift their attitudes, methods, and strategies to reach our young people. Changes in the field of education, in society, and in the students we teach require us to shift our approaches to instructional planning, delivery, and evaluation each day. Some of the information I really wanted the new teachers to understand is that education is rooted in innovation, relationships, and collaboration. These are by no means the only aspects of education but for new teachers focusing on these 3 things will help them to develop their skills as an educator.

First, be prepared to work with your colleagues to design instruction that is engaging and appropriate- in other words, innovation. What is appropriate for one student may not always be appropriate for another student. For example, I like to think of special education teachers as “strategy specialists.” They strive to take content and present it to a student in multiple ways so the student has multiple ways to absorb the information, thereby making the curriculum accessible to them. Innovation in delivery strategies- the use of technology, etc. – can also help to fill gaps in learning for all students both special and general education students. Teachers also need to understand the psychology of the adolescent and education and the social and emotional problems that often face the urban population. Looking at the whole child and the community and family situations from which they come will help teachers to understand that it is possible to help students overcome their shortcomings and achievement gaps with innovation, motivation, consistency, and high expectations. This brings me to relationships.

In essence, the business of education is nurturing human beings’ understanding of the morals, values, and philosophies that benefit our society. We all know that our society is undergoing changes at a rapid pace and that what we valued and expected in the 1950’s has changed drastically in the age of technology. Human relationships and contact are often replaced with digital exchanges or other somewhat removed relationships. The human relationship teachers build between themselves and their students are critical to that child’s understanding of human relationships and build the trust that allows them to take the risks necessary to learn. Children of all ages have an inherent sense of their teachers’ sincerity- whether or not you are fair and whether or not you care about their academic and social growth. If they sense that you don’t, there is little or no chance that you will be able to reach them. It is the relationship between teachers and students that is the most influential element in determining a student’s academic and social success. Your human relationship with your students is what will motivate them to succeed. The strength of the relationships you build with your students can make or break your career in education.

The last word of advice that I had for new teachers was to learn to work collaboratively with others . The days of working in isolation are in the past. Teachers that have been in high schools for many years often find this to be a challenge because isolation was often the norm in high schools. That is a foolish way to plan and the cliché of “ 2 heads are better than 1” has real meaning in this situation. I think it is sad that most professions other than education have had collaborative conversations throughout the history of their practice. Doctors discuss procedures with their team before an operation, lawyers review cases with their team before a trial, screenwriters always work as teams but educators traditionally did everything alone. This strategy has landed the institution of education in not meeting the needs of all students because we have only recently began to share solutions to the concerns in our profession. Collaboration is a must if we are to meet the needs of every child in the classroom.

Teachers are key to student achievement. It is not acceptable to display an attitude of indifference, to have only distant relationships with students, and to accept the status quo of student achievement. Sometimes our students can be hard to reach academically, socially, and behaviorally. Our students require more. For teachers just entering the profession and those who could use a reminder- this is one profession where we can truly say the more we give, the more we will receive.

Health Care Reform has rested on the back burner of politics for many years. This period of rest has cost many lives, loss of financial stability, and major adjustments to the quality of life for many. Just as Washington tackles the topic of health care reform, so is Philadelphia tackling a reform issue that also affects the quality of life for many people- that is, secondary educational reform. For far too long students in middle and high schools have been pushed along in a manner that creates an unprepared and ill-equipped population of young people that are set up for complete failure before they ever even begin their adult lives.

I, as are many Americans, am waiting to see how the health care vote unfolds. It is my hope that this health care initiative will benefit working poor Americans who work hard but cannot afford to provide such coverage for themselves. Without one’s health intact nothing else really matters. The second most important factor in the life of a person is to be educated to the highest level possible. The higher level of education one possesses the better their chances are of competing in this ever-changing world.

So how does secondary education reform impact the lives of our children? I have to admit, I’m concerned with the current direction we are headed. When the first thing I read in the paper this morning is that a mob of 1,000 young people flash-mobbed a popular community last night and a group of kids ranging in age from 10 – 15 has been attacking adults for fun I have to ask myself, do these kids need a reading intervention or a social intervention before they can even think about beginning a reading intervention? The children that participate in these type of activities sit in our classrooms each day and these are the children that make it very difficult for both teachers and administrators to effectively do their jobs since we are all spending enormous amounts of energy and resources on the type of children that ultimately drag a school down, both academically and in terms of school climate. When we look at the numbers of these students, they are small when compared to the whole but the damage they do affects the education of every child in the building. They dampen the spirit of many good kids- kids that want to learn. Children like these keep teacher turn over high and administrators buried in bureaucratic paper work.

Secondary education reform in urban schools must address both the needs of emotionally and socially ill-equipped children while at the same time providing what is needed academically to the majority of students in order to prepare them to enter the world. Just like health care reform, this type of reform will be no easy task. It will require a true paradigm shift in the way public education functions currently. This type of reform will force the many times rigid systems to be flexible in order for them to accept that one size does not fit all and that individual schools and students will not all fit the same reform model.

One of the most difficult struggles in reaching any goal is the motivation and strength required to keep moving forward. This is not just in education but in life as well. As our schedules fill up months in advance at work, there is less and less time for the things that bring quality to our lives. Sometimes the things that we sacrifice in order to get our jobs done- things like reading a book for pleasure, talking to friends, or just having a meal with family – are things we can never get back. So how do we balance work and payment to self in an ongoing manner?

First, by constantly reminding ourselves of what and who is important in our lives. My superiors are very important in my daily work life but my family has the highest level of importance in my personal life. I have to provide both lives with a list of “must haves” that are not negotiable.
Second, set priorities for work and family. I find myself assigning tasks a specific level of priority and responsibility then I need to hold others accountable, as my boss holds me accountable, to perform their part in the task. When the task is clearly communicated with expectations, timelines, consequences, and a clearly defined method of monitoring, that task has a greater chance of being completed and thus reducing my stress level.

With the economic conditions that exist in our society, Americans are working longer and harder than many in other countries, and employers are demanding us to create more with less. The usually byproduct of these conditions is stress, which is a deadly element that creeps into the fabric of our lives with the potential to take over our decision making processes. So design and write down the steps you will follow in making a decision and include others in this process. Principals are not alone; there really are others that must be included in the decision making process. Decisions do affect the work conditions of others, so including them in the steps necessary is a good policy. It increases their buy in and eventual motivation to follow through. Flow charts are great tools to inform staff members of the responsibilities of others. In education everyone wants to give the Principal his or her problem – I call this trying to put a monkey on my back. Too many “monkeys” can tear one down quickly, so let others know how decisions are made but most of all make them a part of as many decisions as possible – let everyone have a monkey or two to carry around. In this way, the Principal’s back will stay strong and the Principal might be able to live longer by reducing that stress of carrying too many “monkeys”.

These are just a few ways that a Principal, or any leader, can help keep themselves motivated and strong while taking the necessary steps towards goals that will create strong schools that produce students that are ready to tackle the challenges of the world. I have to practice these strategies everyday even when it is difficult and I feel alone. I know my colleagues face similar challenges no matter what their position in the district and that the struggles we face are ours together even when we are approaching the problems from various angles.

My school has recently been identified as an Empowerment school, even though my students won’t take the PSSA until the spring of 2011. I would image the additional “supports” that we receive will ensure that my students will be proficient and advanced when they test next spring. So far I’m a bit concerned that these “supports” will not boost my students skills to the point of proficiency. What will boost my students’ skills are the teachers that stand before them each day. The skills our students need are more than just academic. They also need their confidence boosted too.

So far this year I have lost two teachers that just could not met the challenges of the students or the Principal. That is okay. I prefer for them to leave if they do not want to be here. Urban education is not for everyone. Working with my students requires more not because they are not smart, but because the are plagued with a history of low expectations. Rarely have anyone ever made them or expected them to perform academically, socially, or behaviorally to a high standard and to be accountable for themselves. Often they have been plagued with teachers who have low expectations of them and they have been reaching a bar that is resting on the floor not riding at the ceiling.

So when my team suggested I put more knowledge into my students’ heads and not give them opportunities to practice for the test, I say that I have to do both. I have to use every moment of each day to help boost our kids both academically and emotionally. Unlike a charter or private school, I cannot insist that kids stay after school for additional help even when they are the beneficiaries.

They beauty of kids getting “it” (education) is that they begin to want more of “it.” In September one student told me that 2 hours of study after school was too much. No one ever had high expectations for her achievement and held her accountable to help improve herself. That same student asked me last week, can I get into a tutoring session after school and will I still be able to participate in cheerleading? Now I cannot get this student out of the building. Recently I watched about 50 students reluctantly leaving one evening around 6:00pm. If the opportunity exists, our students will strive to achieve in all areas of their lives. That makes me and my teachers know our work is not in vain. It just takes time to help our kids overcome the obstacles that have been a part of their lives for so long.

So while we continue to fill their heads with knowledge, at the same time we must also continue to give them opportunities to practice for the test and record their own growth- this is an integral part of boosting their confidence in their own ability to perform at high levels. So, next spring when my 11th graders take that high stakes test, I believe they will outperform what many people believe they are capable of- they are smart kids. In order to do well they need the system to believe in them, their teachers to believe in them, and most importantly, they must learn to believe in themselves.

Recently my school district, like many others in the northeast corridor, has experienced several snow days. Of course these days interfere with the current school calendar which requires 180 days of instruction– the instructional calendar is still in effect even when it snows.

I remember sending out emails to inform my staff of documents that were due and obligations that still needed to me met. The majority of my teachers had no problem meeting their professional responsibilities even while snowed in. So what is the obligation of teachers and students on snow days? My boss sends me notices and I’m held accountable. Why shouldn’t teachers and even students be held accountable on snow days? I remember writing a paper in graduate school entitled,
“No More Snow Days.” Can or will this option ever become a reality? Keeping schools on their original calendars, reducing gaps in instruction, and keeping everyone informed would be the benefit of finding a way to supplement traditional brick and mortar schools. How can this change in educational practice become a reality? The answer lies in the use of modern technology. Many professional staff in industry continue to work even in the face of inclement weather. They do not stop on these days, they just work differently but their time counts.

One of the biggest concerns for schools centers around the use of technology both positive and negative. Teachers and students use technology in a positive way to enhance instruction and increase their knowledge base. However, technology can also be a struggle when students misuse it and at times when we don’t want or need for them to use it. However, we as educators have to recognize that technology is the world that our students live in; many of us don’t so we do not always recognize the use of technology as a means to our end. Whereas there are numerous cyber-schools that offer a completely online education many times these programs lack the structure and benefit of face-to-face interaction with teachers that students need to be successful. We wind up getting many of these students in our front door when they begin to struggle academically because the structure that traditional schools offer is not necessarily a part of online education. Offering students a combination of online and traditional brick and mortar education may be a viable option in today’s educational environment. Looking at tools, delivery systems, and new methods to instruct our students is necessary in this day and age. There is no reason why every student needs to sit in traditional classrooms everyday all day when opportunities to educate are all around us using technology, creativity and innovation.

I am guilty of living partially in the dinosaur age when it comes to employing technology in the way educational institutions operate but I’m more than willing to make changes. Like I’ve said in the past, if we really and truly want to change our public education systems that will result in reform, it requires more that adding a longer school day and interventions. Looking at new and innovative options that work for both teachers and students is what educational reform is all about.

One of the most challenging aspects of being the Principal of a comprehensive high school is changing behaviors, especially when those behaviors belong to persons who do not want to be changed.
The design of a comprehensive school, unlike a charter or private school, is that I have to accept everyone and there is no place to send students when they do not perform or conform to standards, policies, and rules. I have to work with everyone and somehow still make it work. As any administrator of a comprehensive high will tell you, our student population is quite heterogeneous. My school is comprised of students that have repeated one or more grades, previously incarcerated juveniles, prior alternative education students, one quarter special education, students who come from the zip code with the highest truancy rate in the city, students from deep rooted gang activity, and also high-achieving, gifted students. Within all of the backgrounds of my students, there are many brilliant minds in my school as well as other comprehensive high schools and I have to make sure that they are taught in a way that leads to high achievement, for they will be competing in a global society along with those who do not attend comprehensives in a matter of just 2 years.

Many of my students never had the supports in their lives to realize their potential; they have been living a dream deferred. These are the children that keep the teachers, support staff, and me motivated. These are the kids that try harder, do what is expected, that make changes in their lives, and rarely get the attention for their efforts . Something is very wrong with this formula. Their parents participate, ask questions, and support the development of my school. They spend long hours working for the betterment of the school community and the payment they often received is criticism when a few people that are unwilling to make changes create a negative news worthy situation.

So how do I change individuals that are satisfied with being on a path that will lead to self-destruction? A huge problem with this portion of the student population is that they do affect others that want much more for themselves and their futures. I have discussed the sweeping changes that I’ve made in my school, mainly due to the students that are satisfied with low expectations. The real tragedy is that they are a small number, like in society, but have a huge impact on resources. What I have concluded is that I have to make an effort to help everyone. However, I cannot help those that do not want to help themselves – this is a reality of life. If a student wants to change, and many do, I will never stop in my endeavors to help them to be successful. I love seeing a young person turn their life around and step on the path that will lead them to success- that is what I do best. When they make the change, my teachers and I are there to give them all of the tools needed to move into this ever-changing world. But for those that will not and flat our refuse to try making changes that will help their future, I will not let them pull down my school.

This attitude of resistant to change is not just students but adults as well. I will not allow anyone to pull my school down – it is just not an option. So, students, parents, staff, and community members of Audenried -we must always stand strong for what is right and we must remember that the majority of our students are terrific kids with supportive parents. At the same time we must never allow individuals with low expectations, both children and adults alike, to have the attention or the power to influence the paths of the majority.

Anyone who has worked in an urban educational environment understands that as much as our students are very bright and capable of great accomplishments they also need many support systems to realize their potential. Sometimes these support systems are actually restrictions that are unfortunately necessary to keep them focused. Whereas my hope as a leader would be to instill intrinsic motivation, this can be a difficult task when our students grow up in environments of directives or “being told.” Oftentimes, our students are so accustomed to people telling them where to live (housing programs), where to go and how far (court systems), and the amount of money they have to spend (public assistance programs) that they have forgotten that they have power over their own lives and destiny. So many of our students and families have forgotten their role in shaping their own futures and this often manifests itself in schools as “unmotivated” and/or “unprepared”. This phenomenon among students is not so unlike the experience of being the leader of an urban school where bureaucracy abounds and creativity and collaboration are often replaced with directives, “initiatives,” and “interventions.”

This week was to be a week of change for the good of our school climate, even before the district imposed some changes of their own. The combination of the district mandates and our own self-imposed changes to school climate policies and procedures this week was a positive growth experience, although painful to go through under emergent circumstances. However, an important lesson was to be learned. The ability to monitor oneself and being truthful about our weaknesses is an important factor in our maintaining the ability to re-adjust policies and procedures on our own, before the involvement of district imposed changes become necessary. Making the changes that were necessary, both self-directed and imposed, and implementing them despite member resistance was a true test of my own leadership capabilities.

In the same weeks time, our school also became an Empowerment School bringing with it a whole other set of requirements and expectations. I have so many ideas that I believe can positively affect children in urban educational systems but for now my challenge is to take the ideas that come from the leadership above and make them work for the students who stand before us while still feeling empowered as the school-level instructional leader.

Structure is not necessarily a bad thing for teachers or students. People do need to learn to live by rules. Structure, mandates, and rules conjure up styles of leadership that are far from collaborative and collegial. However, we work in an era of bureaucratic decisions and high stakes testing where we are often left to wonder what the real meaning of educational reform is. This experience often leaves one to wonder whether we are chasing short-term gains or long-term victories. And through all of this we must at every level – administrators, teachers, and students alike – come to accept the things we cannot change and carry out our roles with pride, enthusiasm, and hope as we strive to empower ourselves to change lives and help our students change their destinies.