President’s Race to the Top Kick-Off

SPOTLIGHT: MADISON METROPOLITAN SCHOOL DISTRICT

The mission of the Wright Middle school is “to educate all students to develop the knowledge, skills and confidence required to participate fully in an evolving global society.”  A public charter school established in 1997, the Wright school is the smallest and most ethnically and economically diverse middle school in Madison (38% African-American, 37% Latino, 13% White, and 86% low-income).  The school also has a significant population of students with disabilities (22%) and English language learners (39%), and outpaces both the school district and statewide average achievement for both student subgroups.

THE RACE TO THE TOP

Promoting Innovation, Reform, and Excellence in America’s Public Schools

“America will not succeed in the 21st century unless we do a far better job of educating our sons and daughters… And the race starts today.  I am issuing a challenge to our nation’s governors and school boards, principals and teachers, businesses and non-profits, parents and students: if you set and enforce rigorous and challenging standards and assessments; if you put outstanding teachers at the front of the classroom; if you turn around failing schools – your state can win a Race to the Top grant that will not only help students outcompete workers around the world, but let them fulfill their God-given potential.”

President Barack Obama

TOC: Why did President Obama use Wright Middle School to kick off Race to the Top?

Nancy Evans: Although I was never told exactly why Wright was selected as the site for President Obama’s speech, there could have been several reasons. For one, Wright is a public charter school. Our student demographics tell an interesting story about us: 88% of the population includes students of color and 83% of the students live in poverty. Of greatest significance, however, is that our students are performing quite well when compared to their demographic counterparts at other Madison schools, and we consistently make AYP on the state’s standardized tests.

TOC: How is Race to the Top going to affect teachers?

Nancy Evans: The major concern I’ve heard from teachers is having student performance tied to teacher evaluation. This is understandable because we know there are many variables that impact student performance. However, it is critical that students have the most qualified and dedicated teachers who fully understand the importance of the work of education.

There is no place in the profession for “dead weight,” those teachers and administrators who look for excuses rather than opportunities to move students to higher levels of achievement.TOC: As Principal what is the toughest part of your job?

Nancy Evans: It is a constant challenge to work around the multiple and ever-changing societal issues that impact teaching and learning within the school on a daily basis – homelessness, community violence, mental health concerns, capricious funding, and technological distractions, to name a few. We work with all of this in addition to the basic developmental changes that are taking place within each adolescent body. And, we make every effort to stay focused on what is at the core of our work: To educate all students to be able to participate fully in an evolving global society. Without question, my work is challenging. However, it brings me great joy to see students achieve and their parents form partnerships with the school.

Last summer, a speaker at a summer institute I attended referenced “school dependent children.” In the book Star

Teachers of Children in Poverty, Martin Haberman included a statement that I feel describes such children as those who “…have no life options for achieving decent lives other than by experiencing success in school.” That wording from Haberman’s book stuck with me.  While all of the students at Wright would not be described as school dependent, our statistics say that many could be. As the school administrator, I am ultimately responsible for making certain all students, including “school dependent children”, and despite any of the challenges I mentioned are provided with the educational programming that will allow them to achieve decent, fulfilled lives.

TOC: What are the two most reliable skills from your background do you attribute to help you the most in your position as principal?

Nancy Evans: The majority of my career was spent at the elementary level. Without question, those years in the classroom required me to be highly organized and to “master” multitasking.  The principal’s position is a never ending series of “the next project/report.” Without strong organizational skills and a repertoire of strategies for staying on top of tasks, one can become buried. One important organization strategy is the ability to delegate. When you surround yourself with competent people, it becomes easier to share the load.

TOC: From your vantage point what are the three most important traits that make for a successful teacher?

Nancy Evans: First of all, it is imperative that teachers know their subject area because this will impact the quality of lessons presented to students, and thus, the level of learning. They engage students by using the students’ world yet they push students to move beyond the familiar.

Secondly, successful teachers challenge all students by setting ambitious achievement goals, but also providing appropriate learning supports.  I have concerns when a teacher wants to make their subject “hard” for students without considering needed supports to understand the content.

Lastly, successful teachers are committed to ongoing, continuous professional growth.  They read – articles or journals or books, they reflect on their practice to understand what additional knowledge they need. Successful teachers collaborate with peers to share information. Successful teachers understand that professional growth is not extra; it’s a valuable component of their career as an educator.

I must add one more characteristic of successful teachers: Successful teachers don’t consider parents and families to be “the enemy.” Successful teachers nurture and encourage parent/family partnerships.

TOC: Why is it important to have teachers and principals from diverse backgrounds?

Nancy Evans: In schools, students should see diversity as a norm rather than an exception. Having a school staff that reflects the student body in terms of ethnic, racial, and cultural demographics can be a source of motivation for students. Also, such diversity on a school staff can help eliminate stereotypes and misconceptions.

Students interact daily, on some level, with a global society.  They use the Internet, they go to the mall or to the library. Regardless of where students live, they regularly interact with people who look very different from themselves, who speak different-unknown languages, who have different cultural practices. It should never be a surprise to meet someone who is “different”; actually, it should be an expectation.

TOC: With so many opportunities for quality teachers, how should a new teacher access which opportunity is the right one?

Nancy Evans: A new teacher comes with certification, skills, and interests. Knowing

when you’ve found a good match an individualized realization. I would recommend going to areas of the country that appeal to a candidate, and also asking friends, family, and colleagues about positions.

TOC: In your school what are the two biggest issues facing teachers today?

Nancy Evans: One issue is working within budget restraints to do all that needs to be done. Madison like everywhere else has felt the pain of budget cuts while at the same time needs are growing in a number of areas.  One particular area that has seen increased needs and loss of funding has been special education.

Also, we have concerns about adequately addressing the needs of our English Language Learners. As it has happened in many parts of the country, we have a quickly growing Native Spanish speaking population. We constantly look for the resources to meet the educational needs of these students and to support their families so that they can become full partners in their students’ education.

TOC: What are three areas in teaching that offer the greatest opportunity for a teacher?

Nancy Evans: I immediately think of special education, math, and Spanish. These are areas that the Madison District constantly seeks qualified applicants. But, more importantly, I’d strongly recommend that potential teachers consider dual certification, for example, social studies and another area such as special education or Spanish.  You are much more marketable when you have flexibility in your credentials and certification.

TOC: What is the question you wish new teachers would ask you more?

Nancy Evans: I would like to have new teachers ask, “How can I become better at what I do? Who are the expert teachers in the building or the district?” Unfortunately, the most frequent inquiries from new teachers are about discipline. I certainly understand the urgency felt by a teacher, who does not want an ‘out of control’ classroom, but I’d like to see a new teacher’s interest in strengthening the professional aspects of their work.

TOC: With the changes in demographic how important is it for teachers to be committed to multicultural education?

Nancy Evans: It is imperative. If you work in a public school, you do not select your clientele; your responsibility is to serve all who come to the “school house.” It’s about understanding that your work is to prepare students for a global society that includes people from all possible cultures, ethnic groups, religious groups, etc. Students should see diversity within their schools with staff and in the materials that are used. We do students a disservice when we teach them as though they will never have to interact with groups and individuals whose existence is different from their own; we don’t know that.