Let Me Tell You A Story - Part 2 of 3

Let Me Tell You A Story

Tales of Leadership and Creating a Personal and Professional Framework For Supporting Student Achievement

“The Origin Story”

Part 2 of 3

Chapter 7 – “The Heart of the School”

As he finished the history of the class, the principal called for someone on the radio and another gentleman arrived who it turned out was the site lead custodian. The principal introduced us to each other and told a quick story about the custodians’ sons who were great soccer players and they talked about the last game. The principal then said he was leaving me in his capable hands. The custodian had brought his golf cart up to the office and helped put my materials in the back. He asked me where I parked out front and I pointed out my car. He drove over to the car and said, “follow me with your car.” We drove over to the far side of the campus, and he pulled out a clicker for a gate and opened it. He then led us in and pointed to a space just up the way for me to park. He handed me the clicker and said that I could park there so I was able to get things to and from my classroom as needed. He led me to the room and showed me where everything was. He checked all the desks and materials and said he would be right back.

He returned 5 minutes later with 15 textbooks, a case of chalk, several erasers, an overhead projector, and multiple clear sheets to write on. He also had several boxes of pencils and student paper and said that he thinks that was all he saw that was missing from the room. He told me how to reach him if I needed anything during the day, and said he would stop by at the end of the day to get me anything for the room that he forgot. I was amazed that he knew exactly what subject was taught in the room I was assigned, how many students were assigned, and what likely materials I might need to teach. This memory has never left me professionally either, that just as the secretary is the face of the school, the plant custodian is the heart of the school. As a supervisor of school sites, and evaluator of principals, I look for strong cohesion of vision on each campus and the believe that the team of three (principal, office manager/secretary/plant custodian) is the most powerful force for school climate if aligned. These three proved in less than 30-minutes that they were working as one, and they also provided the best leadership course I ever took in that short time.  

Chapter 8 – “The School Site Leadership Triangle”

From my mathematical learning I know that one of the strongest objects is an isosceles triangle. It is perfectly balanced, and if all three sides are working together any one of the three could be on top or bottom if they are moving in the same direction sharing the same vision. No matter which way you flip this triangle it remains strong. Triangles also always have a foundation and reach upward striving to stretch and grow. In the past decade, however, I ended up modifying my essential team for a high school to add one more position, which is the campus security lead. Students cannot learn if they do not feel safe, and the 3 members of the triangle need this fourth element to maintain the strength of the entire team. You can note that security is another strong triangle that when inserted into the team creates a strength that makes the sum of the 4 parts even stronger.

The plant custodian left me to prepare for the day in my classroom. He did return to my classroom right at the end of the day a couple minutes after the bell to check on me. I learned later that his work shift ended an hour earlier, but he stayed just to make sure I was taken care of.  Because of this I have always made sure to appear at 5:30 a.m. periodically to talk with our bus drivers and walk a campus after 9:00 p.m. to connect with our night security and custodial. This became another leadership lesson that has stuck with me that a good leader will take the time to be present when their employees are and be willing to pitch in when needed. 

Chapter 9 – “Our Core Beliefs Guide Our Work”

About 5 minutes after the head custodian left me in the room, the first bell rang and soon 34 students were seated in front of me. These students had experienced 5 different teachers already that school year and I found the average student score was 61.4%, with only 14% of all students across 5 sections maintaining a passing mark at the time I walked in the door. It was the day after winder break, I only had 4 students absent. When I called their name, another student told me that they were sick, or on vacation, and student one joked that the absent student I had just called was not there today because he was tired of substitutes and would wait to hear what his friends told him about me. So, there I was, standing in front of 34 students, with no guidebook other than the plans written months ago, or other support for me and I was armed with a 30-day Emergency Substitute Credential as my only training. What possibly could go wrong?

In that moment I had to determine what approach I was going to take. It took me about 30 seconds when it dawned on me that when I took roll during to start the day only 10-15 students had spoken and that they answered for the others. The remainder of the class just nodded and smiled. Instantly, I figured out that I better understand who it was that I was working with, so I jumped into a conversation. I asked how many of them felt comfortable answering me and the 15 quickly said “yes,” while the others paid attention and made eye contact but did not respond. I asked one of those who responded how they all learned best. The student said they all help each other. I saw a girl near the front who had not spoken so I ask her neighbor to ask her how she felt about math and what would be the best way to help her. The answer was quick translated by her friend. She said she understands the numbers and concepts but has trouble when the teacher just talks and does not give her time to connect the concept. She said I could help her by taking time to slow down and make sure she understands what I am trying to say and that she likes when she can work with her friend.  Immediately others nodded. 

Once again, not even one hour into my new job (had no idea this would become a profession) and I immediately learned something that is core to me today. There is a slogan that educators need to take the time to “know a name; know a face; and know their story.” I did not know that concept until right then, but what I didn’t know turned out to be what was needed. We spent the rest of the period just going over the basic terms of Algebra so that we could connect them to the problems we would do later. We took notes together and the students naturally worked together. We talked about the course and the students explained to me that they knew they would not graduate if they did not pass the class. I did not know any better, so I made a statement that first class period that I have told every class I ever taught, as well as to each employee I have ever hired.

Chapter 10 – “Attendance is the Gateway to Improved Student Achievement”

The statement I made to the first period class was simple, and even more so because I had no idea what it meant. I told the students that for as long as I was in the classroom with them and they came to class every day, I would do everything I could to make sure that they would not fail the course. I told them, that I will not let them fail, and if they try to fail, I will come find them and drag them back in to work together so that they don’t fail. About 30 minutes earlier, when the student had told asked about the absent friend who did not want to deal with a new substitute I had asked if anyone knew where he might be right then. 

The class looked at me for a couple of seconds, and when I just looked back waiting for an answer, one student finally said that when he doesn’t come to class, he usually hangs out down on the south side of campus around the corner in the park because he does likes period 2 and that class is over on that side. I took a chance and went over to the phone in the corner of the room and dialed the extension of the plant custodian not expecting him to answer. He did answer and I asked him if he could do me one favor and swing by the park just at the corner to see if the student was out there (I did not know we could call an assistant principal or the office, or that my request is definitely not in the custodian’s job description). The plant custodian sounded a little confused by what I said but said he would try. 

It was right after I made the statement about showing up every day when the door opened, and a student came in with the plant custodian. The student sat down and quickly talked to a friend. Right as I was about to ask his name, he looked at me and asked, “are you for real?” I was not sure what I would say so I just asked his name as I went to change the absence slip to a tardy (we still used paper that had not been picked up yet). He told me his name and said he needs to pass Algebra to graduate and play baseball. He asked if I meant what I said. I totally forgot that he was not in the room for whatever I had said, and I just answered by saying to the whole class that if they show up and put in the time it takes to get it done I will help them every day that I am there (I figured this was going to be a short assignment due to my 30-day credential and what the HR team had told me).

Chapter 11 – “Students Will Attend School If They Feel Connected”

The bell rang and the next class came in and I was about to try and duplicate what had happened in period 1, but something happened that started me toward the trajectory that this job would lead to a career. Before I can even begin to take attendance, a girl in the middle of the class raises her hand and introduces herself. She tells me that she likes math and then asks if it is true? I ask her what she means about what is true, and she asks if it is true that if she shows up every day, I will make sure she does not fail the course. I answer with what I told the first class and quickly other students tell me they want to pass Algebra. We have the same discussion about how they best learn and do the basic overview. The bell rings and the students leave to go to Nutrition Break for 10 minutes before the next class. As I am sitting in the room by myself, I am reflecting on what the heck am I doing making a promise that I can in no way keep as a 30-day substitute. I tell myself that in period 3, I will just focus on the how they learn part of getting to know the class. 

I didn’t know that I would learn another key thing that day, but it happened in period 3. I had convinced myself of how I would not make promises and mapped out exactly how I would do things with this next class. It did not happen to go the way I planned. I learned that educators must be flexible and able to adjust to the serve the students or stakeholders you are working with. I started the period taking attendance and was just about to ask how they learn best when a boy in the front raises his hand. I call him and he says, “Mr. World,” (the r seemed to show up a lot for a while, maybe because I needed to lose a bit of weight) “is it true that you will help us pass Algebra if we show up every day?” So much for no promises and second verse (or third period) becomes same as the first. Period 3 comes and goes and period 4 plays out the same as period 3 which takes us to lunch. Thank goodness for the Hershey bar, and the fact that there is a bathroom right next to the classroom because I had no idea where to go for lunch as was worried that I might get lost, so I stayed in the room for lunch and start to read the newspaper (it was a thing back then). As I was reading about the oil price shock and the recession (this is very relevant for an upcoming article) I reflected on what had happened so far in my day 1 as a teacher.

As an educational leader, I have always believed that we must connect with people on an individual level if we hope to have any influence or the ability to support them. My core value is that every student can be connected to a school through an adult. That adult does not need to be only the teacher, it could be the coach, the secretary, lunch staff, custodian, security, it only matters that the student has someone who cares about them and that they can talk to.  This grounding became embedded in me starting that day in January as I learned that we must take an interest in those that we serve to know them on a personal level.  How did this evolution of thought occur for me? About 10 minutes into lunch my understanding of my job changed once again. As I am sitting at the teacher desk reading, my door opens and about 8 students walk in. One of the students was the one that our lead custodian brought to me and 6 of them had been in one of my classes that day. They ask if they can eat in the room with me. Not knowing any better, I say of course if they would like. They start to sit together and then they ask me about what I am reading. I quickly answer, not sure what else and just ask why they came to my room. They explained that lunch can get boring and that they like to try and get ahead of homework if they can and that the teacher I am subbing for in the past used to sometimes have days they could come to her room.

About then the bell rings to end lunch and start period 5. Six of the eight students leave dropping the leftover food in a trash can by the door. The other two stay seated, and I quickly figure out they must be in my next class. The last class of the day is my 5th straight second of Algebra (not a bad schedule and 6th period prep, too!). This class goes just like the other 4 and I am feeling pretty good about things that I can survive this short-term assignment and get paid my $135 a day. 4 minutes before the class ends the classroom phone rings. The office manager is calling and asking if I can cover the 6th period class of the basketball coach who has a make-up game that day. I say okay and right before she hangs up ask where and she says to go to PE and the other staff there will show me what I need to do. I have no idea where the gym is but figure it can’t be too hard to find. One of the students listened to me while on the call and asked where I am going. When I tell them PE a group of them say to follow them. I get over there and cover the class which is fairly easy since it is just team sport that day doing volleyball. I spend some time chatting with the other teacher who it turns out is the new football coach. The class ends and I head back to the classroom in time to thank the head custodian who tells me that I don’t have to check out with the office each day.

Chapter 12 – “Why I Am Passionate About School Attendance”

The next two weeks of the assignment go smoothly. Most days about 8 to 10 students ask to hang out in my room with me during lunch and I end up covering a large amount of period 6 classes (this increases my pay so that seems like a good thing). During that time, I formalize the promise that if you show up, I won’t let you fail process. The students do a good job of attending every day, so it becomes my responsibility to ensure they learn (this foundation is essential for the upcoming issues on why I am so passionate about attendance). I complete our first unit together and give the first quizzes and exams and the class average is a 72%. While not robust scores in any way, this is indeed progress from where we are, but I have about 15 students who fail both.

I try to talk to those students during class and a couple start to show improvement but about ten of them are not likely going to pass the class. On Monday I tell all my classes that I will be available in my room for 30 minutes before school, at lunch, or 30 minutes after school for any student who is behind or needs a little more help. This seems to work, and I have some students coming to each of those sessions, but several students are not coming that need to. This continues Wednesday, and I decide to try something new. I ask some of the students that are coming where the other students go during lunch, and I go out on Thursday to get them. I find a couple of them and get them to my room. On Friday I go out again during lunch to bring back one of those two and happen to find a 3rd out by the courts. Several students, however, continue to allude me. I try calling home with no luck. 

Finally, I decide to take another approach and go down to the Office Manager and ask for those students’ schedules. I find what their 6th period is, and I plan to go to find them when school gets out. I had to cover the class of the ILT lead so she could do a planning session for new AVID staff development program they are about to implement so I am late to get to the first student I want to talk with. It takes me almost two blocks off campus to catch up to him. When I do I ask to talk with him. His friends look at me like I am a little bit on the odd side (maybe that was just my impression, though) and I quickly tell him that I made him a promise and that he was part of the class that made a promise to me too. I tell him that I won’t let him fail and that I figure the best way to help him is that I would just go home with him that day and we can work with his family to ensure he passes. That suggestion did not seem to be overly favorable, so he quickly compromised and says that he can go back to the room with me to get caught up.

Next Time

Please check back later this week when I post the end of this story (and maybe the longest day ever it seems for the amount of chapters). I also encourage you to ask yourself the question of what you can do to make a connection for students to keep them in school.