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ii
 Dedication
To my beloved husband, Clyde—a testament to love's power to
thrive and survive. Through the darkest storms and brightest victories,
you've been more than a partner; you've been my foundation. When
doubt crept in, your unwavering faith lifted me. When obstacles
seemed insurmountable, your quiet strength steadied me. From the
practical support of managing our daily lives to the profound gift of
your unconditional belief in my vision, you've made this journey
possible. You've been my shelter in the storm, my celebration in
triumph, and my constant reminder that I am never alone in this fight.
My children, Terrence, Kieran, and Bruce, as well as my
amazing sister-in-law, have been a huge blessing in my life. Your
support was more than just words; it was the motivation I needed to
keep going through those most difficult times. Each of you has made
a unique contribution to this accomplishment. I hope this book
serves as a reminder of the strength of tenacity and that every
challenge you face opens up new opportunities.
And to every young Black boy who has ever felt like an outsider
in the classroom—your struggles have not gone unnoticed. This
book is the result of a thorough understanding of what it's like to
navigate spaces that weren't created with you in mind. Let this serve
as a beacon of hope and a reminder that your difficulties are not
obstacles but rather opportunities for growth. Your presence in our
schools isn't just important—it's essential to creating a more
inclusive, understanding, and equitable world of education.
This journey of overcoming adversity isn't just my story—it's a
tapestry of how I navigated those moments, turning them into
successes with support, love, perseverance, and resilience. May
these words serve as an eternal thank you for being part of my path
to making a difference.

iii
 Table of Contents
Dedication ...................................................................................... iii
Chapter One: From Adversity to Advocacy: My Early Years in
Education ........................................................................................ 2
Key Takeaways For Educators: ......................................... 18
Chapter Two: Journey to Transforming the Learning Experiences for
Marginalized Students .................................................................. 22
Key Takeaways For Educators: ......................................... 49
Chapter Three: When Stew Is Not Stew ....................................... 58
Key Takeaways For Educators: ......................................... 70
Chapter Four: Amplifying the Voices of Black Males to Support
Their Learning; Excerpt from my Dissertation – WE Choose Not To
“Shut Up And Dribble”: Listening To Student Voices In An
Alternative Learning School ......................................................... 75
Key Takeaways For Educators: ......................................... 87
Chapter Five: Buses, Books, Bad Boys, Ain’t All ........................ 92
Key Takeaways For Assistant Principals: ........................ 101
References ................................................................................... 104
Figures..........................................................................................114

iv
 CHAPTER ONE DESCRIPTION:
This chapter offers a close-up look at the author's early teaching
experiences and her unwavering dedication to equity and student
empowerment. Her "adversity" as a qualified teaching candidate is
what first motivated her to push for more diversity and inclusivity
in education.

The author then looks back on her first year of teaching

mathematics in the ninth grade; negotiating obstacles that are common
for most new instructors but helped by encouraging mentors. Several
years later, she founded the ESTEEM after-school club, which
provides academic support, enrichment activities, and a safe space
for adolescents experiencing systemic challenges, because she is
passionate about the success of marginalized students.

The author adopted several principles that helped her form a

student-centered approach over her first ten years of teaching. These
included adjusting to different learning styles, encouraging critical
thinking, setting high standards, and creating a culturally responsive
learning environment. Her dedication to her ongoing improvement
as a professional is also acknowledged.

Readers are taken on a journey through the author's teaching career

with candor and care. This includes the challenges encountered, the
techniques refined, and her fundamental conviction that every student
can succeed when given an equal, empowering education that is
customized to meet their learning needs. It establishes the foundation
for her groundbreaking work as an advocate for marginalized students.

1
 Chapter One:
From Adversity to Advocacy:
My Early Years in Education
My first encounters with having to overcome adversity and
achieve success despite challenges occurred very soon after graduating
from college with a degree in mathematics. I was excited to begin my
teaching career in my residence school district. As a wife and mother,
working close to home would allow me to be involved in my own
children's education. I eagerly applied for several open math teacher
positions. With several openings in my subject area, I remained
hopeful. However, as applications went unanswered week after week,
my optimism turned into discouragement. I had not received a single
interview call, despite multiple vacancies in the Smaw County School
System for math teachers. The start of school was only a few weeks
away when I decided to inquire in person about the positions still
posted. At the district office, I was told that the job postings in the
newspaper were incorrect and that all positions had been filled. When
I inquired as to why I had not been granted an interview, I received
vague answers about how principals screen applications and select
interview candidates, therefore all applicants do not receive an
interview call. I continued to inquire as to why I was overlooked
even though I met all the job requirements. I next asked to speak
with the HR director. I received the typical response: “He is not
available at the moment.”

I said, “I have a few minutes, I will wait."

I was then told, “He will be tied up all evening with other
appointments.” So, I left my name and phone number with the
request that he should call me at his earliest convenience.

2
 With such few minority teachers in the district, I wondered if
racial bias was preventing me from being considered. I was, clearly,
not being given truthful answers about the application and interview
process. This experience illuminated the injustice of qualified
teaching candidates being overlooked due to racial discrimination
(Darling-Hammond, 1998). I left without getting an interview but
with a renewed purpose to advocate for greater diversity and
inclusion in my school district. Interestingly, I got a call the very
next day for an interview. I arrived at the interview expecting to be
interviewed by the principal and his team. Instead, I met with the
principal only.

He asked me to tell him about my background and why I wanted

to be a teacher. Then he asked if I wanted to see my room. I obtained a
teaching position in fewer than ten minutes. However, my excitement
about becoming a teacher completely overshadowed the stress and
agony I experienced since graduating in May; for not even being
contacted once for an interview for at least one of the five posted math
teacher vacancies, until two weeks before the start of school.

My first year as a math teacher in a junior high school was filled

with meaningful challenges that only deepened my passion for the
profession. I was assigned ninth-grade math classes, an impressionable
age where students are beginning to shape into who they want to
become. This was an exciting yet daunting responsibility as a new
teacher. Navigating the curriculum, managing the classroom, and
building connections was a daily learning curve. Thankfully, I had
supportive mentors to guide me. The district paired new teachers with
both an in-school mentor and a person at the district level as the other
mentor. They provided expertise on everything from lesson planning to
classroom management. My mentor at school played a crucial role in
orienting me to the teaching environment and introducing me to
colleagues and school protocols. She offered valuable advice on lesson
planning and instructional methods, observed my teaching, and
3
provided constructive feedback for improvement. Additionally, we
engaged in role-playing exercises to anticipate potential challenges; we
had debriefing sessions after each observation in which I was given the
opportunity to review collected data and provide my insights. Also, my
district-level mentor focused on observing my teaching specifically in
the context of ensuring accurate delivery of mathematical concepts. In
addition, he provided feedback aimed at enhancing my presence and
confidence in addressing the diverse challenges posed by adolescents.

There were certainly bumps in the road that first year. A couple of
students challenged my authority, and I had to quickly find the right
balance of rapport and discipline. On the academic side, I made
mistakes in pacing and activities that bored the students rather than
getting them engaged. The interconnectedness of my mentors’ support
enabled me to gain confidence and skills as both a classroom manager
and an effective instructor. Though that first year was not easy, having
my mentors' wisdom and encouragement kept me from feeling alone
or overwhelmed. Our regular meetings and check-ins ensured that I had
the resources and advice I needed to manage student behavior, engage
diverse learners, and foster a positive math community. There is
nothing more rewarding than seeing your students grasp a new concept
– and knowing you made a difference in their lives. With their
mentorship, I not only survived but thrived in my inaugural teaching
experience. However, each misstep taught me something. I refined my
ability to connect the content to students' lives and interests. My
classroom management shifted from rigid to responsive. Most
importantly, I fostered mutually respectful relationships where
my students knew I cared about them as individuals. My students
taught me as much as I taught them. Overcoming those early tests and
learning from mistakes made me an even more passionate, patient, and
creative math educator. I emerged from that year with a toolbox of
practical strategies and a heart eager to keep making a difference in my
students' lives.

4
 Near the end of my first year teaching, we learned that the
school would be reconfigured to serve only middle school grades,
6-8. Teachers could choose to remain at Shaw County Middle
School (SCMS) and teach one of the middle grades, or transfer with
9th grade to the county’s high school. I decided to remain at the
middle school and teach three levels of 8th-grade math (General,
Pre-Algebra, and Algebra). At this stage of my career, I was still
learning the ropes as a second-year teacher. The impending school
restructuring posed both challenges and opportunities to improve
my practice. I needed to adjust to new student demographics and
curriculum standards. However, with a year of classroom experience
under my belt, I felt ready to evolve as an educator. I was excited to
create meaningful learning experiences for my new middle schoolers.

In the first few years of my teaching career, I was determined to

become the most effective teacher possible for my students. While
soaking up advice from mentors, I made it a priority to attend math
conferences and professional development workshops focused on
pedagogy and curriculum. After thirteen years of teaching middle
school, I made the move to high school. I was assigned to teach
Algebra 1, Algebra 2, and Advanced Functions and Modeling (a
course option for advanced math students who did not want to take
Calculus and/or who were not successful in Precalculus). Several key
principles guided me during my time as a high school math teacher.

The wisdom of Dr. Martin Luther King Jr. profoundly shaped

my educational philosophy during my teaching career. As he stated,
"The function of education is to teach one to think intensively and
to think critically” (King, 1947). I often reflected on this quote,
aiming not just to impart knowledge to my students, but to nurture
their critical thinking abilities and creativity.

Rather than simply providing answers, I challenged students to

thoroughly analyze problems and think critically about how to solve
them. When presenting new material, I would ask questions such as:
5
"What exactly is the question asking you to find here?" and "How can
you use the information given, to reason your way to the solution?"
“Do you agree with an answer, why or why not?” By prompting
students to explain and verbalize their thought processes, I gave them
opportunities to build their critical thinking skills (Wolfe, 2001).

In addition, I emphasized the importance of using precise

mathematical vocabulary and terminology in class discussions.
Requiring students to express concepts with accuracy and clarity
reinforced their conceptual understanding and ability to think
critically about the subject matter. Beyond just finding the right
numerical solutions, my goal was to develop thoughtful, engaged
learners equipped with the higher-order thinking abilities needed
for success both within and beyond the classroom.

I also relied heavily on the guidance provided in "The First Days

of School" by Harry and Rosemary Wong. This book shaped critical
aspects of my classroom, from the environment I created to the
procedures I established, to the relationships I built with students.
Several key principles guided me; First, I learned to actively engage
students in all classroom activities to promote cooperation and
engagement. By involving students in lessons, discussions, and tasks,
they became motivated participants rather than passive observers.
Second, I committed to continuously developing my skills and mindset
as an educator instead of complaining or making excuses. I approached
teaching aiming to be efficient and effective from day one.

Additionally, I conveyed complete confidence in my students

and communicated high expectations frequently. I told them, "I
believe in you and know you can thrive in this class. My job is to
equip you with the tools for success. If you trust me and follow the
class rules we set, you will pass." By setting high expectations and
sending encouraging messages, students rose to meet the challenge.

6
 Furthermore, I understood my role as a representative of my class
and the importance of first impressions. I dressed professionally. I
established myself as a respectful, credible authority figure from our
initial interactions. I was intentionally inviting in my speech, behavior,
environment, and self-talk when students entered my class. I also
showed that I was a caring, warm teacher who respected them.

Finally, I established clear classroom procedures and routines

right away as the Wongs suggest. I did not use “hidden rules” to catch
students off guard. Hidden rules are unwritten or unsaid expectations.
Therefore, students are not aware of them, but breaking them can
result in disciplinary problems which may cause confusion and
frustration amongst students. Examples of “hidden rules” may
include the following:

1. When transitioning between activities or entering and exiting

the classroom, teachers might expect students to move swiftly
and quietly. Students may receive reprimands for talking,
lingering, or not moving quickly enough if this is not made
clear.
2. During group projects, there could be unwritten and unspoken
guidelines concerning how students should cooperate, such as
sharing the workload equally or taking turns speaking. If these
guidelines are unclear, students may face consequences for
taking charge of the group, not making contributions, or
socializing with others rather than working.
3. A teacher can enforce rules inconsistently, reprimanding
students for minor infractions when he or she is upset or
having a bad day. Because of this inconsistency, students may
feel mistreated and feel that the teacher is unfair. Students
should not have to predict when their teacher will be tough or
lenient.

7
 4. Teachers might assume that students are aware of appropriate
behavior in certain situations, such as turning in assignments,
asking for help, helping a classmate, or how and when to move
about the classroom to use instructional materials.

In this true example, a female high school student popped a

male student on the ear during instruction, causing him to scream.
The teacher turned around and reprimanded the male student for
disrupting the class. She then instructed him to pick up his chair and
belongings and move to another table. As the student gathered his
things, he lifted his chair above his head to carry it. The teacher
began yelling, "Don't you throw that chair!" despite the student not
making any gestures that suggested he intended to throw it. The
student placed the chair down as instructed, but the teacher sent him
out of the classroom and called the office, claiming he was about to
throw a chair in class. The student was disciplined with three days
of in-school suspension. In this true scenario, the teacher had hidden
expectations about how the student should have moved his chair.
Because the student did not meet these unspoken expectations, he
faced unnecessary disciplinary action. Therefore, being conscious of
my rules and expectations and ensuring that my students were aware
of them – nothing “hidden”, prevented discipline problems and
enabled students to focus on learning. This is the reason I taught my
rules and expectations periodically throughout the first six weeks of
school and respected students' cultural differences by willingly
adjusting some rules to create a culturally responsive classroom
environment.

In summary, "The First Days of School" shaped me into an

effective teacher by guiding the classroom environment and the
student relationships I built. This practical wisdom, combined with
the inspirational words of Estrada and King, formed my teaching
approach during my early career. Most importantly, I learned great
teaching requires understanding and connecting with students as
8
individuals. When we adapt instructions to how they learn best, we
can profoundly impact their lives. While teaching styles evolve, the
core belief remains; adapt to the student, not the reverse (Wong &
Wong, 2018). This student-focused vision allows me to best educate,
motivate, and elevate future generations.

When I embarked on a career in teaching after college, I

encountered roadblocks that illuminated injustices faced by minority
teaching candidates. Yet, with perseverance and purpose, I secured a
position intent on transforming my students' lives. In my first years of
teaching middle school math, wise mentors guided me through the
trials familiar to all novice educators. Their guidance equipped me to
thrive in the classroom. Soon, my passion for equity drove me to
spearhead an afterschool program supporting marginalized students.
This chapter takes you on a journey with me through the joys and
challenges across my first decade as an educator. My steadfast
commitment to connecting with each student fuels pedagogical
creativity and unwavering belief in their potential. At the heart of my
journey is the question: How can we empower vulnerable youth in a
system stacked against them? The answers I unearth in chapter one
inform trailblazing work to come.

These words of Ignacio Estrada ( 2009) deeply shaped my

approach to teaching: "If a child can't learn the way we teach, maybe
we should teach the way they learn." This sentiment highlights the
importance of adapting instruction to fit students' individual learning
needs. As a high school math teacher, thirteen years later, I saw the
wisdom in Estrada's quote when teaching Bobby. Bobby was 20 years
old and in his second senior year of high school. He had already failed
algebra twice before being placed in my class. Passing the state algebra
exam was required for graduation, so this was Bobby's final chance, as
he would turn 21 in January. He struggled to grasp the abstract concepts
of algebra. During after-school tutoring, some drawings fell out of
Bobby's notebook. He shared his dream of becoming an architect and
9
designing city plans. I realized that Bobby best-understood concepts
through visual, pictorial representations. So, I began providing
alternate methods to solve algebra problems using drawings, graphs,
diagrams, and substitution for all my students, using multiple
representations (Nasir et al., 2014). However, I did not require Bobby
to learn and use some methods, such as FOIL or the distributive
property for multiplying polynomials. Instead, he used the area model
with array boxes (see Figure 1).

Figure 1: Multiplying Polynomials

He used graphing to solve systems of equations and understand

slopes. I also showed Bobby how to use the graphing calculator for
more than just arithmetic, like finding the greatest common factors,
factoring trinomials, determining lines of best fit, finding zeros of
polynomials, and solving systems of linear equations (see Figure 2).
Through these and other tailored methods, Bobby began to grasp
and enjoy algebra. He not only passed the state exam but graduated
high school. Bobby showed me firsthand the power of aligning
teaching with students' learning styles. When instructions match their
learning styles, engagement and outcomes can dramatically improve.

10
 Figure 2: Steps to graphing to solve linear equations

Ex: Solve the linear system: 2x-y = 4 and 4x - y =10.

• Rewrite equations as y = 2x-4 and y = 4x-10

• Using a graphing calculator, graph y=2x-4 and y=4x-10
• Find the point where the lines intersect
• The solution is (3,2)

After several years of my 8th-grade students in Algebra and Pre-

algebra classes passing and meeting growth on NC end-of-grade
math tests (ten consecutive years of 100% of my students achieving
a level 3 or 4), I explored leadership roles in the school that went
beyond my classroom to make an impact on not just the students I
taught but also the whole student body; such as Chairperson for
Math Dept., 8th-grade Team Leader, Mentor for beginning Teachers,
Mathcounts Advisor, and Girls’ Basketball Asst. Coach. In these
positions, I observed troubling patterns of marginalization and
academic failure among African American students, especially

11
Black males. They were disproportionately placed in special
education and given disciplinary referrals. But, as a concerned
educator, mother, and advocate, I felt compelled to action. How
could we interrupt the cycles of inequity and provide real support?
What changes were needed to policies and practices? Most importantly,
how could we truly listen to and elevate marginalized student voices?
Howard (2013) examined political, social, and economic indicators
to discover the ongoing challenges and root causes of being a Black
male in the US. He found that Black males, from the onset of birth,
disproportionately face challenges that often have adverse effects;
like poverty, living in economically disadvantaged areas, and
underfunded schools. These challenges continue to affect AA males
into their adult lives in the form of what Duncan-Andrade (2009)
terms “perpetual traumatic stress.” While some students flourish
as“roses in concrete”, most do not. What Howard (2013) finds most
perplexing, however, is that Black males are both loathed and
celebrated, especially as athletes and artists. They are “frequently
labeled as problems, prone to violence, invoking fear in many, and
deemed as undesirable in certain circles” (Howard, 2013, p. 55).
Howard (2008) expresses similar views as Ladson-Billings (2006)
on this love them-hate them thinking about AA males.

We see African American males as "problems" that our society must

find ways to eradicate. We regularly determine them to be the root
cause of most problems in school and society. We seem to hate their
dress, their language, and their effect. We hate that they challenge
authority and command so much social power. While society
apparently loves them in narrow niches and specific slots—music,
basketball, football, track—, we seem less comfortable with them
than in places like the national Honor Society, the debate team, or
the computer club. (Howard, 2013, p. 55)

12
 I cared deeply about disrupting the status quo and improving
outcomes and opportunities for all students. This drive led me to
conduct research focused on incorporating the insights, experiences,
perspectives, and voices of Black male students themselves, in order
to transform their educational experiences. The roots and implications
of this systemic inequity would later become a focus of my doctoral
research (the findings of which will be discussed in a later chapter).
But for now, as an interim step, I created a student club called
ESTEEM (Every Step Towards Excellence Ensures Mastery) to
provide all school students with the types of support strategies I
successfully used with my own students as a teacher.

The ESTEEM (Every Step Towards Excellence Ensures Mastery)

Club at SCMS was formed in the fall of 1999, to improve students'
academic and behavioral performance by using non-traditional
methods (O’Connor, 1997; Cook-Sather, 2002; 2018). I enlisted the
assistance of four other African American teachers at the school - Ms.
Davis, Mr. Washington, Mrs. Martin, and Dr. Scott - who saw a need
for more structured after-school programming targeting at-risk youth.
The club met every Tuesday and Thursday afternoons from 3:30 to
5:00 pm and was open to all 6th-8th graders. Although the target
demographic was African American students who were struggling with
grades, behavior, or both, it was open to all students. The ESTEEM
Club had four original components: tutoring, stepping, chorus, and
fashion/sewing. During the first hour, students received personalized
homework help and tutoring in core subjects such as math, English,
science, and history. The second hour featured rotating activities:
stepping and choir practice on Tuesdays and Wednesdays, and
fashion/sewing on Thursdays. Stepping, a popular art form among
African American fraternities and sororities, drew the most student
interest. The step team was coached by me, as I had been a step master
as a member of ZETA PHI BETA SORORITY, INC., Lambda Mu
chapter. Students were required to maintain passing grades in all

13
subjects and demonstrate good behavior to participate on the step
team; therefore, it became an incentive for students to improve their
school performance.

When the club initially launched, there was considerable

enthusiasm among African American students (AA). In its inaugural
year, more than seventy African American students in grades 6 through
8 eagerly joined. Some students are missing from the group’s first
photo because their teachers declined to excuse them from class. These
teachers argued that the event wasn't on the school calendar, and they
had scheduled a crucial test that the students couldn't afford to skip. It's
important to note that the picture day for ESTEEM members was
officially announced during both the staff meeting, which was held
a few weeks prior, and morning announcements. Interestingly, the
teachers who refused were of White ethnicity. I bring this up not to
imply racism on their part, but to highlight the evident disparity in this
situation. Frequently, school events arise without being placed on the
calendar, and teachers adjust their plans to prioritize students' interests
and maintain positive relationships. However, in this instance, those
specific White teachers were unwilling to make adjustments.

However, the energy around the school remained palpable as

students talked about which club activities they wanted to join.
Stepping proved to be the most popular activity. By the end of the
first year, based on student interest, the club evolved to concentrate
on tutoring in the first hour and the stepping activity in the second
hour. We created an official step team. As word spread about the
ESTEEM Club, most white students assumed it was only for black
students because this is what they were told by white staff members
at the school. This perception was understandable given that all five
club advisors were African American. Nonetheless, this fact was
disheartening to me and when I addressed the concern at a staff
meeting, the only response I received was silence and a disinterested,
glazed look on the faces of my non-Black co-workers. I reiterated that
14
the club was open to all students regardless of race or background.
The purpose was to create a club that is supportive and focused on
excellence, confidence building, and improving the academic
performance and creativity of students. Myself and the other club
sponsors made a concerted effort to communicate that the club was
open to all races and ethnicities, but the subsequent years’ membership
remained entirely African American, except for one white female.
Sarah was the only white student who joined ESTEEM. As a 7th grader
who struggled in math and science, she was drawn to the tutoring
sessions. She often spent two to three afternoons a week working one-
on-one with the club tutors. They helped her improve her grades in pre-
algebra and science – two classes she was close to failing earlier that
year. Once back on track academically, she joined the step team and
became one of the club’s leading steppers.

The ESTEEM Club succeeded in creating a supportive

community and helping students reach their potential that first year.
The ESTEEM Club's first step performance was at the school's Black
History Month assembly held in the gymnasium. Sixty-six students
from grades 6 through 8 brought down the house with their high-
energy, synchronized routine, leaving their classmates chanting "E-S-
T-E-E-M" for several minutes after they finished.

A pivotal aspect of our ESTEEM club went far beyond our

academic and enrichment programming – it was the meaningful
relationships we nurtured between members and advisors. Advisors
intentionally cultivated an atmosphere of trust, care, and community
– much like an extended family. Outside of regular class time, we
(all advisors) made a conscious effort to acknowledge our members
and have brief conversations with students when seen in the

hallways, cafeteria, extracurricular activities, etc.

Both student-to-student and student-to-advisor interactions

revolved around many times just a listening ear, non-judgmental

15
guidance, encouragement, and wisdom-sharing. The honesty in
these conversations stemmed from the safety students felt with us.
We strived to know students personally and validate their unique
journeys. In turn, they felt comfortable confiding not just school
struggles but their lives outside these walls - personal issues, and
emotional struggles. By providing opportunities for students' voices
(listening to their views and perspectives), educators can positively
impact a school’s practice and policy as well as instructional content
(Khalifa, 2018). He states: “This practice of giving space for
students to speak directly about the ways they feel oppressed is
crucial to culturally responsive school leadership” (Khalifa, 2018, p.
67). He discusses the use of “rap sessions” by the principal as a
means of giving space for student voices in the school to help inform
policy. We also see that incorporating and recognizing students'
perspectives increases student engagement and achievement.

Over time, the sincere support and interest from advisors and
peers built students’ confidence. They felt empowered to handle
difficulties, reach higher, and pay it forward through mentoring
younger classmates. Members formed tight friendships with each
other. As an inclusive space welcoming diverse students across
grades and backgrounds, bonding emerged naturally. Students found
empathetic peers facing similar problems or people who inspired
them to grow. They rejoiced in each other’s accomplishments and
provided strength during setbacks. Whether assisting with academic
work, giving personal advice, sharing passions, or engaging in witty
banter – the care and support between students overflowed.

In ESTEEM, we moved beyond traditional academic guidance

to foster inclusive, supportive relationships akin to family. Students
left meetings feeling heard, valued, recharged – and eager to return.
The tight-knit club offered a place to share freely, work collaboratively,
and form meaningful bonds. Through relationship-building, we aimed
to equip students for growth on personal, social, and intellectual
16
levels. The relationships were the foundation on which impactful
academic enrichment, elevated ambitions, and empowered identities
were built. More clubs should aspire to emotionally invest in students
like extended families because bonds nurture potential in ways
activities cannot alone. For ESTEEM, building community made
achieving our other aims for members possible.

In summary, Chapter 1 opens with the author's fervent pursuit of a

teaching position only to be met with the harsh reality of systemic
barriers despite multiple vacancies in the school district. This
experience unveils the entrenched injustice of racial discrimination,
sparking a resolute commitment to advocate for greater diversity and
inclusion. In her first year as a math teacher, the author finds support
from mentors who help her navigate challenges like curriculum and
classroom management. They promote reflection and growth, crucial
for new educators. The narrative shifts to the ESTEEM Club, aiding
marginalized students, especially African American youth, through
tutoring and activities like stepping and choir practice. It fosters a
supportive community. Central to the chapter is the author's approach
to individualized instruction, seen in her work with Bobby, a struggling
student. By adapting to his visual learning style, she showcases the
impact of culturally responsive teaching. Inspired by Dr. Martin Luther
King Jr. and "The First Days of School," the author emphasizes critical
thinking, clear expectations, and inclusive environments for student
success. This chapter provides practical strategies for educators
to enhance their practices and create more inclusive learning
environments. It underscores the transformative power of education
and the pivotal role educators play in shaping the lives of their students.
By embracing diversity, fostering critical thinking, and building
supportive communities, educators can empower all students to
succeed and thrive.

17
 Key Takeaways For Educators:
Chapter 1 provides valuable insights and lessons for teachers
aiming to enhance their practices and serve marginalized students
better. Here are some key takeaways:

1. Persistence in Advocacy: Despite initial setbacks in securing

a teaching position, the author’s determination ultimately led to
success. The author remained committed to advocating for greater
diversity and inclusion in their school district. This resilience is a
valuable trait for educators facing challenges in their professional
journey and underscores the importance of persistently advocating for
equity and fairness, even in the face of obstacles.
2. Importance of Mentorship: Mentorship plays a crucial role
in the development of a new teacher. Having supportive mentors who
provide guidance, feedback, and practical advice can significantly
enhance one's effectiveness in the classroom. The author's positive
experience with mentors highlights the value of mentorship programs
for new educators allowing them to learn from experienced educators.
3. Reflective Practice and Continuous Growth: Throughout her
teaching journey, the author demonstrates a commitment to reflection
and continuous improvement. She acknowledges and learns from
mistakes, refines her teaching strategies, and strives to better meet the
needs of students. This highlights the importance of ongoing reflection
and professional growth for educators. By seeking out opportunities for
professional development, attending conferences, and learning from
experienced colleagues, teachers can refine their skills and adapt to the
evolving needs of their students.
4. Creating Inclusive Spaces: The author's creation of the
ESTEEM Club illustrates the importance of creating inclusive
spaces where all students feel supported and valued. By providing
academic support, enrichment activities, and fostering meaningful
relationships, the club aimed to empower marginalized students and

18
promote their success, helping them to thrive academically and
socially. By cultivating an atmosphere of trust, care, and belonging,
educators can create environments where students feel safe to take
risks, ask questions, and strive for excellence.
5. Culturally Responsive Teaching: The author's approach to
teaching Bobby illustrates the importance of adapting instruction to
meet individual student needs. By recognizing Bobby's strength (visual
learning style), and adjusting instruction accordingly, the author
facilitated his understanding and success in algebra. This personalized
approach is crucial for supporting students of all backgrounds and
abilities. As educators recognize and respond to students' diverse
learning styles, backgrounds, and interests, they can better support the
academic and emotional growth of students.
6. Fostering Critical Thinking: Inspired by the words of Dr.
Martin Luther King Jr., the author prioritizes fostering critical
thinking skills in her students. By challenging students to analyze
problems deeply and express their reasoning clearly, the author
helps students develop higher-order thinking abilities essential for
success. Nurturing critical thinking skills among students reflects a
fundamental aspect of effective teaching. Encouraging students to
analyze problems, articulate their thought processes, and engage in
meaningful discussions fosters deeper understanding and enhances
academic achievement.
7. Establishing Clear Expectations: Drawing from "The First
Days of School" by Harry and Rosemary Wong, the author emphasizes
the importance of establishing clear expectations and routines from the
outset. Refrain from having “hidden rules”. Setting high expectations
for students and conveying belief in their abilities is essential for
fostering a positive learning environment and helping prevent discipline
problems. By communicating confidence and providing encouragement,
educators can motivate students to strive for success and reach their
full potential.

19
 CHAPTER TWO DESCRIPTION:
The author's journey as the recently appointed principal of Beta
Elementary School, the same school she attended as a child, is
chronicled in this chapter. Following years of regret over not being
hired as a principal, the author is incredibly grateful for the chance
to serve as a leader and influence the education of the upcoming
generation at her alma mater.

Even though Beta Elementary had been reaching growth targets

every year, the school had been classified as low-performing and
had received a grade of D for at least five of those years. Upon taking
over, the author recognizes the urgent need for change and launches
an extensive turnaround plan.

Important components of this strategy include conducting extensive

data analysis to identify gaps, setting up regular data meetings with
teaching teams and students to set goals and drive accountability,
researching best practices, offering staff-intensive professional
development, rearranging schedules for targeted interventions like the
creative "Book Buddies" cross-age reading program, creating an
entry plan that prioritizes instructional excellence, and fostering a
collaborative professional learning community.

The author leads Beta Elementary to remarkable progress in just

two years, raising the school's performance grade from a D to a C
while exceeding growth targets for the first time in six years. This is
accomplished by fostering a growth mindset, embracing creative
solutions, maintaining high visibility through daily interactions, and
providing stakeholders with data and voice.

The chapter highlights how strategic leadership, group problem-

solving, creative thinking, and fostering an inclusive school culture
with a focus on accountability, high standards, and caring for all have
20
a transforming effect. The author's data-driven, community-focused
activities open the door for long-term progress at her childhood
school, even in the face of obstacles like the COVID-19 virus.

21
 Chapter Two:
Journey to Transforming the Learning
Experiences for Marginalized Students
The current school year ends. As assistant principal, there was
only one thing left for me to do – lead our seniors down the hallway
to the auditorium for the graduation ceremony. Just before leading the
graduating class of 2017 into the auditorium for their commencement
exercises, I was pulled aside by the Superintendent for pivotal news.
You see, for the past two years, I had dedicated enormous effort to
pursuing a principal role within the district, yet faced repeated
disappointments. Despite my robust qualifications developed over 19
years as an esteemed teacher and six years as an effective assistant
principal, candidates with far less experience were hired for principal
openings I had sought. However, I remained hopeful.

During this brief conversation right before the graduation

ceremony, the superintendent shared that effective at the start of the
next school year, I would become the principal of Beta Elementary
School - my diligent work and qualifications had finally been
recognized. But what I valued most was the opportunity and privilege
of giving back at the school that first gave me my start. You see, Beta
Elementary was the very school I had attended growing up in my
hometown of Beta decades earlier. Being entrusted to lead the school
so woven into my past, after years of rejections, filled me with
immense gratitude. Being empowered to shape the next generation of
young minds in our community carried deep meaning for me. My
heart swelled, picturing the first day that I would walk Beta's halls,
not as a former student but now as the principal. After years of tireless
work to achieve this, I was ready to guide Beta Elementary to even
greater success.
22
 Being named principal stirred nostalgia and reflection within
me. I fondly remember walking those same school halls, sitting in
classrooms, and playing on the playground as a young student. Some
of my happiest childhood memories were at Beta Elementary with
inspirational teachers and close friends. Returning to lead and shape
new students' experiences carried great significance, reinforcing my
commitment to the community that first shaped me. I recognized
that this opportunity represented enormous professional growth. I
looked forward to guiding Beta Elementary using all I had learned
in twenty-plus years as an educator. This new chapter as principal
would be a homecoming to my own educational beginnings.

Beta Elementary, serving grades PK through 8th, had been

designated by North Carolina Accountability Standards as a recurring
low-performing school. According to the state's accountability system,
a school is categorized as low-performing if it receives a performance
grade of D or F for two out of the past three consecutive years. Beta
Elementary had received a D grade for at least five consecutive
years, placing it in the bottom 20% of schools statewide (see Figure
3). This consistently low academic achievement reflected the profound
challenges the school faced.

Located in the heart of a rural, economically disadvantaged

community, Beta Elementary serves a predominantly African
American student population, with 75% of its students identifying as
such. Attracting highly qualified teachers has been a significant
obstacle for the school. Fifty-seven percent of the teaching staff entered
the profession through the North Carolina Residency Program, a non-
traditional pathway allowing individuals with college degrees to teach
while pursuing a teaching license. While these teachers bring valuable
skills to the classroom, many require additional support in curriculum
development and instructional strategies, as they often lack formal
pedagogical training.

23
 The school is also classified as a "Title I school," meaning it
receives supplemental federal funding under Title I, Part A of the
Elementary and Secondary Education Act (ESEA) to assist students
from low-income families. This funding aims to provide all children
with the opportunity to receive a high-quality education and close the
educational achievement gaps (U.S. Dept. of Education, n.d.). For the
2018-2019 school year, Beta Elementary received $120,000 in Title I
funds. Of this amount, approximately $118,000 was allocated to cover
the salaries, benefits, and other related costs, such as sick leave for two
teachers. After all deductions the school was left with $6.00 in
discretionary funds. Additionally, the school received a separate
$1,300 in Title I funds specifically for initiatives aimed at
increasing parent and family engagement. As a result, funds for
additional instructional resources or new programs were severely
limited, creating an additional challenge in addressing the academic
needs of our students.

Given the unique challenges faced by non-traditionally prepared

teachers at Beta Elementary, providing ongoing professional
development and coaching is essential to ensuring student success. As
Spillane (2011) states, "Improving student achievement will depend on
improving classroom teaching," and effective school leadership plays
a critical role in this process (p. 37). If students are to succeed, they
need effective teachers, and teachers, in turn, require the support of
skilled administrators to refine their practices.

In 2018, Through Project I4, a program at East Carolina

University, I administered the Comprehensive Assessment of
Leadership for Learning (CALL) survey at the school to assess areas
of strength and areas needing improvement in teaching and learning.
The results highlighted a pressing need for improvement in culturally
relevant pedagogy, which received the lowest average rating among
the nine areas evaluated. This data underscored the necessity of

24
equipping teachers with the skills to incorporate culturally relevant
practices into their instruction.

Hollie (2012) explains that culturally responsive teaching goes

beyond superficial acknowledgments of culture, such as food, flags, or
festivals. Instead, it requires validating and affirming students’ cultural
identities to connect them meaningfully to academic content.
Implementing these practices is especially critical for bridging the
academic gaps for African American boys at Beta Elementary, who
have consistently underperformed in both math and reading based on
prior EOG test data.

The school's predominantly Black and economically disadvantaged

student population faces systemic barriers, with culturally biased
educational policies that continue to widen learning gaps. Kendi (2019)
refers to this as the "opportunity gap" (p. 103), and Steele (2010)
describes it as the "underperformance phenomenon" (p. 24), noting that
students of color often internalize negative stereotypes, which can result
in lowered expectations and academic disengagement. Addressing these
issues requires moving beyond basic instructional strategies to
incorporate culturally relevant pedagogy, which not only improves
academic outcomes but also affirms students' identities, fostering a sense
of belonging in the classroom.

Therefore, by focusing on providing teachers with the necessary

support to engage in culturally responsive teaching and improving
the overall school climate, I knew that Beta Elementary would begin
to close the opportunity gap for all students. As Byrd (2010) notes,
"By allowing students, especially minority students, to affirm their
most valued sense of self, you can improve their grades, even for a
long time" (p. 216).

Figure 3: Accountability Results for Beta Elementary: “Low-

performing schools are those that receive a school performance grade

25
of D or F, below 55%, and a school growth score of "met expected
growth" or "not met expected growth" as defined by G.S. 115C-83.15.”

However, during this five-year stretch of poor performance

grades, Beta Elementary met its student academic growth targets
each year. This pattern of adequate growth but low achievement
counters a common aphorism in education – that growth over time
will eventually lead to proficiency. The idea is that if students make
consistent progress each year, they should achieve proficiency
benchmarks within three to five years. However, Beta Elementary's
performance demonstrates that this is not always the case. Despite
students showing yearly academic growth, achievement or proficiency
remained low enough for the school to still receive D grades.

Indicating that while growth targets were being met, students

were not accelerating rapidly enough to close persistent proficiency
gaps. Growth was occurring annually, but not at the higher trajectory
required to significantly boost overall achievement.

School accountability results in the 2018-2019 school year, my

second year as principal, Beta Elementary made significant gains,
receiving a C for overall performance and exceeding academic growth
targets. See Figure 3.
26
 A new superintendent was hired for the school district in January
2019. In May 2019, a study conducted by the NCSU Operations
Research and Education Lab on long-term enrollment projections
for Smaw School District forecasted a continuing decline in student
population over the next 10 years. The study raised three possibilities
for school closures, one of which involved Beta Elementary.

The following week, the superintendent requested a meeting

with me in his office. Upon arriving, I immediately noticed that the
superintendent was seated behind his desk, and the HR Director was
seated in one of the two chairs in front of the superintendent's desk.
After exchanging greetings, the superintendent informed me that he
was closing Beta Elementary the following year and did not have a
place for me on his team. Seeking clarification, I asked if I was being
fired, to which the superintendent responded with a simple "no" and
repeated his previous statement. I then inquired whether the school
board had approved the closure, but the superintendent did not
directly answer my question. Instead, he stated that the decision had
been made. Realizing that further discussion was futile, I asked if
that was all, and upon the superintendent's affirmation, I left the
meeting.

This encounter with the new superintendent left me with a sense

of uncertainty and concern. Despite my direct questions, the
superintendent provided little transparency regarding the decision-
making process or the reasoning behind closing Beta Elementary.
Furthermore, his evasive responses and failure to address my
inquiries about the school board's involvement raised questions
about the legitimacy and proper protocols followed in reaching this
decision. A forum was held to address parental concerns in which the
school board clearly stated that they had not voted to close any school.

How did we manage to improve academic performance, raise the

school’s performance grade to a C, and exceed growth expectations
over two years (2017-18 and 2018-19) despite the district's doubts,
27
limited funds, and rumors of the school closing? It wasn't easy, but it
came down to a shared vision of progress, commitment, and strategic
use of available resources. We prioritized targeted interventions,
focusing on student growth and achievement. Teachers were trained in
data-driven instruction and differentiated learning to address students’
individual needs, particularly for our struggling learners. We created a
strong, positive school culture that encouraged staff collaboration,
where experienced teachers mentored those from non-traditional
pathways to improve instructional strategies. Our community
partnerships and outreach efforts also played a critical role. We
involved parents and local organizations in the educational process,
ensuring that the whole community became invested in the school’s
success. Despite the financial constraints, we creatively stretched our
resources, focused on high-impact initiatives, and remained united in
our determination to succeed. This collective effort ultimately helped
us defy the odds and create measurable improvements in student
outcomes. Specifically, we instituted the following actions: Research
and learn from others. Upon becoming principal of Beta Elementary,
a low-performing school, I immediately began researching. I
researched best practices for turning around struggling schools and
supporting disadvantaged students. I drew inspiration from leaders who
were successful in turning around failing schools such as Rita Pierson
and Linda Cliatt-Wayman. Pierson’s message that "kids don't learn
from people they don't like" (2013) and “every kid needs a champion”
(2013) became my mantras. To drive rapid improvement, I studied
proven frameworks for transforming underperforming schools and
supporting disadvantaged students. Linda Cliatt-Wayman's mantra "If
you're gonna lead, lead" has proven effective in fostering a solutions-
oriented culture (Cliatt-Wayman, 2015). Linda Cliatt-Wayman
emphasized three main points for changing a school’s culture:

1. “If you're gonna lead, lead.”

28
 2. “So what, now what? What are we gonna do about
it?”
3. “If nobody told you they love you today, you
remember I do, and always will.”

During the initial staff meeting, I presented the 2016-2017

accountability report and highlighted our school's performance.
After a discussion of key indicators from the report, I posed the
following question to my teachers, "So what? Now what? What are
we going to do about it? (Cliatt-Wayman, 2015). " This question
became another recurring mantra for me. Whenever we had data
meetings or a teacher approached me with concerns about a
student failing, incomplete homework, or disciplinary issues, I
would repeat this phrase, "So what, now what? What are we going
to do about it?" ushering both myself and the teacher into problem-
solving mode and away from casting blame and assigning
punishment. This wasn't meant to dismiss their concerns but rather
to foster a collaborative mindset focused on finding solutions that
support students while changing their behavior. Instead of merely
reporting issues, I encouraged them to invest their time and effort in
identifying actionable strategies to address the challenges at hand.
This approach prevented the tendency to "pass the buck" and instead
promoted a sense of shared responsibility and proactive problem-
solving. This mantra became a catalyst for constructive conversations,
where we collectively explored viable solutions tailored to the specific
needs of our students and the school. It empowered teachers to take
ownership and actively contribute to improving student outcomes
and addressing any identified concerns.

Driven by my research and reading of professional literature, I set

ambitious goals to accelerate student learning and improve the school's
performance grades. To achieve these objectives, I implemented a
comprehensive professional development approach for the staff. I

29
facilitated book studies and worked with the district curriculum/MTSS
teams to provide on-site training. This training covered a wide range of
topics crucial for enhancing instructional practices and fostering a
positive learning environment. These included defining rigorous
instruction, student engagement strategies, discipline alternatives, and
cultivating a positive school culture.

Some other valuable resources explored during PLC (Professional

Learning Community) meetings and book study included "Teaching
with Poverty in Mind" by Eric Jensen, "Visible Learning for Literacy"
by John Hattie et al., "Classroom Instruction That Works" by Robert
Marzano et al., “Discipline with Dignity” by R. Curwin et al., “Rigor
is not a Four Letter Word" by B. Blackburn, “Literacy Work Stations”
by Debbie Diller, “The Trauma-Informed School” by Sporleder
and Forbes, LCSW and "The Leader in Me" by Stephen Covey.
Furthermore, the PLC leaders and I participated in professional
development sessions like "Capturing Kids' Hearts" and "Ron
Clark Academy House PD." After attending these sessions, we
presented the key learnings and takeaways to the rest of the
school staff upon our return.

Staff meetings were intentionally structured to prioritize the

improvement of teaching and learning practices. The agendas focused
on discussing new instructional practices introduced by the NCDPI
(North Carolina Department of Public Instruction) Coach, book
discussions, and sharing insights from the professional development
sessions we attended. Additionally, the meetings addressed necessary
administrative and logistical items, with staff receiving emailed
copies of the agendas for referencing later.

Through this comprehensive approach, I aimed to equip the

staff with the knowledge, skills, and resources necessary to deliver
high-quality instruction and create a supportive learning environment
that fostered student success. Studies highlight the importance of
30
principals being instructional leaders who provide high-quality
professional development aligned with rigorous standards (Grissom
et al., 2021; Pierson, 2013).

Thinking Outside the Box. As the new principal of Beta

Elementary, I recognized that the existing daily instructional processes
and teaching methods were not effectively meeting the needs of our
students. Implementing a different daily structure for student learning
was crucial. However, we faced a significant challenge: 95% of our
student body relied on school bus transportation, making it difficult
for them to attend before or after-school programs. To address this
issue and ensure that students received the extra support they
required, I knew that interventions had to occur during the regular
school day. Thinking outside the box, I implemented several pivotal
scheduling changes to better support our students' academic
needs. First, I rearranged the encore classes, such as art, music,
computers/technology, media, P.E., and guidance, to be held in the
afternoon slots. This strategic move created morning availability
for those teachers to provide targeted reading support across
kindergarten through 5th grade. By having three adults in the
kindergarten and First-grade classes and two adults present in the
Second through Fifth-grade classrooms, we could create smaller
instructional groups that target specific skills more effectively.
Additionally, it allowed me to rotate staff members to offer extra
math and reading assistance for middle school students as well.

Furthermore, I instituted consistent daily structures to promote

lesson consistency. All Kindergarten through 2nd-grade classes began
their day with morning meetings and a review of the previous day's
learning while grades 3 through 8 started with "Do Now" re-
engagement exercises in the mornings and ended their day with
mindfulness or growth mindset exercises. The “Do Now” exercises
involved students completing sample state test questions, previewing
knowledge rather than simply reviewing it. On Mondays and Fridays,
31
the focus was on reading comprehension, while Wednesdays and
Thursdays were dedicated to math concepts. This approach familiarizes
students with the expectations and skills needed to excel on
standardized assessments. Through the strategic use of teacher
collaboration time and intentional lesson planning, these schedule
changes created daily opportunities for extra reading interventions
while keeping students oriented towards academic standards. The
redesigned structure communicated clear expectations around skill-
building to promote student growth.

Recognizing the need to address the significant reading

deficiencies across grade levels, with 70% of students in each grade
being at least two or more grade levels behind in reading, as
indicated by iReady and benchmark scores, I implemented an
innovative program called "Book Buddies" – a prime example of
thinking outside the box.

The "Book Buddies" program paired older students with younger

ones to foster a love for reading and improve reading skills (fluency,
comprehension, retelling, and vocabulary). Specifically, eighth
graders were paired with fifth and fourth graders, seventh graders
with third and second graders, and sixth graders with first graders and
kindergarteners. To create a sense of ownership and connection, the
younger students interviewed the older students and selected their
"Book Buddy."

Every other week, the middle school students joined their

assigned elementary school reading buddies in the media center for
shared reading sessions. During these sessions, the older students
read aloud to small groups of younger students, with no more than
three buddies per middle schooler. This cross-age peer reading
program allowed both age groups to enhance their reading abilities
simultaneously. The older students were motivated to serve as
effective reading role models for their younger buddies. They
32
approached the reading sessions with intention and purpose, aiming
to make a positive impression. The middle schoolers embraced a
"big brother/big sister" mentality, taking responsibility for guiding
and nurturing their little buddies' reading development.

By reading aloud expressively and engaging the younger

students, the middle schoolers absorbed valuable practice in areas like
fluency, inflection, vocabulary, and comprehension. Meanwhile, the
elementary students benefited from a close-up model of skilled
reading from someone not much older than themselves – a peer model
they could relate to and aspire to emulate. This cross-age reading
buddy system created an enriching, low-stress learning environment
that allowed both age groups to enhance their reading abilities and
unlocked reading gains for both age groups.

Most importantly, the "Book Buddies" program made reading

an enjoyable experience for the students. The middle school English
Language Arts (ELA) teacher noted a remarkable change: while
previously struggling to get students to read aloud in class, the students
now eagerly volunteered, motivated by their role as "Book Buddies."

By thinking outside the box and implementing these pivotal

scheduling changes, I aimed to provide targeted support, foster
consistency in lessons, and align instructional practices with state
assessment expectations. This comprehensive approach was designed
to create an environment that prioritized student learning and growth.

Know your school’s data. During the summer months preceding

the new academic year, I conducted a comprehensive analysis of
testing data spanning the past three years, meticulously scrutinizing
trends and patterns. The analysis revealed that while Beta Elementary
had demonstrated consistent year-over-year growth, the pace was
insufficient to elevate performance grades from their current low
levels. It became evident that implementing targeted interventions to
accelerate student growth was an imperative measure to ensure all
33
students attained grade-level achievement. Analyzing school testing
data is a critical practice that serves several important purposes:

1. Identifying Areas for Improvement: Testing data

provides valuable insights into student performance across various
subjects and grade levels. By carefully examining test results, educators
can pinpoint specific areas where students may be struggling or
excelling. This information enables schools to tailor interventions and
provide targeted support to address identified weaknesses, ultimately
improving overall academic achievement. Additionally, analyzing data
to identify trends in student learning and performance was another
critical step. By examining various data sources, teachers could identify
patterns and trends in student learning, enabling them to pinpoint areas
where students were excelling or struggling collectively.
2. Promoting Equity and Fairness: Disaggregating
testing data based on factors such as race/ethnicity, English language
proficiency, socioeconomic status, and disability status can reveal
potential disparities in student performance. Armed with this
information, schools can develop and implement policies and practices
aimed at reducing achievement gaps and improving instructional
methods for underserved or marginalized student populations; ensuring
that every student has an equal opportunity to succeed. Research also
shows that "by carefully analyzing disaggregated data, schools can
identify achievement gaps and develop targeted interventions to
promote equity" (Datnow & Park, 2014, p. 12).
3. Data-Driven Decision-Making: In today's educational
landscape, schools are increasingly being held accountable for student
outcomes and academic progress. By thoroughly analyzing testing data,
educators can track and monitor progress over time, make informed
decisions about instructional strategies and resource allocation, and
demonstrate their commitment to continuous improvement and
accountability.
4. Progress Monitoring for Continuous Improvement:
Regular assessments and testing provide a valuable opportunity for
34
schools to monitor their continuous improvement efforts. By
consistently evaluating student progress through benchmark
assessments, educators can identify areas where additional support or
adjustments are needed. This enables them to target instruction to
meet the unique needs of individual students more effectively.

Ultimately, the comprehensive analysis of school testing data

empowers educators with the knowledge and insights necessary to
make informed decisions, implement targeted interventions, and
foster an environment that supports the academic growth and success
of all students; regardless of their backgrounds or circumstances. The
data-driven insights gleaned from this analysis served as a powerful
foundation for developing targeted strategies and interventions.
By addressing specific areas of need and tailoring instructional
approaches to meet the unique requirements of individual students,
we could effectively bridge achievement gaps and ensure every child
received the support and guidance necessary to excel academically.
Recognizing the pivotal role of data in driving educational success, I
remained committed to continuously monitoring progress, adjusting
strategies as needed, and fostering a culture of data-informed
decision-making. This approach would empower educators, students,
and families to collaborate and collectively navigate the path toward
academic excellence.

In addition, teachers’ data meetings played a pivotal role in the

process of analyzing and utilizing student data to drive instruction.
Throughout the school year, grade-level teams convened every
Thursday to engage in a collaborative review and analysis of student
data. These ongoing meetings served several crucial purposes:

1. Tracking Evidence of Student Progress: These

meetings provided an opportunity to monitor and track individual
student progress against key learning goals and objectives. This

35
allowed teachers to assess the effectiveness of their instructional
strategies and make necessary adjustments.
2. Monitoring Instructional Effectiveness: Through the
analysis of student data, teachers could evaluate the efficacy of their
instructional approaches and determine whether modifications or
alternative strategies were needed to better support student learning.
3. Pinpointing Individual Student Needs: By delving
into granular student data, teachers could identify the unique
learning needs of individual students. This enabled them to tailor
instruction, provide targeted interventions, and ensure that every
student received the support they required to achieve academic
success.

The regular, collaborative review and analysis of multiple data

sources during these meetings provided critical insights that guided
instructional planning and decision-making. By making data meetings
a consistent priority, teachers were empowered to continuously refine
their approach, target interventions with precision, and ensure ongoing
improvement in student learning outcomes.

This data-driven approach fostered a culture of continuous

improvement, where teachers worked collaboratively to analyze
student performance, identify areas for growth, and implement
evidence-based strategies to meet the diverse learning needs of all
students. By embracing data as a powerful tool for instructional
decision-making, teachers could make informed choices, maximize
the effectiveness of their teaching practices, and ultimately create an
environment conducive to academic excellence for every student.

During my first two years as principal of Beta Elementary, from

2017-2019, we used data-driven approaches to guide instructional
and leadership decisions at the school. With the support, hard work,
and dedication of my assistant principal and 5th-grade teacher (let’s
call them Moore-Moore), the school made significant progress in my
36
second year, 2018-2019 (see Figure 3). However, the COVID-19
pandemic disrupted the following two school years, 2019-20 and
2020-21. The U.S. Department of Education granted waivers
exempting schools from federal testing and accountability
requirements for those years. North Carolina also received approval
to amend its Every Student Succeeds Act (ESSA) plan, providing
relief from certain data reporting requirements impacted by COVID-
19. As a result, there is limited comparative data available for the
2019-20 and 2020-21 school years, when schools were often
operating remotely or under modified conditions due to the pandemic.
The 2020-2021 school year marked my last year as principal at Beta
Elementary before transitioning to a new role. The Superintendent
assigned me as the principal of the alternative school for the
upcoming school year without providing any explanation for the
transfer. While I am proud of the improvements made at Beta prior to
the pandemic, the gaps in accountability data caused by COVID-19
make it difficult to comprehensively measure the school's progress
during my tenure as principal.

Devise an entry plan for reimaging the school and its culture.
My entry plan establishes clear goals and strategies to improve student
outcomes through data-driven instruction, targeted professional
learning, and community collaboration in the first year. I outlined a
three-pronged action plan focused on improving instruction, building
a professional learning community, and increasing community
engagement. The plan included four key points that would provide a
structured approach for transitioning smoothly into the principal role
and making decisions to increase the academic performance of students
thereby increasing the school’s performance grade:

1. To build positive working relationships and open

communication with staff, parents, and community stakeholders
through collaboration.

37
 2. To drive instructional improvement by fostering a
schoolwide culture focused on continual progress toward ensuring
academic success for every student.

3. To build a strong professional learning community

within the school.

4. To make community engagement a priority.

This entry plan guided me in undertaking a thorough analysis of

various data points, including student achievement data from the NC
Education Value-Added Assessment System (EVAAS), disciplinary
records, teacher evaluations, the School Improvement Plan, and EOY
benchmark assessment data. A comprehensive review will enable the
identification of trends and the examination of achievement gaps
between different student subgroups, to be shared with teachers,
informing the development of appropriate interventions. Clear and
rigorous expectations for teaching and learning will be communicated
to all staff. Those instructional staff members found to be
underperforming will receive focused feedback, support, and action
plans to facilitate their professional growth. Additionally, the principal
will implement the NC MTSS (Multi-Tiered System of Support)
framework to provide targeted academic and behavioral interventions
tailored to the specific needs of individual students. Through this data-
driven approach, coupled with high expectations and personalized
support systems, the principal aims to enhance the quality of instruction
and promote success for all learners.

Recognizing that a collaborative professional learning community

is crucial for driving student achievement, professional development
opportunities must be purposefully aligned with measurable goals for
improving student outcomes. Each academic department's specific
needs will be carefully evaluated to ensure the school's professional
learning agenda remains sharply focused on meeting those goals.
Targeted and differentiated training will be implemented for all staff
38
members, providing personalized learning experiences. Clear protocols
will be established to facilitate meaningful assessment of instruction,
via learning walks, classroom walkthroughs, comprehensive needs
assessments, data analysis discussions, and the seamless integration of
district-wide initiatives into the school's practices.

Engaging the broader community is another key priority. I aimed

to build strong, mutually beneficial relationships with all stakeholders,
including staff, families, local businesses, religious organizations, and
community groups. Open communication channels and listening
sessions will be established to promote dialogue and gain valuable
insights into how the school can better support student success.
Collaborative partnerships will be actively pursued to secure additional
resources, support services, and enrichment opportunities for students.

To cultivate an inviting and supportive school culture, the

principal proactively engaged with key community figures and
family members. Local church pastors were invited to visit the
school at least once per quarter. During these visits, they had the
opportunity to observe classroom activities and join students for lunch,
fostering connections between the school and local faith communities.

Additionally, fathers were actively encouraged to participate in

the school experience by visiting campus and sharing mealtimes
with their children. This initiative aimed to promote positive male
role models and strengthen the bond between families and the school.

By opening the doors to respected community leaders and

involved parents, the school environment became more welcoming and
inclusive. Students felt supported by the broader community, which
contributed to a positive atmosphere conducive to learning. Moreover,
the presence of caring adult figures helped reinforce expectations for
appropriate behavior and instilled a sense of pride in upholding the
school's values. Parent and community involvement was a priority. To
foster active parental and community involvement within the school,
39
several initiatives were implemented. Firstly, an engaged Parent-
Teacher Organization (PTO) was established; providing a platform for
parents and community members to collaborate and contribute to the
school's activities and decision-making processes.

Additionally, Parent-Power Workshops were introduced and held

every quarter in conjunction with other school functions. These
workshops were strategically scheduled to coincide with events such
as report card distribution, book fairs, bingo/pizza nights, parent-
teacher conferences, and science fairs. By aligning the workshops with
existing school events, parents had convenient opportunities to attend
and actively participate in their child's educational journey. Through
the dynamic PTO and the engaging Parent-Power Workshops, the
school successfully created avenues for meaningful parental and
community involvement. Parents and community members felt
welcomed, valued, and empowered to play an active role in supporting
the school's mission and fostering a positive learning environment for
all students. These purposeful efforts to bridge the school with its
surrounding community played a vital role in shaping a school culture
defined by positivity, respect, and a shared commitment to student
growth and success.

After my initial meeting with the staff as a group to introduce

myself, I scheduled time for individual meetings with each staff
member to build positive working relationships and open
communication. I began by having informal conversations to get to
know them personally, including details about their families and
hobbies. This helped establish rapport and trust. I then asked them three
key questions: 1. What do you feel is going well at the school currently?
I wanted to understand their perspective on the strengths we could build
upon. 2. What do you feel is not going so well or needs improvement?
This gave me insight into areas of concern. 3. If you were the principal,
what are 3 things you would change? I asked this to gauge their vision
for the school and what actions they deemed the highest priorities.
40
 Having individual meetings with each staff member provided
invaluable firsthand perspectives. Their candid responses gave me
insights into what they viewed as current strengths, problems needing
change, and their vision for improvements. This direct feedback
helped me understand key issues from the staff lens and ideas to move
the school forward. Maintaining open communication and personal
connections with staff was essential for building trust and buy-in.

However, a concerning pattern emerged in these conversations.

When citing reasons for poor student performance, staff focused
externally on students' attendance, behavior issues, apathy, lack of
parental support, and other outside factors. Not one staff member
mentioned a need to reflect on their own instructional practices or
classroom procedures. They seemed quick to blame external causes
without an ownership mindset about their own responsibility in the
classroom.

This signals a potential cultural issue at the school, with staff

viewing themselves as detached from the problem rather than agents of
change. To transform student outcomes, teachers must critically
examine their own role and commit to continually honing their craft
through evidence-based best practices; not just pointing fingers
outward. Research shows that school leaders who embrace a "lead
learner" mindset and prioritize evidence-based practices can drive
significant improvement in underperforming schools (Bambrick-
Santoyo, 2018; Leithwood et al., 2020). My leadership involved
instilling a culture of internal accountability where staff embraces self-
improvement as essential to improving student performance. We must
interrogate our shortcomings with courage and avoid insulating
ourselves through assumptions. With support and care for one another,
we can acknowledge uncomfortable truths, identify needs, and
collectively rise to overcome them through tenacious collaboration.

41
 Over the next few weeks, I dove deep into student data analysis
alongside my AP and leadership coach from the NCDPI. We scrutinized
test scores, EOGs, NC Iready, Mclass, and EVAAS predicted percentiles
for all grade levels. By converting scores into common scale scores, we
identified crucial trends, student proficiency levels, gaps, and focused
questions for data meetings with teacher PLCs.

Armed with these insights, I was prepared to lead data-driven

discussions in teaching PLCs focused on setting ambitious goals and
calibrating high expectations for every student. These collaborative
data sessions (every Thursday) enabled teachers to set ambitious yet
attainable goals for students while instilling high expectations.
Teachers tracked ongoing progress, monitoring data to compare
against end-of-year targets. Teachers could use the scaled data to
mark beginning proficiency levels and track progress toward end-
of-year targets.

Additionally, I had teachers rank their students by previous EOG

performance scale score/level. They listed students from highest to
lowest achievement, coloring each name green, yellow, or red based on
grade level proficiency. I then asked teachers to identify the top 55% of
their class of pupils. For a class of 22, this meant the top 12 students.
While all students would receive core instruction, these top performers
were targeted for push interventions like enrichment groups, higher-
order questioning, and individual mentoring. Teachers could provide
focused support to strategically move as many yellow and red students
as possible into the green top tier. This exercise oriented teachers
towards differentiated instruction based on objective data instead of
assumptions. This process promoted an equity mindset by requiring
teachers to critically examine student gaps.

Through intensive data analysis and goal-setting, our staff gained

a magnified view of student needs. It reinforced high standards by
refusing to accept that a certain percentage of students will remain

42
underperformers. Demographic data shone a light on which student
groups required additional scaffolds. Testing data highlighted skill
deficits needing reteaching. Growth monitoring illuminated progress
toward goals. My leadership emphasized that data is not to shame, but
to spur action and promote collective responsibility for every child's
success.

Analyzing data illuminated pathways to accelerate achievement.

We would actively monitor data, adjust strategies, and challenge every
child relentlessly because we believed in their potential. Analyzing data
illuminated pathways for meaningful action. Our students deserve this
level of intentional, responsive teaching, not just blind adherence to a
one-size-fits-all curriculum.

Equipped with insights from our data, we were ready to close gaps.

In addition to data meetings with teachers, I instituted quarterly

data reviews directly with students. It was important that my middle
schoolers begin taking ownership of their learning and behavior. I
wanted them to understand we held high expectations for their
success academically and in conduct. Each student examined their
personal academic and discipline data. They set individual goals
based on strengths and areas needing improvement. We had candid
conversations about their performance and future aspirations.
Students completed student feedback surveys and lessons on growth
mindset, mediation strategies, and self-management. We provided a
judgment-free space for students to ask questions, reflect openly,
and collaborate on solutions.

Involving students directly in the data analysis and next steps

led to greater buy-in. Providing this data transparency and voice
elevated students from passive participants to active partners. When
students grasp their current reality along with their untapped
potential, they gain motivation to reach higher. Instead of resisting
improvement strategies, they help shape solutions tailored to their
43
needs. Our discussions cultivated student investment by conveying
their worth and my genuine belief that they could achieve great
things. When students are treated as partners and given agency in
the process, they feel respected, valued, and intrinsically motivated
to work towards shared goals. Not only did these meetings promote
student accountability, but they also strengthened staff-student
relationships built on trust and two-way communication.

Students gained practice using data to self-monitor, set targets,

and advocate for support in developing essential skills for lifelong
learning. Our school was committed to amplifying student voices,
not stifling them. Data illuminated each child’s unique strengths
and areas for improvement. But only by coming together, adults and
students alike, could we fully realize our school’s potential.

This student-centered approach requires courage and compassion

to guide hard conversations with care. However, leaning into
discomfort brings revelation on both sides. Modeling humble analysis
of my leadership data built trust. If I avoided vulnerability, why would
students risk it? Together we examined our school's data story,
acknowledged uncomfortable truths, and rewrote the next chapter with
audacious goals. Data meetings became transformative instead of
ritualistic when we included student perspectives.

Beyond the focal areas discussed previously, the principal's entry

plan encompassed a thorough review of all relevant records, safety
procedures, policy handbooks, and student data analyses. A master
schedule was developed to optimize students' educational experiences.
On-site facility inspections were conducted to identify any physical
plant issues requiring attention. Perhaps most importantly, the principal
would hold meetings with staff and students to gather their input, build
positive rapport, and foster an inclusive, supportive school culture. This
multifaceted approach, driven by data analysis, strategic professional
development, community collaboration, and open communication,
44
provided a comprehensive framework for facilitating continuous
improvement and achieving exceptional outcomes for all learners.

The implementation of recurring data meetings and goal-setting

with teachers and students in my first year marked a turning point.
These initiatives along with data-driven teacher collaboration and
student goal-setting, bore fruit quickly. Providing transparency around
school data and empowering stakeholders to take ownership drove
marked gains. In the 2017-2018 school year, Shaw Elementary
increased its school performance grade by 2 points and met student
academic growth goals.

In addition to my regular administrative duties, I made it a

priority to have a visible, engaged presence with students and teachers
throughout the school day. I walked through every classroom at least
twice daily to greet teachers and students. This consistent practice
served multiple purposes. It enabled me to directly observe learning
activities, ensured that teachers and students were aware of my active
involvement, and provided opportunities for them to ask questions or
voice concerns. If needed, we could immediately schedule a time to
discuss issues privately. It allowed me to directly engage with
teachers and students, so they knew that I was available to address
any questions or concerns. Setting this expectation of my active
involvement signaled that attendance was highly valued for both
students and staff.

Additionally, by visiting classrooms multiple times daily, I was

able to set a tone of firm but fair discipline and uphold high
academic and behavioral expectations. I aimed to lead by example,
demonstrating that participation and engagement were core values.
With over 90% of our students being bus riders and over 85%
qualifying for free breakfast and lunch, the cafeteria became a key
place to connect. My assistant principal and I made a point to be present
during breakfast and lunch, eating and conversing with students.
45
 Through these daily connections, we built positive relationships
grounded in trust and respect. Students felt comfortable coming to
us with academic or personal problems and responded well to our
sincere interest in their lives. Over time, the cumulative effect of my
hands-on approach shifted the overall culture of the school. We
worked collaboratively with teachers to shape a school culture
centered on care for the child as a whole. My visible, involved
leadership style helped improve both student behavior and attitudes
toward learning. Students took more pride in their school and
worked to meet the articulated standards. Teachers felt supported in
consistently upholding these high expectations. The improved student
behavior and engagement then positively reinforced the stronger
school culture, establishing a climate of responsibility and community.

The final key factor in turning the school around was my constant
reliance on God's guidance, praying regularly for both my students and
staff. Twice a year, during summer and Christmas breaks, Brother
Travis, Minister Avon, Minister Bryant, and I would walk through
every hallway, praying, singing, and anointing classrooms including
the cafeteria and gymnasium. My unwavering faith in God and looking
to him for wisdom and guidance gave me the strength and resilience
needed to overcome adversities. “Trust in the Lord with all thine
heart; and lean not unto thine own understanding. In all thy ways
acknowledge him, and He shall direct thy paths” (Proverbs 3: 5-6).
While challenging at times, my commitment to developing personal
relationships with students was extremely rewarding. I believe this was
a critical factor in successfully establishing a more positive learning
environment poised for academic improvement. My daily visibility set
the tone for a school culture focused on care for our students and staff.

Building on this momentum, our efforts the following year

2018-2019, Shaw Elementary increased its school grade by a
remarkable 7 points, jumping from a D to a C. We also exceeded our
expected academic growth goals.
46
 In just two short years, Beta Elementary achieved a remarkable
turnaround from once-stagnant outcomes, affirming our path
forward. While more progress lies ahead, these swift improvements
stem from an unyielding belief in the potential of our students and
teachers. While still on a journey requiring determined focus, these
back-to-back years of progress fueled our momentum. Our school
culture shifted from stagnant compliance to driven collaboration.
Students and teachers stepped up as active change agents, motivated
by data tracking and voice in the process. We discovered previously
untapped potential by shedding complacency and excuses.

By empowering our staff and students with data-guided insights,

transparency, voice, and ownership, we catalyzed change. This
foundation of open communication, internal accountability, and
mutually high expectations propelled us ever closer to fulfilling Beta
Elementary’s promise. Our journey continued, but the fruits of early
victories validated our direction. The Beta community had awakened,
and we were ready to climb together.

In this chapter, I detail my journey as the newly appointed

principal of Beta Elementary School, the same school I attended as a
child. After years of disappointment in not being selected for principal
roles elsewhere, I was immensely grateful for the opportunity to lead
and shape the next generation of my alma mater.

Beta Elementary had been designated a low-performing school,

receiving a grade of D for at least five consecutive years despite
meeting growth targets annually. Recognizing the need for dramatic
changes to accelerate student learning and boost overall achievement,
I devised an entry plan to guide the implementation of several pivotal
strategies:

1. Researching best practices for turning around

struggling schools and supporting disadvantaged students.

47
 2. Providing comprehensive professional development
for staff on topics like rigorous instruction, engagement, and positive
school culture.
3. Restructuring the schedule to allow for targeted reading
interventions and innovative programs like "Book Buddies" cross-age
peer reading. "By carefully analyzing disaggregated data, schools can
identify achievement gaps and develop targeted interventions to
promote equity" (Datnow & Park, 2014, p. 12).
4. Conducting thorough data analysis to identify
achievement gaps and trends to inform instructional decisions.
5. Instituting regular data meetings with teacher PLCs
and directly with students to set goals and promote accountability.
6. Developing an entry plan focused on improving
instruction, building a professional learning community, and
increasing community/parental engagement.
7. Maintaining high visibility through daily classroom
walkthroughs and interactions to build relationships and set a
positive tone.

Within two years, these strategic efforts led to remarkable gains

– Beta Elementary raised its performance grade from a D to a C and
exceeded growth targets in 2018-2019. This provided optimism for
continued progress through empowering stakeholders, fostering
accountability, and upholding high expectations for all.

48
 Key Takeaways For Educators:
1. Persistence Pays Off: The narrative illustrates the importance
of perseverance and dedication in pursuing professional goals. Despite
facing repeated disappointments in the author's quest for a principal
role, their dedication and qualifications eventually led to the desired
promotion. Educators should remain committed to their goals and
continue striving for advancement, even in the face of setbacks.
2. Structured Entry Plan Development: Developing a well-
structured entry plan with defined objectives and strategies is
paramount for a seamless transition into a leadership position. This plan
should emphasize enhancing instruction, cultivating a professional
learning community, and fostering community engagement. The
principal's entry plan delineated specific goals and strategies aimed at
enhancing student achievement through data-informed instruction,
fostering professional learning communities, and fostering community
involvement. Educators can gain insights from crafting structured entry
plans that prioritize the establishment of positive relationships, the
promotion of ongoing growth, the creation of professional learning
communities, and the prioritization of community engagement.
3. Embrace Personal Connection and Community
Engagement: The author's profound connection to their childhood
alma mater, Beta Elementary, underscores the influence of personal
experiences on educators. Returning to lead a school with such a
deep personal tie can ignite a strong sense of dedication and purpose
toward the community. Educators are encouraged to embrace their
personal connections to schools and communities, using them as
sources of inspiration and drive in their leadership roles. Actively
involving themselves with the broader community, including
families, local businesses, and community groups, fosters relationships
that benefit all parties involved and provides additional support and
resources for students. The principal's proactive engagement with
various community stakeholders, such as local businesses, religious

49
organizations, and parents, highlights the importance of cultivating
robust, mutually beneficial relationships beyond the school's
boundaries. Educators can prioritize establishing open lines of
communication, hosting listening sessions, and forging collaborative
partnerships to garner support and resources aimed at enhancing
student success.
4. Utilize Research and Best Practices: The author's
commitment to researching best practices for school improvement and
leadership is highlighted throughout the narrative. Educators should
continuously seek out research-based strategies and frameworks for
improving student outcomes and supporting disadvantaged students.
Learning from the experiences and insights of educational leaders like
Rita Pierson and Linda Cliatt-Wayman can inform effective leadership
practices and drive positive change in schools.
5. Foster Collaborative Problem-Solving: The author's approach
of asking "So what, now what?" encourages collaborative problem-
solving and a proactive mindset among staff members. Educators
should foster a culture of collaboration and shared responsibility,
encouraging teachers to actively participate in problem-solving
discussions and contribute their ideas for addressing challenges in the
school community.
6. Think Outside the Box: The author's innovative scheduling
of changes and implementation of programs like "Book Buddies"
demonstrates the importance of thinking creatively to address the
unique needs of students and improve academic outcomes. Educators
should be willing to explore unconventional solutions and adapt their
approaches to meet the diverse needs of students, particularly in
underperforming schools.
7. Utilizing Data for Informed Decision-Making: The narrative
emphasizes the vital role of analyzing school data to pinpoint areas
needing enhancement, monitor progress, and guide instructional
choices. Educators are urged to prioritize regular data analysis at both

50
the school-wide and classroom levels to track student advancement,
recognize emerging patterns, and adapt strategies to meet the needs of
every learner. Amidst challenges like the COVID-19 pandemic,
utilizing data-driven methodologies to steer instructional and
administrative decisions becomes even more crucial for school
improvement. By examining diverse data sets such as student
achievement records, disciplinary incidents, and teacher assessments,
valuable insights can be gleaned into areas necessitating improvement.
Despite the disruptions caused by the pandemic, the principal's
steadfast commitment to leveraging data for informed decision-making
remained unwavering. Educators can draw lessons from this
dedication, understanding the significance of analyzing various data
points, including student achievement, disciplinary incidents, teacher
evaluations, and benchmark assessments, to discern patterns, bridge
achievement gaps, and pinpoint areas requiring enhancement.
8. Collaborative Professional Learning Community:
Establishing a collaborative professional learning community among
staff members plays a pivotal role in enhancing student achievement.
It's imperative that professional development opportunities are
strategically designed to align with specific, measurable goals aimed at
improving student outcomes. The principal recognized the significance
of fostering a collaborative environment and directed efforts toward
aligning professional development opportunities with these measurable
objectives. Through this approach, educators can gain insights
into implementing targeted and differentiated training methods,
establishing clear protocols for assessing instruction, and seamlessly
integrating district-wide initiatives to maximize their impact on student
learning and success.
9. Ownership Mindset and Accountability: In tackling a cultural
challenge where staff members frequently attributed poor student
performance to external factors, the principal placed significant
emphasis on cultivating an ownership mindset and fostering

51
internal accountability among teachers. This involved encouraging
educators to engage in self-reflection, prioritize continuous
improvement, and embrace collective responsibility for student
success. By promoting a culture of ownership, staff members are
empowered to critically assess their instructional practices, actively
seek areas for enhancement, and commit wholeheartedly to ongoing
growth. This collective effort towards internal accountability is
fundamental in driving meaningful transformations in student
outcomes.
10. Student Involvement in Data Analysis and Goal-Setting:
Engaging students directly in data analysis and goal-setting processes
not only fosters accountability but also nurtures trust and enhances
staff-student relationships. When students are actively involved in
analyzing data and setting goals, they feel empowered to take charge
of their learning journey and behavior. Educators play a crucial role
in implementing strategies that promote student agency, transparency,
and collaboration. By doing so, they contribute to the creation of a
culture where accountability and mutual respect thrive; ultimately
leading to a more enriching educational experience for all involved
parties.
11. Visible Leadership and Relationship Building: One of the
cornerstones of maintaining a thriving school environment is the
consistent and engaged presence of school leadership among both
students and teachers throughout the day. This visibility not only sets
clear expectations but also reinforces positive behaviors and
contributes to the cultivation of a supportive school culture.
Establishing strong working relationships and fostering open
communication with various stakeholders, including staff, parents, and
community members, through collaborative efforts is paramount to
nurturing this culture of support. The principal exemplifies this
approach through hands-on leadership strategies; such as daily
classroom walkthroughs, active engagement with students and
teachers, and involvement during meal times. These actions underscore
52
the significance of visible leadership and relationship-building in
shaping a positive school climate. Educators can follow suit by
prioritizing the establishment of trust, fostering transparent
communication channels, and upholding high academic and behavioral
standards through their consistent and supportive presence within the
school community. Through these efforts, a collaborative and
supportive school culture can flourish, benefiting all members
involved.
12. Celebrating Success: Acknowledging and commemorating
achievements, such as enhancements in school performance grades and
student accomplishments, serves as a powerful reinforcement of the
collective efforts invested by all stakeholders. It not only highlights the
significance of collaborative endeavors but also ignites motivation
among stakeholders to persist in their pursuit of shared objectives.
Furthermore, celebrating success fosters a sense of pride and
satisfaction within the school community, nurturing a positive
atmosphere that fuels ongoing dedication and engagement toward
achieving even greater milestones in the future.
13. Culturally Relevant Pedagogy as a Solution to Opportunity
Gaps: Culturally Responsive Teaching (CRT) is essential to bridging
the opportunity gap, especially for African American boys who have
struggled academically. By validating students' cultural identities and
connecting them to academic content, teachers can foster greater
engagement and improve student outcomes. It is essential for fostering
an inclusive and equitable learning environment, particularly in diverse
classrooms. It emphasizes the integration of students' cultural
backgrounds, experiences, and perspectives into the curriculum, which
can improve both academic achievement and student engagement.
Additional key aspects of why CRT is crucial:

1. Improves Student Engagement and Learning

When students see their culture and experiences reflected in the

classroom, they are more likely to feel connected to the learning
53
process. According to Geneva Gay (2010), culturally responsive
teaching acknowledges the legitimacy of students' cultural heritages
and uses them as building blocks for learning. By connecting academic
content to students' backgrounds, teachers make learning more
relatable and accessible, especially for marginalized groups. This helps
bridge gaps in understanding and promotes a more inclusive approach
to education.

2. Addresses Achievement Gaps

Culturally responsive teaching is especially critical for addressing

the achievement and opportunity gaps experienced by students of color.
Steele (2010) highlights that African American students often suffer
from stereotype threat and other psychological barriers that affect their
academic performance. Culturally responsive teaching disrupts these
barriers by creating an environment where students feel valued and
capable of success. This directly challenges deficit-based views that
contribute to academic underperformance and helps to level the playing
field for minority students.

3. Promotes Equity and Reduces Bias

CRT provides a framework for teachers to reflect on their own

biases and adopt practices that challenge systemic inequities in
education. According to Ladson-Billings (1995), culturally relevant
teaching requires educators to critically analyze how institutional
practices, including curriculum and assessment, can marginalize
certain groups of students. By using pedagogical strategies that honor
students’ identities and resist cultural biases, educators can foster a
more just and equitable learning environment.

4. Fosters Critical Thinking and Real-World Connections

Culturally responsive teaching also promotes critical thinking

by encouraging students to explore the world through multiple
perspectives. It helps students make connections between the content
54
and real-world issues, empowering them to use their education to
address social justice challenges. This approach not only increases
engagement but also encourages students to develop critical skills
needed to thrive in an increasingly diverse society.

By integrating these essential lessons into their teaching

methodologies, educators can endeavour to establish a nurturing, data-
driven, and inclusive learning atmosphere that champions student
achievement and ongoing enhancement. By contemplating these key
points, educators can extract invaluable knowledge applicable to their
own teaching strategies and leadership approaches, consequently
playing a pivotal role in enhancing student results and fostering
overall school triumph. Through this reflective process, educators
continuously refine their practices, contributing significantly to the
betterment of student outcomes and the overall prosperity of their
educational institutions.

55
 CHAPTER THREE DESCRIPTION:
Chapter Three, titled "When Stew Is Not Stew", chronicles a
tumultuous period at Beta Elementary during the 2019-2020 academic
year under Principal Windley's leadership. The year began on a high
note, with the school achieving a C performance grade and exceeding
growth targets, marking a significant milestone after six years of
struggle. This success initially filled the school community with
optimism for continued progress.

However, this celebratory atmosphere was soon overshadowed

by three major disruptions. The first came in the form of coordinated
efforts by a disgruntled parent, Patty, and her sixth-grade son, Peter,
along with two colluding staff members, to undermine the principal's
leadership and damage the positive relationships built within the
school community. This campaign, which included false claims and
social media attacks, escalated to the formation of a club called
S.T.E.W. (Students to Eradicate Windley); leading to disciplinary
actions and complex manifestation determination reviews.

The second disruption involved allegations of cheating on the state

math test by a teacher later revealed to be the assistant principal (who
taught a tested grade level the previous year) Although the investigation
concluded that no wrongdoing had occurred, the incident took an
emotional toll on both the principal and the assistant principal.

The third and most significant disruption was the onset of the
COVID-19 global pandemic in March 2020, which forced an abrupt
shift to virtual instruction. This sudden transition created numerous
difficulties for teachers, students, families, and school operations,
effectively halting the academic momentum built over the first half of
the year.

56
 Throughout these challenges, Principal Windley demonstrated
resilience and adaptability. She worked to maintain transparent
communication, foster unity among staff, and address issues head-on.
The chapter highlights the importance of celebrating achievements
even in the face of adversity, staying united against negativity, fostering
open communication, and being prepared to adapt quickly to
unexpected circumstances.

Looking ahead, Windley recognized the critical need to re-

engage students, support teachers in transitioning back to in-person
instruction, and accelerate learning to make up for pandemic-related
losses. Despite the daunting challenges, she remained resolute in her
belief that by recommitting to proven strategies – such as data-driven
instruction, professional development, and community engagement –
the school could recover and continue its upward trajectory.

The chapter concludes with Windley's reflection on the need for

even greater courage, perseverance, and creativity in her role as
principal. She vowed to double down on transparent leadership, nurture
strong relationships through open communication, and model resilient
positivity. By empowering all stakeholders to own their roles in the
shared mission of student success, she believed they could overcome
any obstacle and continue to work towards empowering every student's
success, growth, and well-being.

57
 Chapter Three:
When Stew Is Not Stew
The 2018-2019 academic term marked my second year as
principal of Beta Elementary. It concluded on a high note with the
school attaining a performance grade of C, a significant milestone after
six years, and exceeding academic growth targets. This hard-earned
accomplishment ignited a sense of optimism within the school
community and filled us with hope for continued academic progress in
the upcoming 2019-2020 school year.

However, despite our successes, the celebration of our

achievements was marred by three major disruptions. First, we faced
constant accusations from one disgruntled parent and her son, which
created unnecessary tension and distractions within the school
community. Secondly, allegations of cheating on the state test surfaced,
casting doubt on the integrity of our academic accomplishments.
Lastly, the unforeseen emergence of the COVID-19 pandemic was the
most significant disruption.

The COVID-19 pandemic swept across the globe, upending the

traditional educational landscape. As the world grappled with this
unprecedented public health crisis, schools were forced to adapt
rapidly, transitioning to remote learning environments and grappling
with the myriad challenges posed by this seismic shift.

Despite the obstacles posed by these three major disruptions, the

school community remained resilient, determined to build upon the
hard-won gains of the 2018-2019 academic year and continue the
upward trajectory of academic excellence and student achievement.

First, there were coordinated efforts by a disgruntled parent,

Patty, and her 6th-grade son, Peter, along with two staff members,

58
to undermine my leadership and the school’s achievements, and
damage the positive relationships and trust that had been built with
students and the community. The two teachers fed false information
to the parent who would then post on social media in hopes of
creating a divisive culture at the school. Some of the false claims
were that I prohibited Peter from taking band as an elective because
I told the band teacher not to select him. When the school newsletter
was sent home on a date that was different from the date posted on
the school's marquee, Patty posted that it was an indication that I
was an ineffective principal. She complained that I had implemented
procedures in middle school alleging the procedures treated students
like babies even though teachers created their own classroom
management plans. Next, she forged a campaign claiming that
School Improvement Team meetings were held on the wrong day,
contrary to the handbook, when in reality, the general meetings were
held as scheduled, but the leaders (Principal, AP, Chairperson, and
Process Manager) met on the second Tuesday.

Initially, this coordinated campaign by Patty, Peter, and the two

colluding staff members to undermine my leadership through frequent
calls, emails, meetings, and social media attacks had minimal impact
on the school's day-to-day operations. However, as more parents,
students, and teachers became aware of the situation, the complaints
escalated into aggression. Whereas the attacks began by targeting me
specifically, they gradually expanded to directly criticize and attempt
to discredit individual teachers as well. The attacks were no longer
confined to private communications but started appearing as public
posts on social media platforms. This shift from private grievances to
public denunciations opened the potential for broader disruption within
the school community.

Parents who may have been previously unaware of the situation

could now easily access the false claims, unsubstantiated accusations,
and smear attempts against the school's administration and teaching
59
staff. Similarly, students explored these same social media platforms
and were exposed to inflammatory posts denigrating their teachers and
the school's leadership. Even some teachers became caught up in the
rising tensions fueled by the online rhetoric.

As more stakeholders grew aware of the aggressive attacks

emerging on public forums, the possibility of these false narratives
taking hold and fracturing the school community's cohesion increased
substantially. The potential for sowing widespread disunity, eroding
trust, and disrupting the positive culture we had worked so diligently to
build became a mounting concern for me.

Patty claimed that her son was not learning anything in middle
school, that teachers could not teach effectively, and that her son was
the only true Beta Club member because standards had supposedly
been lowered to allow other students to join. Two staff members
secretly provided Patty and her son with misleading information to use
against me, such as falsely claiming that I had mandated classroom
procedures that teachers disagreed with; such as silent lunch, separating
girls and boys at cafeteria tables, and requiring students to clap when
classmates were praised for good behavior - a technique one teacher
had incorporated after a visit to the Ron Clark Academy and decided to
implement in her classroom.

Despite these challenges, I worked closely with my assistant

principal to investigate the validity of the claims and address any real
issues while dismissing unfounded attacks. I had multiple meetings and
phone discussions with Patty where, despite presenting facts and data
disproving her claims, she would consistently respond with "But what
about...". Essentially, it seemed like regardless of the evidence
presented, she was determined to find another issue to raise. Therefore,
the phone conversations or meetings ended without resolutions.

It was crucial to create an environment where staff could share

their perspectives and ask questions, particularly when some of them
60
were being negatively mentioned in Patty's posts. In staff meetings, we
dedicated time for open and honest conversations, emphasizing our
priorities and acknowledging progress. We addressed rumors and
misinformation through transparent communication, reiterating trust in
teachers' professional expertise, and encouraging input from them. This
approach allowed us to confront issues openly, align with the school's
mission, and counter negativity with positivity. As a result, the school
community became more united, and our collective focus on student
success remained unwavering.

We first learned about the club called S.T.E.W. on September 17,

2019, at our Annual Title I parent/community meeting. There, Patty
bragged to a teacher that her son Peter was starting a club called
S.T.E.W., which stood for "Students to Eradicate Windley." Patty
named several students who were allegedly in the club. The next day,
that teacher reported the conversation to my assistant principal, who
began investigating immediately. The AP interviewed the students
individually. Each admitted joining because they initially thought
S.T.E.W. was based on the cartoon character Stew from the TV show
Brickleberry, but backed out once they learned the real meaning and
intent behind the name. Later that day, one of the teachers colluding
with Patty showed the AP a disturbing drawing Peter had made weeks
prior. On the front, it depicted a female with a curly afro, similar to my
hairstyle, with the word STEW written above and the caption "GOING
DOWN." The remaining space was divided into boxes labeled Day 1
through Day 5. On Day 1 of the depicted timeline of the drawing, Peter
looked happy with a thought bubble saying "This should not be too
bad". Each day after, Peter looked progressively more anxious and
angry in the illustrations. By Day 5, the drawing showed Peter holding
a gun pointed at "STEW", who was lying on the ground, with captions
"DATA TERMINATED" and "PROJECT TERMINATED." When
interviewed, the other students explained that Peter had told the class
that the drawing conveyed his growing frustration at the school
61
throughout that hypothetical week, culminating in violence. The AP
also learned that the teacher who showed her the drawing was aware of
its disturbing meaning. Obviously, that teacher was attempting to cover
up the fact that she had encouraged the drawing and told Peter that she
did not see anything wrong with the picture's content. The teacher
likely came forward with the drawing at that point as an act of damage
control, once she realized the AP had discovered her involvement in
enabling Peter's concerning behavior. Other information uncovered
during her investigation was that Peter had created a Google account
that included pictures of me and my son that he altered, as well as an
article written in a newspaper: “Claims have appeared saying that
Debra Windley is not involved in the development of the Middle
School as much as we think she is, An alleged quote when asked about
this being, “I do not micro-manage my teachers,” this philosophy, later
confirmed when visiting a former teacher for the elementary school
said that a lot of people in the School System state that this alleged
philosophy, is true. This teacher was Mr. XXXXX (aka Mr. X).”. As a
result of this investigation, Peter received disciplinary consequences
aligned with the district's code of conduct - a 10-day out-of-school
suspension with a recommendation for long-term suspension due to the
threatening nature of the drawing's content.

In response, Patty appealed this disciplinary action and brought a

legal advocate to the manifestation determination review meeting.
They argued that Peter's previously diagnosed disability of dyspraxia,
a neurological disorder impacting coordination and movement, was the
reason for his words and actions involving S.T.E.W. Therefore, Patty
and her advocate claimed, Peter should face no discipline whatsoever
and be allowed back in school immediately. At the end of the
manifestation meeting, unsurprisingly, the district representatives
proposed to the manifestation team that Peter's actions were a
manifestation of his disability; claiming they had insufficient
knowledge about dyspraxia's potential impacts to rule it out as a factor
62
in this case. However, it was later revealed to me by one of the district
representatives that the actual reasoning behind their ruling was the fact
that the teacher had kept Peter's disturbing drawing for weeks
previously and explicitly told him its content and implied threat were
acceptable.

As a result of the manifestation team's decision to codify the

drawing and the formation of S.T.E.W. as a manifestation of the
student's disability, Peter ended up being allowed to return to school
after only serving 7 days of his original 10-day suspension. The team's
ruling effectively overturned the reasonable disciplinary measures that
had initially been put in place in response to Peter's concerning actions
and words. I felt the team's decision sent a problematic message that
could erode the supportive, collaborative school culture we had worked
so hard to establish over the past two years. It also set a concerning
precedent regarding how student behaviors presenting legitimate safety
and security concerns would be addressed going forward; if any student
could cite a disability as an accepted justification or mitigating factor.

However, despite this disappointing outcome, I remained

committed to upholding consistent standards of integrity, compassion,
and excellence for all students. In the aftermath, I responded by clearly
reiterating and reinforcing our school's core values through
communications with staff, students, and families. I termed this period
of disruption as the "Adventures of S.T.E.W.", the acronym for the
subversive "club" Peter tried to organize, Students To Eradicate
Windley (my last name).

Although what I call the "Adventures of S.T.E.W" presented a

challenging test of my leadership's resilience, I recognized that
maintaining a unified front and positive environment would be
essential to protecting the hard-won gains we had made in academic
performance and school culture. This period truly tested my resolve as
a leader and required relying heavily on the strong, trusting
63
relationships I had already formed with students, staff, and supportive
parents within the school community. Navigating the "S.T.E.W."
disruption also taught me invaluable lessons about the importance of
transparency, seeking common ground through open communication,
and remaining unwaveringly focused on upholding the school's
mission for the greater good – even when faced with adversity. My
resilience during this time and refusal to compromise on doing what I
believed was truly best for all students ultimately allowed us to protect
the positive momentum and culture we had built. With the ongoing
backing of my dedicated staff members and supportive families, we
persevered through the "Adventures of S.T.E.W." more united and
resolute than ever before. What could have become a divisive force,
instead brought our school community closer together through our
shared commitment to integrity and student success. In addition, Patty
transferred Peter to a school in another district. Peter never returned to
Beta Elementary even after the suspension was lifted.

Now, in mid-October, just a few weeks after addressing the

challenges with "The Adventures of STEW," I received a distressing
call from the Assistant Superintendent (AS). He informed me that there
were suspicions of cheating on the End of Year Math Test by a teacher.
Another teacher from our school reported that some of that teacher’s
former students, now in the current teacher's class, claimed they were
given formulas and strategies to use on the test. This news hit me hard,
leaving me devastated and in tears on my way home. Suddenly, a
shadow of doubt loomed over our school's achievements and progress.
Once again, we were denied the chance to celebrate our C grade and
surpassing growth. The teacher's identity wasn't disclosed to me, but I
was informed that they would be questioning students and the teacher
at our school the following day.

The following day, the Assistant Superintendent (AS) and

another district staff member arrived at the school and requested

64
that I bring my assistant principal to my office for questioning.
My assistant principal had taught 5th grade the previous school
year. I immediately knew that she was the teacher under scrutiny.
While she was being interviewed, I remained in my office at her
request. After the questioning, the AS instructed her to leave the
campus. I then went to her classroom to retrieve her belongings.
It was evident that my assistant principal was deeply affected by
the ordeal. At the end of the school day, I visited her at her home,
and we found solace in each other's embrace, both overwhelmed
with emotions.

Subsequently, the AS proceeded to interview seven students

individually. Remarkably, each student provided nearly identical
responses. Throughout the year, their teacher had instructed them to jot
down as many formulas, strategies, and vocabulary terms as they could
recall on scratch paper before beginning quizzes. Thus, they had been
accustomed to this practice and were not explicitly instructed to do so
on test day. The students stated that the teacher did not discuss or go
over math questions before beginning the end-of-year state test.

After school hours, I called my assistant principal to convey the

news that the investigation had concluded, affirming that she had done
nothing wrong. Initially, she expressed doubts about returning to Beta
Elementary following this distressing ordeal. In an effort to offer
support, I visited her at her home after work. During our conversation,
which extended for over an hour, we discussed the situation in detail.
Eventually, she agreed to complete the school year but requested the
rest of the week off to cope with the emotional toll.

The Thanksgiving and Christmas breaks provided a much-needed

opportunity for both of us to step away from the school environment
and recharge. During this time, we found a renewed sense of purpose
and were eager to embark on the new year with fresh energy. However,

65
it felt like just as we were settling back into our routine, another
disruption emerged, causing further challenges.

The third major disruption of the 2019-2020 school year was the
onset of the COVID-19 global pandemic in March 2020. To prevent
further virus transmission, schools across the nation abruptly halted in-
person learning and shifted to virtual instruction for the remainder of
the academic year on an emergency basis. This sudden, unplanned
transition to online education created numerous difficulties for
teachers, students, families, and school operations. While the move to
virtual learning was necessary for protecting community health and
safety, it also severely hampered teaching effectiveness, student
learning, student support services, and overall school functioning
during the final months of the 2019-2020 year. The hard-earned
academic momentum and progress we had built up over the first
half of the school year through improved instructional practices,
interventions, use of data, and professional development was
effectively lost once learning went online.

I hoped we would be able to regain our positive trajectory once

students were able to physically return for in-person learning the
following school year. However, the extended pandemic disruption
dragged on, reversing much of our recent progress made in the 2018-
2019 and the early months of the 2019-2020 school years. In addition,
the end-of-year state standardized testing was suspended for the 2019
through 2021 school years (two years) due to the challenges created by
COVID-19. As a result, we had no way to definitively determine an
overall school performance grade for that year or robustly assess
whether our students continued making expected academic growth
across all metrics. This lack of annual measurable data was
disheartening, as my driving goal, when appointed principal, was to
improve Beta Elementary's standing and ultimately bring the school
out of its pattern of recurring low-performance status. The prolonged
pandemic disruption created immense additional obstacles in the path
66
toward achieving that goal and driving continuous improvement in
student academic outcomes.

Moving forward into the following school years, I recognized it

would be critically important to swiftly re-engage and re-motivate
students once they returned to the school building full-time. We would
need to provide extensive support and training for teachers in
transitioning back to effective in-person instructional delivery after
nearly a year and a half of mostly virtual teaching. Our school would
need to work diligently from day one to help accelerate student
learning, make up for pandemic-related learning loss, and get our
academic achievement data back on an upward trajectory.

While certainly daunting, I remained resolute in my belief that

through a concerted, well-coordinated series of efforts by all staff, we
could recover from the severe disruption caused by COVID-19. By re-
committing to the principles, strategies, and initiatives that had
facilitated our earlier progress – such as data-driven instruction,
strategic professional development, community engagement, and so on
- I was confident we could fulfill Beta Elementary's mission of
providing an excellent education to every student, even in the face of
unprecedented challenges. Steadfast leadership, collective dedication,
and an unwavering focus on doing what is best for our students would
allow us to emerge from this period stronger and more resilient than
ever before. Just as we overcame the adversities posed by S.T.E.W., I
knew our school community had the determination to confront this
latest obstacle head-on. Though the path forward would be difficult,
our driving commitment to student success ensured we would
recapture our momentum and continue making strides toward
sustainable improvement.

As I reflected on the challenges posed by both S.T.E.W. and

COVID-19 during the 2019-2020 school year, I recognized that my
role as principal would require tapping into an even deeper well of
67
courage, perseverance, optimism, and creativity than I had previously
accessed. To re-ignite our upward trajectory, I would need to double
down on maintaining a transparent leadership approach, nurturing
strong relationships and trust through open communication, and
serving as a visible, inspirational presence for students, staff, and
families alike. Rather than succumbing to frustrations over
circumstances largely outside of my control, a principal's role in such
challenging times necessitated modeling resilient positivity while
empowering all stakeholders to own their roles in the shared mission
of student success. Only through harnessing our collective dedication,
knowledge, and innovative spirit, could we overcome the setbacks
created by S.T.E.W. and the pandemic to recapture our hard-earned
momentum.

In the coming years, I vowed to rise to this generational challenge

by leading with the same care, integrity, and unwavering belief in our
school community's vast potential that had brought us through previous
difficulties. There would be no obstacle too large or disruptive force
capable of derailing our efforts, so long as we reinforced our cohesive
bonds, rolled up our sleeves, and reimagined new paths forward with
ingenuity and perseverance. Armed with faith in our school's core
mission, belief in the capabilities of our students and staff, and an
arsenal of proven strategies, I looked forward to moving ahead with
renewed conviction. No matter what future obstacles awaited, I was
confident that the Beta Elementary community would readily rise to
meet them, united in our drive to empower every student's success,
growth, and well-being.

In summary, Chapter Three, titled "When Stew Is Not Stew,"

chronicles the tumultuous 2019-2020 academic year at Beta
Elementary under Principal Windley's leadership. The year began on a
high note, with the school achieving a C performance grade and
exceeding growth targets, marking a significant milestone after six

68
years of struggle. This hard-earned success filled the school community
with optimism for continued progress.

However, this celebratory atmosphere was soon overshadowed by

three major disruptions: first, a disgruntled parent, Patty, and her sixth-
grade son, Peter, along with two colluding staff members; second,
allegations of cheating on the state math test by a teacher; and the third
and most significant disruption was the COVID-19 pandemic. Looking
ahead, I recognized the critical need to re-engage students, support
teachers in transitioning back to in-person instruction, and accelerate
learning to make up for pandemic-related losses. Despite the daunting
challenges, she remained resolute in her belief that by recommitting to
proven strategies – data-driven instruction, professional development,
and community engagement – the school could recover and continue
its upward trajectory. Reflecting on the adversities posed by S.T.E.W.
and COVID-19, Windley understood that her role as principal would
demand even greater courage, perseverance, and creativity. She vowed
to double down on transparent leadership, nurture strong relationships
through open communication, and model resilient positivity. By
empowering all stakeholders to own their roles in the shared mission
of student success, she believed they could overcome any obstacle.

In the face of these unprecedented challenges, Windley remained

confident that the Beta Elementary community would rise to meet
them, united in their drive to empower every student's success, growth,
and well-being.

69
 Key Takeaways For Educators:
1. Celebrate Achievements, Even in the Face of Adversity:
Recognize and celebrate hard-earned successes, such as Beta
Elementary's improved performance grade, even amid disruptions.
Celebrating these achievements boosts morale and reinforces the value
of hard work and dedication despite challenging circumstances
(Johnson, 2022). MacNeil et al. (2009) found that "school climate has
a direct impact on student achievement" (p. 73), suggesting that
celebrating successes contributes to a positive climate that boosts
academic performance.
2. Stay United Against Negativity: When facing coordinated
attacks or misinformation, collaborate with the administration to
investigate claims, address legitimate issues, and dismiss unfounded
attacks. Unity in the face of negativity ensures a cohesive response and
protects the school community from harmful effects (Smith & Roberts,
2021). Tschannen-Moran and Gareis (2015) argue that "when faculty
trust in the principal, they are more likely to engage in collaborative
problem solving" (p. 257), highlighting the importance of unity in
adversity.
3. Foster Open Communication: Cultivate an environment
where staff can openly share perspectives, ask questions, and engage in
honest conversations, particularly when dealing with rumors or
personal attacks. Open communication is crucial for building trust and
effectively addressing concerns (Harris, 2020). Bryk and Schneider
(2003) state that "relational trust is forged in day-to-day social
exchanges" (p. 40), underscoring the value of open dialogue.
4. Maintain Professionalism on Social Media: Exercise caution
with online posts to prevent them from being misconstrued or used to
create division within the school community. Professionalism on social
media helps maintain a positive image and prevents unnecessary
conflicts (Miller, 2021). Fox and Bird (2017) warn that "social media

70
use can blur the lines between personal and professional lives" (p. 645),
emphasizing the need for digital professionalism.
5. Report Concerning Student Behavior Promptly: Immediately
report disturbing drawings, discussions, or online activities by students
to the administration for appropriate intervention. Prompt reporting
ensures that potential issues are addressed swiftly and effectively,
maintaining a safe environment for all (Davis, 2023). Cornell and
Maeng (2018) stress that "threat assessment is a violence prevention
strategy that aims to intervene early" (p. 7), reinforcing the importance
of swift reporting.
6. Support Colleagues During Investigations: Offer emotional
support to colleagues facing accusations without judgment,
exemplified by the principal's support for the assistant principal during
a cheating investigation. Providing support fosters a culture of
solidarity and helps colleagues navigate difficult times (Nazir et. al.,
2022). Fernet et al. (2012) found that "perceived organizational
support... predicts teacher commitment" (p. 514), highlighting the
impact of collegial support.
7. Be Prepared to Adapt Quickly: The COVID-19 pandemic
highlighted the need for teachers to swiftly transition to new teaching
methods, such as remote learning, despite the challenges. Adaptability
is essential for continuing education in the face of unexpected
disruptions (Taylor, 2021). Trust et al. (2021) note that "teacher
adaptability is critical in times of crisis" (p. 188), emphasizing
flexibility's importance.
8. Expect Setbacks After Disruptions: Anticipate potential
reversals in academic progress following major disruptions and focus
on re-engaging students and accelerating learning. Preparing for
setbacks allows educators to implement strategies to quickly regain lost
ground (Baker, 2023; O’Connor, 1997). Kuhfeld et al. (2020) predict
that "COVID-19 will likely lead to substantial drops in test scores" (p.
549), indicating the need to anticipate and address setbacks.

71
9. Commit to Continuous Improvement: Recommit effective
strategies, like data-driven instruction and professional development,
to regain momentum even after setbacks like the pandemic.
Continuous improvement ensures that educators can meet evolving
challenges and enhance student outcomes (Wright, 2022). Darling-
Hammond et al. (2017) assert that "effective professional development
is key to teachers learning and refining the pedagogies required to
teach" (p. 1), underscoring the value of ongoing learning.
10. Model Resilience for Students: During challenging times,
teachers should emulate their principal's approach by demonstrating
courage, perseverance, and optimism to inspire students and maintain
a positive school culture. Modeling resilience teaches students valuable
life skills and contributes to a supportive learning environment (Clark,
2021). Yates et al. (2015) found that "teacher resilience is a critical
factor in promoting resilience in students" (p. 1), highlighting the
importance of modeling resilience. This aligns with DuFour and
Marzano's (2011) assertion that "the most powerful strategy for
sustained, substantive school improvement is developing the ability of
school personnel to function as professional learning communities" (p.
21). Your strength lies in your collective resilience and commitment to
growth.

72
 CHAPTER FOUR DESCRIPTION:
The excerpt from my Participatory Action Research (PAR)
study is presented in Chapter Four, "WE CHOOSE NOT TO “SHUT
UP AND DRIBBLE: LISTENING TO STUDENT VOICES IN AN
ALTERNATIVE LEARNING SCHOOL" which explores the
systemic obstacles that African American male students encounter
in traditional school settings. This excerpted chapter begins... The
chapter begins with the tale of Jason, a talented athlete who had
behavioral and academic issues. This story is a powerful illustration
of how African American boys' potential is frequently unfulfilled by
the educational system. Based on her experiences as an educator and
African American mother with two black males of her own, the author
carried out a qualitative PAR study at Shaw County Alternative School.
The study spanned three PAR cycles and involved two teachers and
six African American male students. The study looked at how
adapting academic and socioemotional practices in an alternative
school context could be influenced by hearing from and including
student voices. Two main themes came out of the inductive coding
process: pedagogical changes and preferred instructional strategies.
The preference of students was clearly for hands-on, in-person
instruction over online courses. Teachers changed their attitudes and
pedagogical approaches in response to student feedback.

Three noteworthy conclusions emerged from the study: 1.

Students noted the advantages and difficulties of the alternative
school environment. 2. Teachers became more astute in attending to
students' needs by listening to their opinions. 3. Based on feedback
from students, teachers changed the way they thought about and
approached teaching. The significance of prioritizing student
perspectives in educational reform initiatives is highlighted by these
results. According to the study, teaching methods and school climate
can improve when students share their knowledge and experiences and
73
when teachers value those viewpoints. The relationship between
student voice, teacher adaptability, and enhanced learning outcomes is
highlighted by the PAR framework. The chapter makes the case for the
necessity of moving away from an excessive reliance on online credit
recovery to reassessing alternative education practices via an equity
lens. In the end, this chapter presents a strong argument in favor of
purposefully elevating the voices of marginalized students to refute
deficit perspectives, foster trust, and promote equity-focused school
reform. To better serve African American male students and other
marginalized groups, it illustrates how collaborative inquiry processes
can result in more inclusive productive learning environments.

74
 Chapter Four:
Amplifying the Voices of Black Males to
Support Their Learning;
Excerpt from my Dissertation – WE
Choose Not To “Shut Up And Dribble”: Listening To
Student Voices In An Alternative Learning School

Although Jason had not thrived academically, he had been a

standout athlete in middle school. But even as the coaches were
interested in Jason, his core teachers at a traditional high school saw
him as a behavior problem. In his first year of high school, he received
multiple suspensions and earned only one of the required six credits for
being a sophomore. During the first semester of the next school year,
Jason continued his pattern of misbehavior, suspensions, and course
failure. The principal recommended him for placement at an
Alternative Learning School (ALS), and the superintendent approved
the placement. At the ALS, Jason took online and face-to-face credit
recovery courses. However, he was taking Math 1 and 2 at the same
time, which added to his level of academic frustration. The challenge
of keeping Jason motivated to complete assigned coursework was
insurmountable, and he dropped out at age 16.

The story of Jason, a gifted athlete who struggled academically

and behaviorally in traditional high school settings, is all too common
for African American male students. As an assistant principal at a
traditional high school for four years, I witnessed many young Black
men follow a similar trajectory as Jason – excelling in sports but failing
multiple classes, receiving multiple suspensions, and ultimately being
transferred to an Alternative Learning School (ALS). In conversations
with these students, I consistently heard feelings of frustration,

75
alienation, and defeat - "I'm being kicked out of school," "These
teachers just think I am bad," "They think I am stupid," "They don't like
me," "He/she just wants me out of their class." The students felt singled
out, misunderstood, and unfairly treated. "How can they not understand
what's happening?" At the time, I thought the students were shirking
responsibility and not acknowledging their role in the disciplinary
actions taken against them. However, my perspective has evolved. I
now recognize that we as educators and administrators have designed
systems that fail to meet the needs of students of color, especially
African American males but instead, implicit biases lead us to view
their behaviors differently than their white peers. And our rigid
disciplinary policies push them out of traditional schools into
alternative settings or the streets (Boykin & Noguera, 2011; Duncan-
Andrade, 2009; Emdin, 2013; Ferguson, 2000; Howard, 2019;
Kunjufu, 1985; Kunjufu, 2006).

The themes I heard in those student voices have been echoed in

research on African American males' school experiences. Scholars like
Howard (2013) and Noguera (2008) have explored the ways schools
fail to nurture a sense of belonging among Black male students.
Practices like academic tracking, over-identification for special
education services, disproportionate disciplinary actions, and low
teacher expectations contribute to marginalization and disconnection
from school. Dropping out or expulsion become predictable endpoints
along a path paved with alienation and frustration.

Stories like Jason's raise critical questions about our educational

system and its ability to nurture success for Black male students. In
what ways do our practices feed into the school-to-prison pipeline that
disproportionately impacts young men of color? How can we interrupt
that pipeline through more culturally relevant and sustaining
approaches? What steps could Jason's school have taken earlier to
understand the root causes of his disengagement and implement
appropriate interventions? How might his trajectory have changed with
76
greater access to caring teachers advocating on his behalf? Jason's story
highlights the need to amplify the voices of Black males and promote
institutional changes that foster a greater sense of belonging, self-
efficacy, and hope for the future. Their experiences and insights are key
to transforming schools into spaces where students of color are
affirmed in their identities, challenged to high levels of learning, and
supported holistically.

As a Black mother and educator, I felt a profound, personal

responsibility to research this issue of the systemic failure of our
schools to nurture the potential of African American boys.

This drove me to conduct a research study that amplified the

voices of marginalized students like Jason and honored their
experiences and perspectives to identify ways to meet their needs. The
study was conducted over three PAR cycles with six African American
male student participants and two teacher participants at Shaw County
Alternative School.

My qualitative Participatory Action Research (PAR) study

examined how listening to and incorporating African American male
student voices could inform changes to academic and socioemotional
practices to better support students in an alternative school setting
(Guajardo et al., 2016). By listening to students' insights about the
alternative program, the goal was to counter deficit perspectives and
adapt practices to meet student needs. Students had previously failed
classes and lost credits due to academic challenges in the traditional
school. The study revealed that students valued caring teachers, small
classes, and in-person instruction. However, they cited online learning
and limited instructional practices as major challenges. In response,
teachers shifted their mindsets and teaching methods to align with
student-identified best practices. As a result, relationships improved,
engagement increased, and graduation prospects rose. Relationships
and relevance are key to engaging African American males (Hollie,
77
2012; Ladson-Billings, 1994). This collaborative inquiry process
disrupted assumptions about student motivation and ability. Student
voice can increase engagement and give students a sense of belonging
(Cook-Sather, 2002; Benner et al., 2019).

Using inductive coding, two key themes emerged across the three
iterative PAR cycles (Figure 4):

1. Preferred Instructional Strategies: Students

overwhelmingly preferred in-person over online learning due
to increased engagement and ability to ask questions. Hands-
on, kinesthetic activities were also noted to help students grasp
concepts.
2. Pedagogical Shifts: Teachers reflected on their
mindsets and practices as a result of listening to students and
incorporating more student-centered activities.

Figure 4. PAR Cycle Two codes to categories to a theme – Inform

instruction.

I deduced three significant findings (see Figure 5) from data

collected across the three cycles of inquiry. Figure 6 also includes the
percentages of evidence related to the findings.

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1. Students identified the benefits of the alternative
setting, like smaller classes and a calmer environment, as well
as challenges like the reliance on online learning. Students are
capable of articulating improvements to pedagogy and school
climate when given the opportunity (Simmons et al., 2014).
2. Listening to student voices helped teachers be more
strategic in meeting student needs by having individual
conversations and adapting instructional practices based on
student feedback. Listening to marginalized student voices
allows educators to counter deficit views and build caring
relationships (Howard, 2008; Conner et al., 2022).
3. Teachers shifted their mindsets about students and their
approaches to instruction as a result of listening to students and
using more hands-on and personalized strategies.

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 Figure 5. Findings across the PAR Cycles – Instances of
occurrences in the PAR data.

These findings indicate what we have long known – the people

closest to the issue are best suited to find solutions to local concerns
(Guajardo et al., 2016). In this case, students who share their
frustrations, learning styles, and ideas about change with teachers
invest in their learning, and teachers change from these necessary
relationships with students. As a result, they can become warm
demanders – caring adults who hold students to high standards (Delpit,
2012; Ware, 2006). In return, students feel a sense of belonging,
increase their belief in their competence as students, and exhibit
stronger engagement. These factors are mutually reinforcing positive
teacher-student relationships and changes in pedagogy.
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 These findings have several implications. Implications at the
school level included shifting away from an overreliance on online
credit recovery in favor of more personalized, culturally responsive
instruction. Also, centering student voice led to targeted professional
development and improved teacher-student relationships. For policy,
the study suggests re-evaluating alternative school staffing, credit
recovery models, and student placement procedures through an equity
lens. For research, the participatory methods could be expanded to
more sites to build an understanding of student perspectives and
effective instructional practices in alternative settings.

The detailed procedure that leads from the Focus of Practice (FoP)
to the theory of action is depicted in Figure 6. This approach consists
of three repetitive cycles of inquiry, each accompanied by evidence to
validate conclusions. This diagram illustrates the methodical
operationalization of foundational theories and frameworks for
education through ongoing, data-driven cycles of research. The FoP,
which acts as the foundational guideline for instructional methods, is
shown at the top of the figure. The theory of action, which outlines the
precise tactics and activities used to accomplish the desired educational
objectives, is built upon this basis. Three separate cycles of
investigation are then used to examine and improve this theoretical
framework.

Figure 6. From FoP to theory of action to three cycles of inquiry

with data to support findings.

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 Each cycle involves the thorough collection and analysis of data
to assess how well the strategies that are being used are working. The
first cycle involves data collection and initial implementation, offering
preliminary conclusions and pinpointing areas in need of development.
Building on these discoveries, the second cycle improves methods and
approaches using the first data analysis as a basis. By the third cycle,
the methods have been refined even further, and more solid data has
been gathered to attest to the methods' effectiveness. This iterative
process makes sure that instructional strategies are always enhanced
based on empirical data and theoretical underpinnings. These cycles
produce a feedback loop that enables dynamic modifications and
improvements, promoting an environment for learning that is flexible
and sensitive. The figure illustrates how theoretical principles are
translated into practical, evidence-based tactics that promote
educational progress, underscoring the significance of continuous
data analysis and reflection in attaining effective and sustainable
educational practices.

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 Limitations of this study include the small sample size and the
potential for researcher bias. However, the participatory process
facilitated deep partnerships between educators and students to
challenge assumptions and co-create a more just school environment.

In the study, I found that when students share their insights and
experiences and school leaders and teachers value those insights, then
teachers and leaders shift their practices to better support students.
Figure 7 depicts the framework resulting from the PAR study: teachers
build relational trust with students by listening to and valuing their
experiences. The graphic is a set of gears that are interconnected, and
energy from the central gear propels other gears to move. Once the
essential gear of the framework was in motion – relational trust -- the
other gears began moving. As we observed, students first had to trust
us; then they opened up and revealed their experiences and
recommended alternatives. When all parts were in motion, the
interaction of these factors sustained a culture that effectively
supported the learning of its students. The largest force in the study was
student voice; by deciding to do this study and focus on student voice,
I, as a leader of equity, was the driving force for listening to students.
As a result, students actively participated in activities and collaborated
with me, then with teachers and other students. Intentionally listening
to and incorporating marginalized student voices allowed educators to
counter deficit views (Howard, 2008; Conner et al., 2022), build caring
relationships, and adapt practices to better meet student needs in an
alternative school setting. This resulted in improved engagement and
graduation prospects for students. This collaborative process can serve
as a model for elevating student voices to drive equity-focused
improvements in schools.

Figure 7. Expanded theory and framework resulting from PAR

study.

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 In summary, this chapter discusses the author's qualitative
Participatory Action Research (PAR) study that aimed to amplify the
voices of African American male students in an alternative learning
school setting. The study was motivated by the author's experiences as
an assistant principal witnessing many Black male students like
"Jason" struggle academically, face disproportionate disciplinary
actions, and eventually drop out or get transferred to alternative
schools.

The author argues that current educational practices and systems

often fail to nurture a sense of belonging for Black male students,
contributing to their marginalization. The PAR study sought to counter
deficit perspectives by incorporating student voices to adapt practices
to better meet their needs.

84
 The three-cycle PAR study involved six African American male
student participants and two teacher participants at an alternative
school. Key findings included:

1. Students preferred in-person, hands-on instructional

strategies over online learning.
2. Listening to students helped teachers strategically meet
needs and build caring relationships.
3. Teachers shifted their mindsets and pedagogy based on
student feedback, using more personalized strategies.

The chapter argues that centering student voices can increase

engagement, belonging, and self-efficacy. It led to improved teacher-
student relationships, targeted professional development, and a shift
away from over-reliance on online credit recovery at this school.

Ultimately, the author concludes that intentionally listening to

marginalized students' experiences allows educators to counter biases,
build trust, and adapt in equity-focused ways. This collaborative
inquiry process can drive systemic improvements when student voices
are valued.

The themes of this excerpt from my dissertation relate to

overcoming adversity and achieving success despite challenges. In this
excerpt, we see African American male students like "Jason" facing
significant adversity within the education system. They experience
academic struggles, disproportionate disciplinary actions,
marginalization, and a lack of belonging obstacles that too often lead
to dropping out. However, this excerpt from my Participatory Action
Research study provides a model for how educators can help these
students overcome such adversities and achieve greater success. By
intentionally amplifying student voices, building caring relationships,
and adapting instructional practices based on student feedback, the
study demonstrated how to disrupt unfair biases and create more
equitable, engaging learning environments for African American
85
males. Centering student experiences allowed the alternative school to
shift away from ineffective strategies like over-reliance on online
learning toward more personalized, culturally relevant pedagogy
preferred by students. In essence, we see that listening to marginalized
students, valuing their voices and experiences, and empowering them
as partners in driving change can help them overcome systemic
adversity and access pathways to achievement. Despite facing multiple
challenges, African American males can find academic success when
educators are willing to counter deficit narratives and remake schools
in more inclusive, affirmative ways responsive to students' stated
needs.

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 Key Takeaways For Educators:
1. Recognize and eliminate inequities. Recognize the
systemic adversities faced by students of color, especially Black males,
within traditional school systems that can contribute to alienation and
marginalization. Ladson-Billings (2011) argues that "the persistent
achievement gap between minority and White students is actually an
'education debt' that has accumulated over centuries of denied access
to education and employment" (p. 8). Similarly, Howard (2013) notes
that "Black males face a 'school-to-prison pipeline,' where disciplinary
practices and low academic expectations push them out of school and
into the criminal justice system" (p. 54).
2. Be aware of personal biases. Actively work to counter
deficit mindsets and assumptions about minority students by
amplifying their voices and experiences. Yosso (2005) challenges the
notion that some communities lack cultural capital, introducing
"community cultural wealth" to recognize the "array of knowledge,
skills, abilities, and contacts possessed and utilized by Communities of
Color to survive and resist macro and micro-forms of oppression" (p.
77). Paris (2012) advocates for "culturally sustaining pedagogy" that
"seeks to perpetuate and foster – to sustain – linguistic, literate, and
cultural pluralism as part of schooling" (p. 93).
3. Establish relational trust. Build relational trust with
students by listening to their perspectives on what instructional
strategies are most effective for their learning. Bryk and Schneider
(2003) emphasize that "relational trust is built through day-to-day
social exchanges" (p. 40), while Cook-Sather (2006) argues that "there
is something fundamentally amiss about building and rebuilding an
entire system without consulting at any point those it is ostensibly
designed to serve" (p. 359). This underscores the importance of not just
listening to students but acting on their input.
4. Develop student-centered instructional practices.
Adapt pedagogy to be more student-centered, culturally relevant,

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hands-on, and personalized based on student input. Gay (2010) defines
culturally responsive teaching as "using the cultural knowledge, prior
experiences, frames of reference, and performance styles of ethnically
diverse students to make learning encounters more relevant to and
effective for them" (p. 31). Emdin (2016) advocates for "reality
pedagogy," which involves "meeting each student on his or her own
cultural and emotional turf" (p. 27), often through hip-hop, call-and-
response, and other culturally aligned practices.
5. Incorporate student voice. Leverage student voice as
a driver for improving school climate, teaching practices, disciplinary
policies, and overall equity. Mitra (2004) found that "student voice
activities can create meaningful experiences for youth that help to meet
fundamental developmental needs," and that "student voice can help
reengage alienated students" (p. 651). Noguera (2007) argues that
"involving students, particularly those from groups that have been
historically marginalized, in efforts to reform their schools can be an
effective strategy for creating meaningful change" (p. 207).
6. Value the experiences of students. Students’
experiences can provide an important viewpoint to practices since they
are closest to the problem and best positioned to suggest solutions
(Cook-Sather, 2018; Guajardo et al., 2016). Students' experiences, even
if they were unpleasant, provided the perspectives we needed to make
changes that would benefit them. We can use the experiences of those
closest to the challenges as key sources of insight into overcoming
adversity through collaborative inquiry processes. Duncan-Andrade
and Morrell (2008) propose that "urban youth should be engaged as
critical researchers of their own social contexts and realities" (p. 108),
positioning students as co-researchers in addressing educational
inequities. Similarly,

Cammarota and Fine (2008) advocate for youth participatory

action research (YPAR), where "young people study social problems
affecting their lives and determine actions to rectify these problems" (p.

88
2), emphasizing that those experiencing challenges are best equipped
to solve them.

These expanded takeaways, grounded in scholarly research,

underscore the critical importance of recognizing systemic barriers,
countering deficit thinking, building trust through student voice,
adapting pedagogy to be culturally sustaining, and positioning students
as leaders in educational reform. By embracing these principles,
educators can work towards creating more equitable, inclusive, and
effective learning environments that truly serve all students.

89
 CHAPTER FIVE DESCRIPTION
The function of assistant principals (APs) in the educational
system is frequently disregarded and undervalued. Instead, many see it
as merely a stepping stone to becoming a principal. They neglect the
fact that the AP job is a challenging and diverse role that goes well
beyond books, buses, and “bad boys”. We explore the roles and
responsibilities of an AP in chapter five. The story starts in August 2008
when the author was hired as an AP at Central Elementary School after
teaching math in high school. From the first pre-dawn call regarding
delayed buses due to a highway accident, the chaos and
unpredictability of the role are immediately apparent. A flurry of
changes and correspondence between the principal of the school,
parents, and other schools that shared buses resulted from this incident.
Parent complaints, student fights, and other crises were handled
throughout the day which quickly got out of hand and highlighted the
AP's responsibility for upholding school discipline and dealing with
unforeseen difficulties. Daily tasks include monitoring the hallways,
observing classes, and managing disciplinary matters. The story
highlights the significance of maintaining discipline and setting a
positive tone while capturing the demanding yet rewarding aspects of
the role. In addition to important pointers for APs, the strategic value
of developing good relationships with students outside of academic
contexts is emphasized. The author gives real-world examples like
greeting and interacting with students as they unload while on bus duty,
interacting with them at lunch, and encouraging them at athletic events.
These exchanges foster rapport and trust which improves the
effectiveness and significance of disciplinary hearings. A vibrant
encouraging and dynamic school environment is fostered by the
relational approach which improves the educational process overall. In
conclusion, Chapter 5 highlights the variety of duties performed by
assistant principals as well as their vital influence on student
achievement and school culture. The position provides fulfilling
90
opportunities to mentor students, assist teachers, and promote a
positive school climate despite its challenges. The chapter emphasizes
how crucial it is to value and acknowledge the contributions made by
APs in fostering a positive learning environment.

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 Chapter Five:
Buses, Books, Bad Boys, Ain’t All
A lot of teachers view the assistant principal (AP) position as a first
step toward becoming a principal. However, a study that synthesized
20 years of data on assistant principals in public schools in the U. S.
emphasized how despite an increase in assistant principals over the
previous 25 years their importance is frequently disregarded and
underestimated (Goldring et al., 2021). This research indicates that
assistant principals' contributions and significance are often overlooked
even though the position is varied and demanding. Nevertheless, the
role of an assistant principal is seen by many educators as a crucial first
step on the path to becoming a principal. As an AP you have the chance
to work closely with a principal and obtain important experience and
insights that will help you in future leadership roles according to
popular belief (Oleszewski et al., 2012). Along with the primary three
responsibilities of books, buses, and student discipline, an AP’s job
description encompasses a broad range of issues that come up on a
daily basis (Goldring et al., 2021).

In August 2008, I transitioned from teaching high school math to

becoming an assistant principal at an elementary school. By the time I
started, it felt like we were already fully immersed in the busy school
routine, even though it was only the second week of the new school
year. My time as an AP at Central Elementary School was filled with
numerous crises and difficulties. On the first day for students, at
precisely 5:15 a.m. (I typically woke up at 5:30), I received a phone
call from one of my bus drivers informing me that multiple school
buses would be delayed due to an accident on the highway. Because
our school shared buses with two other schools, I promptly called the
assistant principals of those schools to let them know about the
situation and the need to adjust their morning arrival protocols. Nothing
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like bus drama to get the day started right! I then texted my principal to
come up with a plan since we also needed to modify our breakfast
schedule and morning schedule. I sent out a robocall to parents with the
adjusted bus times. I usually arrived at work by seven in the morning,
ready to take on the adventures that awaited me. I quickly noticed
several missed calls from parents who were upset about the delayed
buses. Most expressed dissatisfaction over missing the call. Those
parents had neglected to inform the school of their new phone numbers.
After returning the calls and informing the parents that their contact
information wasn't updated, they still held the school accountable.
Once I managed the irate parents, I had to deal with a fight between
two first-grade boys that started on the bus and escalated in the
cafeteria—before the school day had even begun.I contacted both
students' parents to let them know about the incident and its
consequences following a meeting with the students to ascertain what
happened and to decide on the proper disciplinary measures. When the
first bell rang at 8:15 AM, the real work began following the resolution
of the fight. After quickly touring the cafeteria, I went to the hallways
to keep an eye on students transitioning to their classes. I scanned my
surroundings for any issues including dress code violations and
misbehavior. In addition, I made sure to say “Good morning” and
“Let's make this day better than the day before” to each and every
student. Those who wanted to run in the hall were usually stopped with
a sharp look. One of my mottos was not to yell at kids. However, some
boys needed more individual intervention such as saying “J____, what
should you be doing, are you doing it now, fix it”, a procedure for
discipline from Capturing Kids Hearts program.

Right after the morning transition, a teacher informed me that

several snacks had mysteriously gone missing from her classroom. I
investigated the situation and interviewed students but couldn't identify
the culprit. So, I came up with a plan to replace the missing
snacks.Later that same morning, I was called to a kindergarten
93
classroom where one student was having an intense tantrum. The
student was screaming, crying, overturning chairs, and even hitting the
teacher as she stood blocking the door to prevent the student from
running out. I spent nearly two hours with the child in the calming room
as he/she slowly de-escalated. When the student’smother arrived, she
was irate and blamed the teacher for singling out her son. As I explained
the consequences this extreme behavior, the mother became aggressive
and began using vulgar language. She demanded her child be allowed
to remain in school that day. As assistant principal, I stood firm on the
disciplinary action despite her objections. It was one incident after
another that morning – a fight, stolen snacks, a tantrum, and irate
parents all before lunchtime. This was typical during my time as an AP;
days filled with handling all kinds of crises and challenges (Weller &
Weller, 2002).

Four years later, I was appointed the AP at a high school. My main

duties again were the three B’s (books, buses, and bad boys). My
mornings always started in the bus lot. Students entered the school
building upon unloading from the yellow school buses, barely making
eye contact as they entered the building. I welcomed them with “Good
mornings” as they shuffled sleepily inside. Bus duty allowed me to
greet students as they began their day and set a positive tone (Kaplan
& Owings, 2015). A week into the school year, we had two school
buses running late that morning, due to the traffic accidents which
meant students arriving late for class and parents calling the office
looking for information, “Where is the bus?”. So, it was one thing after
another, with barely a moment to catch my breath between handling
disciplinary issues, logistical problems, and anything else that came up
requiring the attention of the AP. The days were hectic, but also
rewarding in their own way. The principal and I would usually meet in
his office after the beginning of the first period (after ensuring the halls
were clear of students) and do a quick rundown of what needed to be
done that day which, many times, included handling any unfinished

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issues from the previous day. Next, during my morning rounds, I visited
classrooms, taking notes on my phone as I observed the teaching and
learning in progress. Most teachers were focused and well-prepared.
However, there were a few who would attempt to get students quiet and
begin teaching once I entered the classroom. I mentally noted that I
needed to follow up with those teachers whose classrooms appeared
disorganized. Between classes, I patrolled the hallways, keeping an eye
out for stragglers. The usual suspects tried attempted to hide in the
bathrooms for a cigarette break. “Not a chance,” I told them, directing
them right back to class. Many of the ninth-grade boys would engage
in “horseplay”. “That’s enough horsing around,” I cautioned. “Get to
your next class.”

Just as I was knee-deep in updating bus routes, my desk phone

rang again. The school librarian informed me that our textbook order
was incorrect - instead of the new 11th-grade math textbooks, we had
received a shipment of obsolete 8th-grade social studies books.
Fantastic! After assuring her I’d contact the publisher immediately, I
added “math books” to my overflowing to-do list. Before I could pick
up the phone, my office door swung open. In walked the vice president
of the sophomore class, looking quite upset. She explained that a group
of senior girls had vandalized the sophomore homecoming float late
last night. As she described the damage, I could feel a headache coming
on. Not even 9:30 am and I was already exhausted! After calling in the
head custodian to assess the float damage, I received another
unexpected visitor – this time from Mr. Boyd, the principal. He arrived
with two freshmen boys who had gotten into a shoving match on the
quad. As Mr. Boyd took statements from the boys, I called their parents
and prepared suspension letters. So much for my quiet morning of
paperwork!

For the next few hours, the crises kept coming. A felt-tip graffiti
prank in the gymnasium, jammed copiers in the teacher workroom, and
an irate parent screaming about unfair football tryouts. On and on it

95
went, with barely a moment to catch my breath. By noon, I was already
drained. My meticulously planned schedule for the day sat in pieces on
my desk, useless. As assistant principal, I learned to embrace the
unpredictability and challenges that each day brought. Plans often go
awry; some days feel like a whirlwind. But helping solve problems big
and small, working with students, tackling whatever may come – that’s
what makes the job worthwhile.

The afternoon brought a new set of tasks. Tracking down

habitually tardy or truant students. Contacting their parents.
Disciplining repeat rule-breakers. Mountains of paperwork loomed
incident reports, suspension write-ups, and attendance notifications. I
addressed urgent matters first and postponed lower priorities for later.
Dismissal arrived at 2:30 PM. Students burst through the doors in a
frenzy, celebrating their freedom. Buses lined up, quickly cramming
full and pulling away. The excited chatter faded as the last buses
departed. Teachers headed home; their energy spent. I typically worked
until 5:00 PM, or later if there was a ball game. I reviewed discipline
data, identifying patterns, and made recommendations to the school
counselor, MTSS team, or Peer Mediation Teams based on my
analysis.I also contacted parents that I could not reach during the school
day. Lastly, I would prepare for the next day as much as possible.

I truly believe that assistant principals are the unsung heroes of

education, navigating an environment, in which no two days are the
same. Although having to continuously deal with issues surrounding
books, buses, and disciplinary infractions can be somewhat frustrating,
they only make up a small portion of the job responsibilities of an AP.
However, I had to be intentional and not allow my day to be consumed
with handling discipline. I had to take the initiative to get involved in
the many other aspects of schooling such as attending PLC meetings,
being an active member of the School Improvement Team (SIT),
mentoring teachers and working with them to improve instruction,
establishing connections with families and the local community,
96
assisting with analysis of data (state tests, benchmark tests, NC Teacher
Worker’s Condition Survey, etc.), and assisting in the decision-making
process. So, the role of an assistant principal can extend far beyond
those three common administrative duties, but one must be stragic
and take the iniative to get involved in all aspects of school
operations.Therefore by getting involved in these other areas and by
establishing positive relationships with students, assistant principals
can have a significant impact on the overall school culture and success
of its students by creating a thriving, supportive, safe, and orderly
learning environment.

I had to be strategic in finding ways to communicate with students

outside of when they were sent to my office for disciplinary reasons.
As a matter of fact, it made discussions with parents and students easier
if I had already built a respectful and trusting relationship with them.
For example, during my bus duty, some of those intentional interactions
included saying hello to each and every student in the mornings. "Good
morning, let's make today better than yesterday," and "Have a good
afternoon, see you tomorrow" were my go-to phrases in the morning
and afternoon. As the academic year went on, an increasing number of
students started to respond with "Good morning" and "See you
tomorrow." This small gesture of appreciation created a good vibe
throughout the day and promoted a sense of belonging.

Another example of strategically building a good rapport with

students was navigating the cafeteria while on lunch duty. I deliberately
sat, conversed, and even ate with students. This gave me the
opportunity to interact with them informally and demonstrated to them
my approachability and sincere concern for their welfare. In addition,
going above and beyond my assigned duty of attending sporting games,
I would enthusiastically yell, scream, cheer, show support for the
players, offer words of encouragement, and strike up conversations
with parents while sitting in the stands. I purposefully told them, "Good

97
game," "Great catch," or "You were a rebounding machine last night"
the following school day. This improved their spirits and deepened my
relationship with them.

But in my opinion, the most impactful process was how I

structured my meetings with students for disciplinary reasons. "How
are you? Are you having a good day?" is how I would always open a
meeting. I then asked them about their academic standing. I would
access their course scores and transcript on the computer, underline a
few points, and look for areas where I might positively reinforce their
behavior, attendance, grades, extracurricular engagement, etc. After
that, have a quick discussion with the student about their post-
graduation plans. Next, I would progressively begin discussing with
them the discipline referral and how it would prevent them from
accomplishing their goals. We discussed making wise decisions and
how to handle the situation if it occurred again. Lastly, if needed, I
decided on the consequences. With this strategy, students were able to
understand that my goal was not only to discipline them but also to
assist them make better decisions going forward. Each student is
unique, with distinct needs and challenges. Engaging in those brief
conversations with students allowed me to understand and address their
individual needs more effectively. Whether it's providing academic
support, addressing behavioral issues, or offering emotional guidance,
a strong relationship enables personalized interventions that can make
a significant difference in a student's life (Hamre & Pianta, 2006). Also,
through these discussions, I saw it as an opportunity to help students
make sense of their experiences and use their voices towards setting up
more equitable conditions for their success. Even though equitable
student voice in schools starts in classrooms, it should extend to other
spaces in which students can voice their ideas and opinions. By
providing opportunities for students' voices (listening to their
perspectives), educators can positively impact a school’s practice and
policy as well as instructional content (Khalifa, 2018). He states: “This

98
practice of giving space for students to speak directly about the ways
they feel oppressed is crucial to culturally responsive school
leadership” (Khalifa, 2018, p. 67).

Establishing positive relationships with students is not just about

making the school environment more pleasant; it is about creating a
foundation of trust and respect that enhances the overall educational
experience. When students feel valued and understood by their
assistant principal, they are more likely to engage positively in their
education and school community. This relational approach is
integral to creating a thriving, supportive, and dynamic educational
environment. Every day also brings rewards: guiding students,
partnering with parents, supporting teachers, and watching young
minds blossom. On the good days, the challenges seem manageable.
On the harder days, the successes shine brighter. No two days were ever
the same as an assistant principal. Buses, books, and bad boys
represented just a fraction of my diverse responsibilities. But helping
young people learn and grow made even the most chaotic days
meaningful (Hausman et al., 2002). I couldn’t imagine a more
rewarding, or exhausting, job.

In summary, Chapter Five delves into the multifaceted role of

assistant principals (APs) in the education system; highlighting how the
position is often viewed as a stepping stone to becoming a principal.
Despite the increasing number of assistant principals over the past 25
years, their importance is frequently overlooked and underestimated
(Goldring et al., 2021). The chapter underscores that while the AP
role involves managing buses, books, and student discipline, it
encompasses a broader range of responsibilities, including crisis
management, communication, and student engagement.

The author recounts personal experiences transitioning from a

high school math teacher to an AP at an elementary school, illustrating
the hectic and unpredictable nature of the job. From managing delayed

99
buses and handling parent complaints to addressing student fights and
behavioral issues, the narrative captures the daily challenges
faced by APs. The role requires quick decision-making, effective
communication, and a calm demeanor to navigate various crises and
maintain school order (Oleszewski et al., 2012; Kaplan & Owings,
2015).

The chapter also details the transition to a high school AP position,

where the responsibilities expanded to include overseeing morning bus
arrivals, greeting students, and ensuring a positive start to the school
day. The AP’s day is filled with addressing logistical issues, supporting
teachers, and handling disciplinary matters. The narrative highlights
the importance of being present and engaged with students and staff,
setting a positive tone, and maintaining discipline (Goldring et al.,
2021; Weller & Weller, 2002).

Despite the demanding nature of the job, the chapter emphasizes

the rewarding aspects of being an AP. The role allows for meaningful
interactions with students, parents, and teachers, contributing to the
overall growth and development of the school community. The author
reflects on the satisfaction derived from helping young people learn and
grow, even amidst the chaos and challenges of daily responsibilities
(Hausman et al., 2002).

100
 Key Takeaways For Assistant Principals:
1. Significant Step Towards School Leadership: The role of
assistant principals is often seen as a crucial first step towards
becoming a principal. This position allows educators to work closely
with the principal and gain essential experience and insights for future
leadership roles (Goldring et al., 2021).
2. Job Responsibilities: Despite an increase in the number of
assistant principals over the past 25 years, their contributions are
frequently disregarded and underestimated. The assistant principal's
role is varied and demanding, involving responsibilities beyond the
primary tasks of handling buses, books, and discipline (Goldring et al.,
2021).
3. Crisis Management: Assistant principals must be adept at
managing a wide range of crises and challenges that arise daily. From
handling delayed buses and upset parents to addressing student fights
and behavioral issues, the AP’s day is filled with unpredictable events
that require quick and effective responses (Goldring et al., 2021).
4. Building Trust and Rapport: Establishing a positive
relationship with students is foundational for building trust and rapport.
Trust is the cornerstone of any effective educational environment.
When students trust their assistant principal, they are more likely to
feel safe, respected, and valued. This trust encourages open
communication, allowing students to feel comfortable sharing their
concerns, challenges, and successes (Bryk & Schneider, 2003).
Positive relationships between assistant principals and students can
significantly enhance student engagement. When students feel that
their assistant principal genuinely cares about their well-being and
academic success, they are more motivated to participate actively in
school activities and academic pursuits. This engagement can lead to
improved academic performance and a more vibrant school culture
(Klem & Connell, 2004). An assistant principal who fosters positive
relationships with students contributes to a healthy and positive school
101
climate. This climate is characterized by mutual respect, inclusivity,
and a sense of community. A positive school climate reduces instances
of bullying, disciplinary issues, and absenteeism, creating an
environment conducive to learning and personal growth (Thapa,
Cohen, Guffey, & Higgins-D'Alessandro, 2013).
5. Student Engagement and Discipline: Maintaining discipline
and engaging with students is a core part of an assistant principal's
duties. This includes monitoring hallways, addressing behavioral
issues, and ensuring students are following school rules. Effective
discipline strategies and positive student interactions are key
components of the role (Goldring et al., 2021). Conflicts are inevitable
in any school setting. However, an assistant principal who has
established positive relationships with students is better equipped to
mediate and resolve conflicts. Students are more likely to approach and
respect the decisions of someone they have a positive relationship with,
leading to more effective and lasting resolutions (Johnson & Johnson,
1996).
6. Communication and Coordination: Effective communication
with parents, students, and staff is essential. This includes keeping
everyone informed about schedule changes, addressing concerns,
and coordinating with other schools and administrators. Good
communication skills help in managing the school's daily operations
smoothly (Goldring et al., 2021). Assistant principals who maintain
positive relationships with students often find it easier to engage with
their families. This connection can lead to stronger school-home
partnerships, where parents and guardians are more involved and
supportive of the school's initiatives. A collaborative approach between
the school and home is essential for the holistic development of
students (Epstein, 2001).
7. Balancing Multiple Responsibilities: Assistant principals
must balance a wide array of responsibilities, from administrative tasks
and disciplinary actions to supporting teachers and overseeing student
activities. This requires strong organizational skills and the ability to
102
prioritize tasks effectively to manage the diverse challenges that arise
each day (Goldring et al., 2021). Assistant principals play a crucial role
in supporting the social and emotional development of students. By
forming positive relationships, they can mentor and guide students,
helping them develop essential life skills such as empathy, resilience,
and effective communication. This support is particularly vital during
the transitional periods of adolescence, where students are navigating
complex social and emotional landscapes (Elias, Zins, Weissberg, Frey,
Greenberg, Haynes, Kessler, Schwab-Stone, & Shriver, 1997).
8. Encouraging Student Voice and Leadership: We can
empower students to take on leadership roles and express their
opinions. By creating an environment where students feel heard and
valued, assistant principals can encourage a sense of ownership and
responsibility among the student body. This empowerment can lead to
the development of future leaders and active contributors to the school
community (Mitra, 2004).

103
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 Figures
Figure 1: Multiplying Polynomials.

Figure 2: Steps to graphing to solve linear equations.

Figure 3: Accountability Results for Beta Elementary: “Low-

performing schools are those that receive a school performance grade
of D or F, below 55%, and a school growth score of "met expected
growth" or "not met expected growth" as defined by G.S. 115C-83.15.”

Figure 4: PAR Cycle Two codes to categories to theme – Inform

instruction.

Figure 5: Findings across the PAR Cycles – Instances of occurrences

in the PAR data.

Figure 6: From FoP to theory of action to three cycles of inquiry with

data to support findings.

Figure 7: Expanded theory and framework resulting from PAR

study.

114