Principal Announcements

[Anonymous]

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

What you're describing is Principal Lyons-Lucas. A great teacher, who under the tutelage of Principal Tukeva at CHEC, was nurtured through the ranks to be an AP, and now a Principal. She has both the education proponent and the experience of being in and out of the classroom.

I can't imagine the Chancellor and the hiring panel took the appointment of the Powell decision lightly, so if they chose her without being bilingual, there must be something special about her.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

What you're describing is Principal Lyons-Lucas. A great teacher, who under the tutelage of Principal Tukeva at CHEC, was nurtured through the ranks to be an AP, and now a Principal. She has both the education proponent and the experience of being in and out of the classroom.

I can't imagine the Chancellor and the hiring panel took the appointment of the Powell decision lightly, so if they chose her without being bilingual, there must be something special about her.

I think she's a good choice per her bio, as I don't know her as an educator. I just don't think the Chancellor had any Spanish speakers to choose from. Otherwise, you'd--I mean 'she'd--- be principal at another school in DC.

[Anonymous]

One of the principals in another panel was bilingual and certified for that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

This describes some of the Powell teachers. I can think of three that are very active in the school and outside community. Not sure if they would ever want to be administrators which is a totally different ball game.

Do they have leadership degrees? I saw quite a few of these teachers on West's website and wondered why in the world they're still In the classroom. Did they get the degree simply because they're lifelong learners? Waiting for their kids to graduate? Spouse to retire? Principals holding them back? I think it may be worthwhile in light of this obvious talent drought for DCPS to take a closer look, sit down with them and ask 'What are your goals? Because we're interested in growing people just like you to lead our schools."

In fact, one of the first things Central Office should have principals do in the fall is to meet with every teacher with a leadership degree and have that conversation, map out a plan to begin nurturing them out of the classroom. Developing leaders is a crucial leadership skill.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

What you're describing is Principal Lyons-Lucas. A great teacher, who under the tutelage of Principal Tukeva at CHEC, was nurtured through the ranks to be an AP, and now a Principal. She has both the education proponent and the experience of being in and out of the classroom.

I can't imagine the Chancellor and the hiring panel took the appointment of the Powell decision lightly, so if they chose her without being bilingual, there must be something special about her.

I think she's a good choice per her bio, as I don't know her as an educator. I just don't think the Chancellor had any Spanish speakers to choose from. Otherwise, you'd--I mean 'she'd--- be principal at another school in DC.

So because I know of a few of her credentials and believe that she should be supported as a good hire, instead of automatically dismissed as other have done, I am supposed to be "her"? Grow-up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

DCOS already has exactly this program and many of the principal candidates have graduated from it.

None of the principal bios I've read so far indicate the new principals are Patterson Fellows.

The current cohort of Fellows won't be ready to lead for another year or so. Maybe DC should've held off on their massive churn until next year. Lol!

But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

[Anonymous]

con

Fine! But at least you've had that conversation.

Then every other year while your Fellows are still interning, pull from the teachers who've been developed. The following year, the Fellows will be ready. Lol!

It wouldn't be that fluid but you get the point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

DCOS already has exactly this program and many of the principal candidates have graduated from it.

None of the principal bios I've read so far indicate the new principals are Patterson Fellows.

The current cohort of Fellows won't be ready to lead for another year or so. Maybe DC should've held off on their massive churn until next year. Lol!

But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

Actually, on a recent panel I was on there was more than 1 Patterson Fellow.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

DCOS already has exactly this program and many of the principal candidates have graduated from it.

None of the principal bios I've read so far indicate the new principals are Patterson Fellows.

The current cohort of Fellows won't be ready to lead for another year or so. Maybe DC should've held off on their massive churn until next year. Lol!

But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

Actually, on a recent panel I was on there was more than 1 Patterson Fellow.

Were they hired as principal?

Seems DC was smart to begin that Fellowship.

Still there's clearly a shortage of talent that suggests they need to do much more.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

DCOS already has exactly this program and many of the principal candidates have graduated from it.

None of the principal bios I've read so far indicate the new principals are Patterson Fellows.

The current cohort of Fellows won't be ready to lead for another year or so. Maybe DC should've held off on their massive churn until next year. Lol!

But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

Actually, on a recent panel I was on there was more than 1 Patterson Fellow.

Were they hired as principal?

Seems DC was smart to begin that Fellowship.

Still there's clearly a shortage of talent that suggests they need to do much more.

Will have to get back to you on that. It does seem like a good program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

DCOS already has exactly this program and many of the principal candidates have graduated from it.

None of the principal bios I've read so far indicate the new principals are Patterson Fellows.

The current cohort of Fellows won't be ready to lead for another year or so. Maybe DC should've held off on their massive churn until next year. Lol!

But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

There's at least one--Shepherd's new principal, Jade Brawley. It appears this fellowship is new, so who knows how its graduates will pan out, but hoping for the best since there supposed to be the cream of the crop of DCPS teachers.

One good thing re: internal candidates like Powell and Shepherd's new principals--each has either been here for years, or is a DC native. That may mean they're less likely to leave DC anytime soon, which will hopefully bode well for long-term stability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

DCOS already has exactly this program and many of the principal candidates have graduated from it.

None of the principal bios I've read so far indicate the new principals are Patterson Fellows.

The current cohort of Fellows won't be ready to lead for another year or so. Maybe DC should've held off on their massive churn until next year. Lol!

But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

There's at least one--Shepherd's new principal, Jade Brawley. It appears this fellowship is new, so who knows how its graduates will pan out, but hoping for the best since there supposed to be the cream of the crop of DCPS teachers.

One good thing re: internal candidates like Powell and Shepherd's new principals--each has either been here for years, or is a DC native. That may mean they're less likely to leave DC anytime soon, which will hopefully bode well for long-term stability.

Whoops, 'they're' not 'there.'

[Anonymous]

Anonymous wrote:But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

This makes no sense. How long should they be in the classroom before being pulled out? How long does it take to "slowly, but surely" create administrators? What would keep them from fleeing to the highly competitive DMV 'burbs and beyond?

DCPS is a small school district of less than 50,000 students and getting smaller by the year. The highest achieving teachers and leaders are clustered and, aside from former Janney prinicipal, are making no efforts to move to high-need schools.

The bottom line is that being a good teacher does not mean you have the potential to be a great school leader. Just like a surgeon may be incredibly skilled, but that doesn't mean you would put them in charge of an entire hospital.

Offering 3-year principal contracts might be the best recruitment and retention tool DCPS can offer to compete for unique talent locally and nationally.

Is there a city of DC's size doing things DCPS is not trying?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS really needs to start combing their teaching rosters and see who they can begin to develop for positions of leadership. For one they need people with solid classroom experience. 2. Those teachers already know the system. 3. It's likely easier to replace teachers who are moved out of the classroom (esp thanks to programs like TFA, undergrad schools graduating 1000s of new teachers per yr, etc.) the stakes are too high to gamble your career and family if you're a strong principal already pulling in 6 figures in a district you're accustomed to, mortgaged home, kids in nice schools. Who'd give up that peace and comfort to subject their families to the capriciousness of DCPS???

If you look at teacher bios on school websites, you'll see lots of experienced educators with leadership degrees. DCPS needs to become proactive in getting them out of the classrooms. Becoming known as a system that grows (respects and takes care of) it's own will be good for DCPS's rep and take care of its inability to attract principal talent at the same time.

DCOS already has exactly this program and many of the principal candidates have graduated from it.

None of the principal bios I've read so far indicate the new principals are Patterson Fellows.

The current cohort of Fellows won't be ready to lead for another year or so. Maybe DC should've held off on their massive churn until next year. Lol!

But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

Kelly Miller's new principal was a Patterson Fellow in Cohort 1. She was not placed in a principalship, but did remain serving in leadership at a DCPS. Now, she will be Kelly Miller's principal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:But what I'm talking about is different-pulling TEACHERS from the classroom and slowly but surely nurturing them into leadership. According to the bios of most Fellows, they've been out of the classroom, some already in AP positions.

I'm saying just ease that teacher into dept chair, mentor for new teachers, person who leads PD. of course if the teacher says 'Nah. Just got the leadership degree because I was bored and it was free. I'll never leave the classroom." F

This makes no sense. How long should they be in the classroom before being pulled out? How long does it take to "slowly, but surely" create administrators? What would keep them from fleeing to the highly competitive DMV 'burbs and beyond?

DCPS is a small school district of less than 50,000 students and getting smaller by the year. The highest achieving teachers and leaders are clustered and, aside from former Janney prinicipal, are making no efforts to move to high-need schools.

The bottom line is that being a good teacher does not mean you have the potential to be a great school leader. Just like a surgeon may be incredibly skilled, but that doesn't mean you would put them in charge of an entire hospital.

Offering 3-year principal contracts might be the best recruitment and retention tool DCPS can offer to compete for unique talent locally and nationally.

Is there a city of DC's size doing things DCPS is not trying?

Clearly you honed in on that one part then jumped the gun.

1. The focus is on classroom teachers WITH DEGREES IN LEADERSHIP. Not just pulling out random teachers at whim. I'm talking about teachers who've taken it upon themselves to hone LEADERSHIP skills.
2. First step is to HAVE A CONVERSATION with those teachers. Find out if they're even interested in leadership. Some may not be. Their bios are so impressive I'm certain they could've moved in that direction if they wanted to. Then again, is the school too small. Maybe no opportunities to grow exist for them in the current setting.
3. Refuse to develop leaders because they may flee to the burbs???? A. They could do that now. B. That's a risk that you take. But most of those teachers have been in DC schools for years. Without growing. Which is sad. C. Do you suggest disbanding the Patterson Fellows for the same reason?
4. Offering 3 year contracts is good, but first you have to attract talent to give it to them. And this current round of principal hirings proves that DC is no longer attractive to the best, brightest and most experienced. Furthermore, I disagree it's the best tool. It helps but it's not enough to make a tried and true, highly skilled, experienced leader gamble his career and family's stability to move to DC.
5. No other city has trouble attracting great candidates. They don't have the horrible reputation for firing and mistreating its people. Name one other school system that hired 500 new teachers in August and had over 100 (of that 500 new to DC hires) leave by October 1st. Does.Not.Happen.Unheard of. More new hires left as the year progressed. A lot of the dysfunction in DCPS is unique to this system.