Over the past several months, I have honored several superintendents who have stood up for their students, their staff, and their community schools.
I have identified hero superintendents in Michigan, New York, Oklahoma, Illinois, and elsewhere. We need to find them and thank them.
These are men and women who have upheld their ethical responsibility to their profession and to children.
They have spoken out boldly and fearlessly against the misuse of standardized tests to judge teacher quality and to label schools as “failing.” They have spoken in support of professional standards for teachers and for teacher and principal evaluation. They have withstood the bullying of uninformed politicians and arrogant policymakers. They have refused to bow to misguided conventional wisdom. They have been a source of wisdom and inspiration for their staff and their community.
When the superintendent is a hero, he or she enables the staff to act with dignity and professionalism.
Do you have a hero superintendent in your community?
If so, send me public statements they have made so I may highlight their courage and integrity.
Diane Ravitch's blog 
From Cincinnati ~ This article contains a quote from Mason City Schools superintendent and a great quote from the principal of the highest achieving high school in Cincinnati Public Schools (Jeff Brokamp of Walnut Hills High School.)
http://news.cincinnati.com/article/20130822/NEWS0102/308220025/State-unveils-revamped-report-cards
This past Monday I attended a Pennsylvania Senate Education hearing and heard a hero.
I hope all superintendents can be this honest and bold. Dr. William S. Keilbaugh, superintendent of Haverford School District,the parents, teachers and students of Pennsylvania thank you!
Link to his testimony: http://senaterepublicannews.com/committees/education/2013/082613/Keilbaugh.pdf
Pages 5 & 7 show school calendars and the increase of disruption to instruction and programs due to Pennsylvania’s testing schedule. All parents should be aware of this.
He states,”If the purpose is truly to assess student progress from year to year, there must be a more humane way to do it. Up to three weeks of high stakes test pressure on young children, along with the anxiety that this year’s testing caused so many students, is simply inexcusable. Can it possibly take 120 pages of text to assess 3rd graders’ (8 years old) knowledge of Reading and Math? One hundred and four pages, plus a thirty two-page answer book to assess a 4th grader (9 years old)? One hundred and four pages, plus a thirty two-page answer book to assess a 5th grader (10 years old)?”
He even addresses the tricky CCSS field test questions hidden within this year’s tests, and questions if this invalidates the tests. He states that students had “significant anxiety and pressure” and that it, “demoralized and traumatized students.” In fact, Dr. Keilbaugh explained that this issue was magnified for many special education students as, “…the modified PSSA no longer exists.”
In addition, he reported feedback from teachers administering the tests that the directions were “awkwardly worded and very confusing…throughout 3rd, 4th, and 5th grade Reading and Math.”
In relation to math Dr. Keilbaugh commented, “…With such high stakes for schools pending these results, how can items that affect scoring slip like the changing of the rulers on the 3rd grade Math test and the change of model protractor at a different grade (4th) without advanced notice?”
He questioned the agenda of the tests.
Only, and if only, have these superintendents have followed through with their words by instructing the district staff to not give the standardized tests, to return the boxes and paraphernalia unopened to the state department of education, and to use teacher(s) made assessment devices should they be labelled “heroes” as that means they are willing to sacrifice their careers in fighting unjust educational malpractices.
And even then “hero worship” bothers me. The concept of an “educational hero” fits right into the American (sic)culture of worship of celebrity and/or wealth as being the ultimate attainment and good. It fits right into modern American (sic) fascist oligarchical thinking. It fits into competitive unfettered capitalistic mode of being/thinking.
delete second have in first sentence. AARRGGHHH-silly writer.
Our supt plays a good game. He has said many positive things about teachers in his quarterly newsletters. He can be pleasant when talking to him. He is a hometown guy who enjoys power.
But he stated publicly in the newspaper that “the only reason our teachers don’t want RttT is because they don’t want to be evaluated frequently”. We were furious. And our principal is terrible. She comes in the room, sits there like The Sphinx, and makes her observations uncomfortable. She writes down whatever she wants and picks people apart. The only time our supt stood up for us was when the state started pinching us for money. He also has told us to “quit whining and do your job” when there were questions about class size and rapid implementation of different programs that did not line up with our curriculum. So he is no hero in my book.
deb,
See the above post!
Duane, are you referring to your previous post about shots not being heroes or to the post about Mason, OH, another SW Ohio district?
My post above.
I cannot call the new superintendent of my county, Prince George’s County Schools a “superintendent superhero” as he is only a few days into the job. I don’t like that his new title is not superintendent but is now “CEO”. And I do not like how he was hired for the position.. by a take over by the county executive, Rushern Baker. But here is what I do like (and am trying to keep my harsh, skeptical “judgment lens” at bay)… I like the fact that he has years of REAL and successful teaching experience. I do like that he has also years of experience as a well respected principal too. Lastly, I like the fact that he is returning to take the superintendent’s position (I will resist calling it, CEO) in the county where he and his children received their formative education. Yet the skeptical me, I wonder if he will become “the perfect puppet and mouthpiece” for the “ed reform” movement or if he will do what is right by the deserving children of PG County in MD and ward off this quest to quantify and “data-fy” every step of our PG County children’s thinking in school! I hope my concern that he will become a “perfect” mouthpiece for “ed reformers” proves wrong! I so hope as his credentials do seem promising. Time will tell. So far not so good though as our county’s teachers are being 50% evaluated based on student test scores (MSA) even though common core curriculum is in force and he has not spoken out against this testing or the quest to “common core” everything. 1 point for my “skepticism” … now I wonder when he will earn1 point for doing the right thing? Only time will tell.
From Newsday:
Steven Cohen
Shoreham-Wading River Central School District
Shoreham-Wading River’s greatest challenges in the 2013-14 school year are the same as those of sister districts throughout Long Island and the rest of NYS. Will we find ways to preserve, and where possible improve, valued educational programs without having sufficient resources to cover increasing costs? Will NYSED’s demands to implement untested — and very controversial — changes in curriculum standards and assessment, called for in the Regents Reform Agenda, help or hurt children?
We do not control increasing pension costs. We have little control over increases in the cost of medical benefits. We have little control over costs associated with state mandates. We are bound by the new tax levy limit. What we do control is the size of our teaching and support staffs. So if we do not get help to meet increases in pension costs, health costs and mandate costs, either we must ask our communities to provide greater resources by a supermajority vote (while the economy continues to sputter), or we must increase class size, eliminate valuable programs, or do both. And while we confront these difficult fiscal problems, we are required to train new teachers and retrain veteran teachers to instruct students according to new, untested, curriculum standards, and assess both students and teachers by methods whose reliability is highly uncertain.
Our public schools are being told to do things that no private schools are forced to do. Private schools have not embraced the so-called benefits of the Regents Reform Agenda (why not?). An entire generation of children is being put at risk of receiving a defective — and perhaps damaging — education should these untested “reforms” prove to be what many of us fear: false gods. Will the Regents, many of whom send their own children to private schools that are not hobbled by insufficient resources, or subject to their own “reforms,” insist that all children — whether they learn in public, private or parochial schools — be forced to benefit from their recommended improvements?
These are the challenges we face in 2013-14.
“why not?”
Because it’s a crock of caca!
I love the idea of identifying heroic superintendents! This is a very positive way to focus on a very real problem in our educational system, but in a way that shines a light on that which is good. It is always inspiring to read about courageous people. Maybe other superintendents and leaders in education will be inspired to lead based on their wisdom and experience in seeing how kids learn best. Too often, it seems as though some lead by mandates and fear of repercussions.
I am excited to read about these courageous people and look forward to your list. Thank you for highlighting Thomas Starice from Madison, CT a few days back. He is my new hero!
“I love the idea of identifying heroic superintendents!”
I don’t! Because the majority of them haven’t said anything until this crap started to hit their districts. Most have been gaga, go along to get along folks, so that their positions were protected and they weren’t willing to speak out until it affected them.
They ain’t heroes.
Ours is so caught up in proving that we are “great” and can do it for the lowest per pupil expenditure in the area (which has been on the backs of teachers for years). We haven’t had raises while insurance increased and benefits were cut. Retirement contributions increased, too, so our salaries gave decreased each year, making us lose ground while having more and more work dumped in our laps. There is continued “pride” in our test scores. And he gives lip service to how it wouldn’t be possible without our great staff. Each year that staff has changed by about 25% due to the relentless demand to jump through hoops right as most of our “jumping days” were winding down. Yet in all this, our teachers with experience willingly accepted our flat-lined pay in order to let the younger ones (who were working just as furiously) to avoid having their salaries hurt. Even then, their increases were reduced. I don’t know what the implementation of CC here will do to/for us. I don’t know how the PARCC test will work. We have a lot of computers but they don’t always connect to the servers, etc. Our classes xare
Our classes are too large. So we shall see if our successes of the last 18 years have been false or if they put us on the right track.
Duane,
I disagree! It takes real courage for a superintendent to defy the state commissioner and the state board of education. Those who are heroes.
I don’t know how they could defy them in Ohio. They’d be removed from their positions and the district would be taken over by the state! (I have no legal knowledge of this.)
Diane,
I guess we’ll have to agree to disagree on this one.
But to continue with educational malpractices such as standardized testing and the concurrent sorting and separating and labeling of students, and by extension teachers and schools, causing great harms (and those harms are far too real) to individual students and teachers, even though these superintendents are speaking out against them and to not put words into more concrete action (although I understand that perhaps the words might precede such actions and speaking is action itself to a certain degree) is to actively allow these “banalities of evil” to exist. The actions of the superintendents of speaking against these malpractices is not enough (although it’s a start) to have them given to the status of “hero” in my book.
Duane, you are always asking or telling people to give solutions to theses problems being discussed. Are you suggesting that the only way to get thecpoint across is for teachers and supts to put themselves in risk of being fired by just saying “no” to these tests? Have you done so?
deb,
Fortunately I teach a subject, Spanish, that is not tested.
But that has not prevented me from speaking up and challenging the very practices such as PLC’s being used to condition teachers to “data driven”, i.e., using standardized tests and classroom scantron tests, instruction. I have refused to wear the “Put FHHS on the MAP” t-shirts we were given and gave it back (for which I was written up as throwing the shirt across the room when I had gently set it on the table), I counsel students to not take the tests, I speak with any and all concerning the idiocies of this testing nonsense.
I was forced out of my last position (taking a 35% pay cut to come to the district I’m in now) due to my challenging all that the school and district was doing in regards to the tests. You know it’s time to move on when the principal attempts to ruin your teaching career by trying to have an assistant principal file false sexual harassment charges against you. Fortunately for me the AP was strong enough to resist said effort by the principal. So, yes, I “have done so” considering the easier thing would have been to sit by quietly and watch these idiotic malpractices continue since they really didn’t effect me.
I’m not saying that “the only way to get thecpoint across is for teachers and supts to put themselves in risk of being fired by just saying “no” to these tests?” But someone, somewhere has to start with refusing to “go along to get along”. And sometimes civil disobedience is the proper just means.
Duane, that is a good stand to take. But do you have anyone to support, a house payment, no bills? Do you live like Ralph Nader? If so, wow! Most people don’t take the chance of possible bankruptcy!
Diane, I marched in Austin, Texas at the ‘Save Our Schools’ rally this past Spring. One of the reasons I was there was due to the passion on this topic evoked in me from my former district’s former Superintendent, Dr. David Anthony, now CEO of Raise Your Hand Texas. His values are deep and his core philosophies still push me to make the doors of our public schools in Texas places that expound the work you speak of so frequently.
I was the one in the crowd that day holding the ‘Absolutely, Positively, Kids First’ sign you remarked about. Even though our personal views may differ about the use and beliefs behind that statement, I still attended your forum following the march at the LBJ center at UT to hear more from you and your colleagues on our plight to make this ‘school world’ a better environment for children- something the majority of our parents will never know about…
Dr. Anthony is a ‘prize’ for Texas public school policy reform, and although not every district or school administrator knows his name, he’s fighting the good fight for us all!
Sincerely and humbled to be able to call him ‘friend’,
“Texas Girl”
Sent from my iPhone
this is on Daily Kos today
“Now, the “reform” crowd (including an alarming number that sell themselves as progressives) don’t merely want the ability to fire veteran teachers. They want to strip them of something that has greater intangible value: their status as mentors and role models for the profession.” article by Pete Sisinger
Is this not obvious? When they want to cut educators out of the process of developing the CC, to cut colleges/universities from offering teacher education programs, to devalue the education that so many people have and to then use test scores to fire teachers, it seems obvious to me that their motive is lack of respect and a feeling that they want different values to be instilled in children. There is a fear of multi-culturalism, fear of allowing religions other than fundamentalist Christian beliefs into the schools, fear of progressive or inclusive attitudes about various things, including special educational needs and disabilities.
Always identify the best. They need to be looked at and studied for concepts of better education and the simple steps to do such. All I have ever met have all done basically the same thing. They proved to the students that they were #1 and the adults were there to help them. Words do not count unless backed up with practice and that is not zero tolerance and kicking them out on the streets. You have to deal with those who need the most then all others will be taken care of as this is a state of mind not force and rules. Why does anyone think that the old Kelly Johnson Skunk Works was so good. I worked there on the SR-71 when top secret on a part that operated at speed at 2,700 degrees. Everyone there was a top professional and no one did stupid business. If a basis in fact could not be proven it did not happen. They allowed the wildest ideas but they must be proven. They tried a hydogen fueled plane and when all expectations fell on their face it was immediately dropped. If only things operated that way again.
I teach in Bristol, Virginia where we have a 64% poverty rate and we see the impact poverty makes on our students. Our superintendent, Mark Lineburg and assistant superintendent, Rex Gearheart not only understand our struggle but are fighting daily for our students, our parents, and for all of us. They stand with us and their support is tireless.
Recently, one of Governor Bob McDonnell’s education reforms passed…the A-F grading scale for schools. Those of us in education know that this grading scale basically reflects the poverty level of a school. Dr. Lineburg and Mr. Gearheart co-authored (along with researchers, John Iskra chair of the math department of Emory & Henry and Virginia Tech professor, Richard Salmon) an article that appeared in the Washington Post.
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/06/07/superintendent-virginias-new-a-f-school-grading-system-will-hurt-high-poverty-districts/
They bring to light the flaws of the grading scale, and not only question the soundness of it, but the motives behind it. They are not afraid to stand up for public education and ask the tough questions. For us in Bristol, they are truly heroes.
Diane, I really think that you need to repost this quest for superintendent heros at least once again for those who missed it, and perhaps on a regular basis. So hopeful to read of these courageous people!
Thanks, will do!
Hi Diane,
I would like to nominate Mike Paskewicz, superintendent of Northview Public Schools in Grand Rapids, Michigan, as a superintendent hero. Each week he writes a letter to elected officials in Michigan, asking them tough questions about their efforts in education policy. He also provides them with hard evidence that public schools work.
Mike sent me a copy of his weekly letter after reading a guest piece I wrote for Nancy Flanagan’s blog. I now receive his letter each week and I am impressed with the time and thought he puts into it. He is a strong advocate for students, teachers, and the public school system.
You can read Mike’s letters here:
https://sites.google.com/a/nvps.net/superintendent-blog/blog
I so enjoyed meeting you at the Occupy the DOE event last April!
Kelly Flynn
Author, The Teachers’ Lounge (Uncensored): A Funny, Edgy, Poignant Look at Life in the Classroom. Foreword by Nancy Carlsson-Paige.