The following account of Delmont Elementary School was written by Jill Saia, who was its principal.
I have deleted the “Dream School” folder on my computer. I am hoping that enough time has passed since our school was closed that I can write about it clearly and rationally, even though what was done to us was neither clear nor rational. For the last ten years that folder on my computer has contained all our plans, hopes, and ideas for a school run by professional educators for children who need it most. We knew that if we could put the highest-quality team of teachers together that we could affect true change in the lives of children in an at-risk school.
Two years ago when I was given the opportunity to become principal of Delmont Elementary School, I cautiously accepted the position. You see, I never wanted to be a principal. My graduate work in Educational Administration and Supervision confirmed this for me: being a school principal was too stressful and too far removed from teaching and learning. So I finished my degree and became certified, although I was certain I would never use this credential.
After 28 years in public education, I was offered the chance to become the Instructional Leader of Delmont. This would give me the chance to put into practice everything I had learned about high quality instruction and ongoing professional development. The position had been very carefully designed so that I would have autonomy in decisions and would be able to focus my time on classrooms and instruction instead of administrative duties. I would never have accepted this position if those guidelines weren’t clear.
Those guidelines remained in place for about two months. I was able to hire a very skilled staff, six of whom were National Board Certified Teachers. But my request for an Assistant Principal and Dean of Students was denied, even though there was money in the budget for it. I very quickly encountered resistance at all my personnel suggestions, and it began to seem as though the district didn’t really want us to succeed. The next two years were the most rewarding of my educational career, but also the most disheartening.
A change in top-level leadership at the district caused the team that had written the plan for Delmont to be totally dismantled. The new administration did not seem to know or understand why we were designated a “turnaround school” and what that meant in terms of academic freedom. I started carrying the SIG plan around with me when I went to meetings so I could explain what we were trying to do and show what the guidelines spelled out. Yet I increasingly encountered resistance from the Director of Turnaround Schools, who was a former superintendent of the failing Recovery School District. Looking back on it now, I think that this was all by design; “leaders” in the Central Office really didn’t think we would be able to turn Delmont around, so they created obstacles to keep it from happening.
One such obstacle presented itself in our first year. After having spent the summer hiring a top-notch staff and building a collaborative team, the district swooped in on October 10 to move two teachers and one aide out of our building. My plea to stop this from happening fell on deaf ears, and I was even cited for insubordination when I tried to show them what the SIG plan said about staffing. (That we were entitled to additional staff because it was a turnaround effort). So we said goodbye to three valuable staff members, shuffled kids into new classes, and kept going.
We did not make tremendous progress on test scores in the first year. We did change the culture and climate of the school, increase enrollment, and foster a high level of parental involvement. At the end of our first year, we packed everything up and moved out, because the district had chosen to remodel our 60-year old building. It is hard work to pack up an entire school, but we hoped that the renovations would make for an even better learning environment.
We were allowed to move back in two days before school started. We began the move and the readjustment to new classrooms, then had to stop for a half-day district “convocation” called by our new Superintendent. After district officials, community leaders and politicians had all given us their “rah-rah!” speeches about what a terrific year it was going to be, we boarded our yellow school bus back to Delmont and got back to work getting set up for the first day of school. Office staff and I stayed until after 10:00 p.m. that night to make sure we had everything ready for kids and parents the next day.
What a joy when the kids returned on the first day of school! They were so excited to see all of us again, to know that we were still here, and now in brand new buildings and classrooms. Hugs and high fives everywhere, and all the hard work of the summer instantly paid off when we saw their smiles. These children had suffered through tremendous staff turnover in the past, and it took a toll on their academic achievement and emotional well-being.
There were still the usual battles with the central office, but we were finally granted our extended day program that was in the plan the first year, but that the district chose not to fund. In the second year we convinced them that it wasn’t really their choice not to do it – it was written in the federal grant. So after Labor Day (and after Hurricane Isaac, which caused us to lose a week of school), we began doing extended day four days a week, with half a day on Wednesdays for team meetings and professional development. This gave us extra time to do targeted interventions, and also time to meet with each other and plan collaboratively.
We began to turn the corner – more children were reading, asking questions, and flourishing. Less behavior problems, more time on task. Children were communicating with each other, with teachers, with staff. They understood what the parameters were for being a student at Delmont, and they rose to our challenges. We planted our vegetable garden, had choir concerts, and participated in the Kennedy Center for the Arts program to integrate arts into the curriculum. We partnered with the local hospital’s health program to host the “Big Blue Bus” every week, which provided medical and mental health care to children and families. We were awarded a sizable grant from a local foundation to adopt a parenting program, and worked with a local university to design a new playground.
Then in November things started changing. Our new Superintendent announced his “Family of Schools” plan, which restructured many of the schools in the district. He called me into his office for a meeting on the afternoon of the first community forum held to discuss the changes. He told me that he was going to close Delmont. I remember being so stunned that I couldn’t even react at first. We did not see this coming; we were on our way up. But Dr. Taylor didn’t want to hear that, didn’t want to be reminded of how much he loved our school when he visited earlier in the year, or how endearing the kids had been to him. This was a business decision, and he preferred to keep emotions out of it.
Much of our staff was in disbelief when I told them, and when they heard it later that evening at the forum. Many had been at Delmont for ten years or more, and had not planned on leaving. They loved the fact that Delmont was a true neighborhood school with a family atmosphere, and just couldn’t understand why or how that family could be disintegrated. And I had trouble explaining it, because honestly I still don’t know why this decision was made.
At the next set of community forums, the family of schools plan was tweaked, and Delmont was now going to remain open as a K-2 school. This of course would remove us from state scrutiny of test scores by getting rid of the high-stakes test grades. Then in the next proposal, Delmont was going to be a Pre-K center. This is the proposal that the school board voted for, which somehow changed before the next day to it being a PreK – K center.
The March School Board meeting had a packed agenda, and at around 9:00 p.m. they finally got to the item about Delmont. Several school board members spoke out about how much they supported our efforts, and knew that we were doing great work. But when the vote came, they all voted for the motion to turn Delmont into a PreK-K center. The Superintendent had successfully convinced them that we were going to be taken over by the state if they didn’t make this move. No mention was made of our 3-year SIG plan and the fact that we were only in year two…
The school board member representing the region Delmont is in declined to speak, and abstained from the vote.
On the Wednesday of state testing week, the district sent the deputy superintendent to Delmont to meet with parents and staff to tell them of the decision to close the school. Yes, in the MIDDLE of STATE TESTING WEEK! The insensitivity was astonishing. Parents who walk their children to school were the most upset, because the school that their children were now assigned to is three miles away. (It is also an “F” school), Teachers and staff members were assured that the district would do everything they could to find new positions for them, and that many of them would follow their students to the assigned school. No surprise here – not a single Delmont teacher or staff member has been hired at that school. They all found their own jobs, without help from the central office; many have moved out of state or at least out of the district.
As for me, well, because I stood up for my school and tried to keep it open, I was given another letter of insubordination. I was also rated “ineffective” at midyear because of my refusal to change my ratings of teachers to match their pre-identified quota in the value-added system. Their assumption was that if test scores were low, then the teachers must be ineffective. Therefore, I must not know how to evaluate teachers. I was placed on an Intensive Assistance plan. Two months later, I turned in four binders full of data, observations, meeting notes, mentor reviews, etc. My mentor was a local award-winning principal who was part of the original “Dream School” team. Needless to say, she loved Delmont and what we were doing there. She even brought her assistant principal with her on one visit so she could have another perspective. After looking at all of my documentation, the director said that it “looked complete”, but then a week later told me that I was still ineffective and would have to wait for his final evaluation.
I chose not to wait for that final evaluation. I began the job search, had several very promising interviews, but it soon became clear that no public school district in this area would hire me because of my track record in a “failed” school. I really wanted to stay in public schools, because it is where I have spent my entire career, and because I truly believe in them. But in this case the system let me down. After 29 ½ years in the state retirement system, I was looking at having to retire with less than full benefits – a sizable financial difference. And up until this last year, I have had a stellar record in public education. No blemishes, no letters, no confrontations.
I can’t begin to describe what this last year has done to both my physical and mental health. I have been bullied and blackballed, all because I stood up for the children and families that needed us most. I knew I could no longer work for a system that is so dysfunctional, whose superintendent has already threatened to quit a few times when he didn’t get his way. (He, by the way, does NOT have a stellar track record.) Our dream school turned into a nightmare.
I have now resigned from the district and accepted a position as Dean of Instruction at a public charter school about ½ mile from Delmont. Many of the parents have heard that I am here now, and have enrolled their children. This is a brand new facility with a young faculty and plenty of opportunities for me to build instructional leadership. Their test scores rose dramatically last year, and they have begun to stabilize after a few rocky starting years. I am looking forward to the challenges of this new school, but also can’t help but look back.
The two years at Delmont profoundly changed my life, and I would like to think that it changed the lives of some of the children. I cannot begin to describe the last week or day of school. It was a blur of tears, hugs, graduations, celebrations, and uncertainty. I moved through it on auto-pilot; no one ever trained me how to say goodbye to 400 students and families, not to mention a beloved staff. We are now all scattered – students to at least three different schools, and teachers and staff to many more. We vowed to keep up with each other, but I know that we will eventually move on.
By the way, test scores in year two were outstanding. While we don’t yet have a final SPS from the state, preliminary data from our chief of accountability show that we made AYP and would no longer be a “failing” school. Our fourth-graders had a 20% jump in the number of students rated proficient; the district average growth was 6%.
So, this is what “reform” has done; it has transformed our dream school into a nightmare. I hope that we all wake up from it soon in a better place, but I know that for a few years, there was no better place than Delmont.
Jill…You are a hero in my mind. What is happening in public education is tragic. Your story was very painful for me to read. I am a retired high school English teacher. I taught in a small town and loved my job. But since I retired in 2000 I have watched my own children, who are teachers, struggle with what is taking place all over America. I have never approved of charter schools, but since it seemed your only choice I wish you well. I know there are many people like you in public education who will be the saviors of the system, but meanwhile the public must be educated. Thanks for sharing your story.
Sounds to me that the decision was already made and the district was just going through the motions to pander to you, the kids and the family until their plan for the school was complete. All of the efforts of you, the staff, the community and the children was going to change what the power that be had planned for Delmont. The fact that a charter school in now in place nearby illustrates this what was desired from the beginning. Unfortunately all your innovative instructional practices and pedagogy got in the way of their plans and the gains that were achieved and the affects of all efforts were ignored. This is truly a sad story and I’m afraid not the last nation wide. This will be the sad saga of public education in the inner cities of this country.
Great piece but very, very sad. Much of this reminds me of things that have happened in my area.
“I was also rated “ineffective” at midyear because of my refusal to change my ratings of teachers to match their pre-identified quota in the value-added system. Their assumption was that if test scores were low, then the teachers must be ineffective. Therefore, I must not know how to evaluate teachers.”
This is particularly chilling.
Yes, the reformers like to change the rules of the game in the middle if it.
Our new admin came in this year and rated many of us Unsatisfactory. I believe that the above statement is the new theory and yes, they have quotas to meet, regardless of the truth. None of us ever had anything close to Unsatisfactory in our whole careers. It was a slap in the face, especially considering how incompetent they were in leading our school. They can ruin a life without caring. Seems to be the new style. Sad. Btw, our new superintendent hails from the Broad Academy.
We’re always advised to keep a cool, professional head when debating these issues, but how can anyone NOT be angry after reading this? A person’s stellar reputation is marred in the blink of an eye (when you consider 29 years) for standing up to this type of reform nonsense, and the great moral of the story is: If you can’t beat ’em, join ’em. I truly do hope the charter school is offering enrollment opportunities for all students and retention of the same. Best wishes to you, Jill.
It is horrifying that professionals would be treated this way. In most other professions, this type of bullying would be front-page news. Thank you for standing up for kids and teachers and your school, Jill. Best of luck.
When I have a great moment as a teacher, a moment when I see a light bulb go off behind the eyes of a child, I see a connection made, or something previously confusing suddenly clear, I know my job as chief motivator is shifting and the child’s growing confidence will start of carry them through the next difficult task.
I see you as a great principal, a leader with integrity. I would follow you, be inspired by you, and like the child who sees a light bulb go off, I would be motivated by you and perhaps become a better teacher.
Thank you for your letter. The idealist in me is heartbroken by your story. The cynic knows that this is how charter schools will thrive – close down public schools and leave nowhere else for people like you to make your magic.
I think you intend for this to be a story about the perils of reform, but what I read in it has more to do with the traditional, centralized, bureaucratic, top heavy, patriarchal, industrial model of organizing schools.
Superintendents nationally have a very short shelf life. The possibility of starting stable programs that are allowed to grow and continue is in constant jeopardy. Over time people who invest a good amount of talent, time, passion, and hope into their work become cynical because the next big vision arrives every five minutes. That’s not about reform, that’s about leadership structure.
Additionally, school boards can also bring conflicting visions, petty politics, and patronage to the job. Some see their role is little managers rather than governors, and districts can switch programs because of their whims – or advocacy of whichever the last consultant they talked to about education.
Then there are the unions that sometime listen to their members, and sometimes don’t.
At times a “district,” with all its cross currents and cross talk of mixed pedagogical ideas and internal politics seem like a place for good ideas to die.
So, the answer?
Schools where principals and teachers can own their work and survive sea changes. This include teacher-led schools, self-governed schools, pilot schools, and, yes, charter schools as they were proposed by Shanker years ago.
The problem?
People who should be for school autonomy fight it because they believe if the district model isn’t working, we should just do it more.
When I googled Delmont, I found this article on the turnaround efforts from 2011: http://theadvocate.com/home/1203907-125/story.html
(Mention of you in there, Professor Ravitch!)
Reblogged this on David R. Taylor-Thoughts on Texas Education.
Jill, Unfortunately this is becoming more of the norm. Those that are only there for the students are the first to be singled out and declared “insubordinate”. The education system in this country is so far from its intended purpose.
You are a blessing to teaches and students. Stay the course. Forgive the people that have treated you badly and keep up the good work.
This is incredibly sad. We have amazing educators in Louisiana who are penalized for standing up for their kids and their communities. Jill you truly are a hero.
Jill, first of all thank you for writing this, and Diane Ravitch for posting, especially with your antagonism for the Parent Trigger. Because something very similar happened to me as happened to Jill–I sold my home of twenty-two years to open a school after 30 years in education and wound up like you, Jill. I am still heart-broken and it is why I support Parent Trigger where I never would have before because it is the only hope in my old district for changing this horrible status quo of corruption. My best to you, Jill, and keep telling your story. Consider it “Truth to Power.” I salute you.
http://theadvocate.com/home/1203907-125/story.html How Jill performed her job is describe a bit differently here. It appears her focus was on the “ineffective teacher.”
Actually, no. Our focus was on giving every teacher the training and support they needed to be highly effective. Realizing that it takes a team approach to meet the educational needs of children and families also played a major role; we worked together to help the children of Delmont.
This is another in the long line of tragedies of employees being retributed on for protecting students. I have worked this since 1995. In 1997 the Calif. State Auditor released the audit we had them do on teachers being falsely accused of child abuse for whistle blowing. Now 15 years later it is coming back to bite them again. As a result of a phone call from a lawyer CORE-CA just filed an Amicus Brief with the California State Supreme Court to have a case like this heard. This is a case of a classified employee who did both regular office work and special ed mandated by the Federal Chanda Smith Special Education Decree. Her new principal three times physically battered her including the last time in front of a parent. She was told to file a complaint. She did and then she was illegally terminated. This is the case we are pleading for the State Supreme Court to hear. Through the Amicus Brief we can bring in the “Pattern and Practice” through time. This case is important as it is at the level of a State Supreme Court and has implications nationwide as this is so typical now and on parents and students also along with teachers and all other staff. There is a data base right now of over 600 of these cases. This is a civil rights issue of fair treatment and “Due Process.” Fear does not work with education except to get out the crooks if that is all that works. Unfortunately they seem to understand nothing else. So be it.
I thank you for who you are. I have found that those falsely accused and terribly treated are the best teachers, staff and administrators as they will stand up for the public and students and that is what it is all supposed to be about.
You have to have taken the calls from those they have done this to in order to understand how much destruction they do to them especially mentally. Almost no one believes them until they call Lenny or myself, we know, we take the calls. Please do not give up as the tide is starting to turn. The emperor now has no clothes and is not good to look at. Thank you for telling that enlightening and emotional story of how destruction works at the local level. And someone from the Recovery School District yet. How inspirational.