Questions and Answers
What significant improvement was noted in state assessments after one year?
Building personal connections with students is considered unimportant in improving academic performance.
False
What significant event occurred shortly after the principal's arrival at the school?
The principal's motto was 'If you're going to lead, lead.'
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What philosophy emphasizes unconditional love and belief in students' potential?
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Schools serving impoverished communities must provide real education and __________.
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What was one major change made to improve school security?
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Match the following practices with their purpose:
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The school was characterized by low test scores, high violence, and inadequate ______.
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Match the following leadership actions with their effects:
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What year did the principal start at Strawberry Mansion High School?
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Teachers felt safe and optimistic about their students' futures.
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What was the outcome of the discipline program in its first year?
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Study Notes
Overview of Principal's Journey
- November 1, 2002 marked the first day as principal after 20 years teaching special education in North Philadelphia.
- Encountered a large fight among students shortly after arrival, prompting an immediate meeting to set behavior expectations.
Ashley's Impactful Question
- A student's question, “Why do you keep calling this a school? This is not a school,” resonated with the principal’s own experiences in a similar educational environment.
- Highlights the disconnect between school conditions and the definition of a 'real school.'
Strawberry Mansion High School
- In 2012, became the fourth principal in four years at Strawberry Mansion, designated "low-performing and persistently dangerous."
- School characterized by low test scores, high violence, and inadequate facilities; doors were physically locked with chains upon entry.
Students' Systemic Challenges
- Students were intimidated in classrooms, facing bullying and unsafe conditions.
- Teachers expressed fear for their safety, leading to low expectations for themselves and students.
Leadership and Change Initiatives
- Emphasized the motto: "If you're going to lead, lead."
- Took decisive action by assembling a leadership team focused on improving school conditions and student outcomes.
- Implemented small changes like updating locker combinations and beautifying the school environment.
Major Structural Changes
- Removed chains from entrance doors, improved lighting, and cleaned classrooms by discarding old materials and furniture.
- Revamped the school budget to allocate more resources for teachers and support staff, creating a revised school schedule with diverse offerings.
Discipline and Behavior Programs
- Introduced a discipline program titled “Non-negotiables,” aimed at promoting positive behavior.
- First-year outcomes included removal from the Persistently Dangerous List after five years.
Addressing Underperformance
- Adopted a proactive approach to data: “So what? Now what?” prompted discussions about improving low attendance and academic performance statistics.
- Professional development for teachers focused on adapting instruction to meet diverse student needs.
Significant Academic Improvements
- After one year, marked improvement in state assessments: 171% increase in Algebra scores and 107% in literature.
Relationship Building with Students
- Prioritized building personal connections with students, managing lunchroom interactions and celebrating birthdays, fostering a sense of belonging and respect.
- Monthly town hall meetings facilitated open dialogue about school rules and challenges.
Philosophy of Love and Support
- Emphasizes unconditional love and belief in students’ potential as integral to leadership and progress.
- Regularly reinforces messages of hope and encouragement to students to instill motivation and a sense of worth.
Key Messages for Leading Schools in Poverty
- Schools serving impoverished communities must be equipped to provide real education and emotional support.
- A commitment to addressing poverty through quality education is essential, requiring leaders to continually ask, “So what? Now what?” in response to challenges.
- Students are inherently deserving of respect, attention, and motivational affirmations, highlighting the role educators play in shaping their futures.
Overview of Principal's Journey
- Began tenure as principal on November 1, 2002, after two decades teaching special education in North Philadelphia.
- Faced a large fight among students shortly after arrival, necessitating an immediate establishment of behavior expectations.
Ashley's Impactful Question
- A student's remark, questioning the authenticity of the school environment, resonated with the principal's understanding of educational realities.
- This highlights the gap between the existing conditions and what constitutes a legitimate school.
Strawberry Mansion High School
- In 2012, became fourth principal in four years at Strawberry Mansion High School, noted as "low-performing and persistently dangerous."
- School had troubling indicators: low test scores, high violence rates, and poor facilities, including chained doors at entry.
Students' Systemic Challenges
- Classrooms fostered an environment of intimidation, where bullying was rampant and safety concerns were prevalent.
- Teachers felt unsafe and projected low expectations for both their students and themselves.
Leadership and Change Initiatives
- Adopted the guiding principle: "If you're going to lead, lead."
- Formed a dedicated leadership team to target improvements in school climate and student performance.
- Implemented minor reforms such as changing locker combinations and enhancing the school's aesthetic appeal.
Major Structural Changes
- Eliminated chains from entrance doors to promote accessibility and safety, and improved lighting throughout the school.
- Undertook a cleanup initiative to remove outdated materials and furniture, revamping the budget to better support teachers and staff.
Discipline and Behavior Programs
- Launched a discipline initiative called “Non-negotiables” to foster positive behavior among students.
- Achievements in the first year included removal from the Persistently Dangerous List after five years.
Addressing Underperformance
- Embraced a data-driven approach, asking “So what? Now what?” to address issues of low attendance and academic performance.
- Focused on professional development aimed at diverse instructional strategies to meet varied student needs.
Significant Academic Improvements
- Showcased substantial enhancements in academic performance, with a 171% increase in Algebra scores and a 107% increase in literature after the first year.
Relationship Building with Students
- Prioritized personal connections, managing interactions in the lunchroom and celebrating student birthdays, which fostered a sense of community.
- Established monthly town hall meetings for transparent communication about school rules and ongoing challenges.
Philosophy of Love and Support
- Emphasized that unconditional love and belief in students’ inherent potential are vital for effective leadership and progress.
- Regularly communicated messages of hope and encouragement, aiming to inspire motivation and self-worth in students.
Key Messages for Leading Schools in Poverty
- Acknowledged that schools in impoverished areas must provide not only quality education but also emotional support.
- Recognized the overarching need to combat poverty through education, continuously prompting leaders to reflect on challenges by asking “So what? Now what?”
- Affirmed that every student deserves respect, attention, and motivational encouragement, illustrating the critical role of educators in shaping their futures.
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Description
Explore the challenges faced by a new principal in a low-performing school marked by violence and inadequate facilities. The journey highlights personal experiences and the quest to redefine what a school truly represents for its students. Discover how systemic issues impact student safety and learning.
