How I Lead

This Memphis principal says supporting teachers and parents helped pull her school out of the bottom 10 percent

PHOTO: Caroline Bauman
Principal Yolanda Dandridge has led Georgian Hills Achievement Elementary for the last two years, and was previously the academic dean.

Here, in a series we call “How I Lead,” we feature principals and assistant principals who have been recognized for their work. You can see other pieces in the series here.

Principal Yolanda Dandridge walks almost 14,000 steps a day — double the national average.

It takes a lot of walking to manage two schools. Dandridge has led Georgian Hills Achievement Elementary for the last two years and was previously the academic dean. She temporarily took over Frayser Achievement Elementary when the schools had to share space this year because of maintenance issues at Georgian Hill’s original building.

“I am constantly on the move,” Dandridge said. “How else can you keep up with elementary students?”

Both schools are part of the Achievement School District, which is charged with turning around the state’s lowest-performing schools but has struggled to accomplish the task.

This year, Georgian Hills not only left the bottom 5 percent but moved out of the bottom 10 percent. In 2016, before Dandridge took charge, Georgian Hills was in the worst 2 percent of schools.

Dandridge was honored by the achievement district for her work.

“She is a real standout among our principals of someone who understands what it takes to turn things around,” said interim achievement district leader Kathleen Airhart.

Dandridge talked to Chalkbeat about how she gets to know her students, her efforts to motivate teachers, and why school buildings are important.

This interview has been condensed and lightly edited.

What was your first education job and what sparked your interest in the field?

PHOTO: Caroline Bauman
Dandridge walks almost 14,000 steps a day — double the national average.

I tell my teachers to always stay focused on the “why” behind their careers. For me, my “why” was the fact that my little brother got all the way through elementary school without learning to read. He wasn’t able to read until the fifth grade. He came from a family of educators, and he still slipped through the cracks. If that could happen to him, it could happen to so many kids.

I started teaching in Rolling Fork, Mississippi, and I taught in that state for more than a decade. I came to Memphis as a teacher, I was asked later to consider taking on the principal role at Georgian Hills. I said, “You want me to do what?” Now, I’m grateful for all those years in the classroom and as an academic dean to prepare me for this role.

How do you get to know students even though you don’t have your own classroom?

Any chance to get into the classroom, I will. If a substitute teacher doesn’t come, which does happen sometimes, I will teach the students in that classroom for a day. I love getting to know students by helping out in the classroom.

I am also constantly walking the hallways of both schools. That’s how I start the morning — I greet students and their parents by name when they walk into the school. I walk students to their classrooms. I’m constantly monitoring the hallways.

When a new student registers for classes, the first thing the office staff knows to do is call me down so I can meet them.

How do you handle discipline when students get into trouble?

I really prefer to always consider the experiences that a child may have had prior to entering our building.  When you approach discipline with a keen awareness of the types of situations a child might have or experience, it really makes you a better educator.  And you understand that the best thing for us to do is to ensure that students know and understand that we have their best interests in mind. When children connect with you and other teachers in this way, discipline is less challenging.

What is an effort you’ve spearheaded at your school that you’re particularly proud of?

I’m very proud of what we’ve done at Georgian Hills and now at Frayser to really focus on our teachers.

Every Wednesday after school, we’ll have a period of professional development. I try to be attentive to what my teachers tell me they want to learn more about. There is a lot of coordination on lesson plans in particular. Teachers work together on their lesson planning, and I also will personally give feedback on a teahers’ lesson plans. My biggest, driving question is “What do my teachers need most?” They don’t need to be spending hours everyday lesson planning when they can collaborate. We can help there.

Tell us about a time that a teacher evaluation didn’t go as expected — for better or for worse?

Evaluating teachers has always provided me with the opportunity to hear and see the creativity and passion that our teachers bring to the classroom.  My thought on evaluations is to take the anxiety out of it and ensure that teachers are comfortable and understand that the overall process is about improving their skills and enhancing the tools in their toolbox.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective.

PHOTO: Caroline Bauman
This year, Georgian Hills not only left the bottom 5 percent but moved out of the bottom 10 percent of schools in Tennessee.

When I was early in my teaching career in Mississippi, I had a student with a single mom. Her mom was an amazing support system for me and my classroom. She was always wanting to volunteer at the school. But she struggled to provide basic needs for her daughter — she was struggling to get a job. But she was trying so hard. There’s a stigma of parents, especially in low-income communities, not participating or caring about their child’s education. This mom was giving her all, and it changed my view of parental support. The school needed to find ways to also support her.

And so as a principal, I’m always thinking about how I can support my parents and invite them into the school. So that they feel welcome and wanted, and also so they are encouraged in their own role in their child’s education. We hold math and science nights, where parents learn how to do math games or science experiments at home with their kids. We provide them with materials and knowledge so that they can provide enrichment in their own home.

What issue in the education policy realm is having a big impact on your school right now? How are you addressing it?

We, like many schools in Memphis, don’t have the facilities we need for our students. Georgian Hills had to vacate our school building due to an issue with the roof. That created a hard environment for this school year — moving to a new building where we share space, and then me taking on that school as its school leader when the principal left. Honestly, I thought this year could break me as a school leader. But it didn’t, and it didn’t break our school either. We had a culture in place where our teachers felt supported among the chaos of the start of the year. After a year of repairs, we’re planning on moving back to our original building this fall.

But the issue here is that we don’t have the school buildings we need. Schools should be palaces in a community.

What’s the best advice you’ve received?

You have to mobilize people’s efforts to “win.” The first secret to this is to love your people. They are here for a purpose and you have to help them understand the higher purpose that they are here to serve.  You have to have the right people in place, be responsible for developing them, and have the courage to let them go when student’s needs aren’t being met. Finally, transparency rules.

How I Lead

Meditation and mindfulness: How a Harlem principal solves conflict in her community

Dawn DeCosta, the principal of Thurgood Marshall Academy Lower School

Here, in a series we call “How I Lead,” we feature principals and assistant principals who have been recognized for their work. You can see other pieces in the series here.

Dawn DeCosta, Thurgood Marshall Academy Lower School’s principal of seven years, never pictured herself leading a school.

Originally a fine arts major and art teacher, she was inspired to be a community leader when she took a summer leadership course at Columbia University’s Teachers College. The program helped her widen her impact to outside the classroom by teaching her how to find personal self awareness and mindfulness.

For the past four years she has taught the students, teachers, and parents in her school’s community how to solve conflict constructively through the Yale Center for Emotional Intelligence’s RULER program — a social-emotional learning program that brings together many of the tools that she learned at Columbia. While describing these new practices and techniques, DeCosta reflected on the specific impact they have had on her community.

This interview has been condensed and lightly edited.

What is the Yale RULER program?

It’s more of a process, not a script or curriculum. An approach that has these four anchors: the mood meter, the charter, the meta-moment, and the blueprint. We use the mood meter to describe feelings, because a lot of times we’ll just hear “I feel happy” or “I feel sad.” You want them to be able to better pinpoint how they feel, and the mood meter is a square with these quadrants that are different colors and show how much energy a student has at a given moment and how pleasant they’re feeling. The charter is an agreement to the class. It replaces “don’t hit, don’t kick” with “how do we want to feel, what are we going to do to feel that way, what will we do if we have a conflict.” The meta-moment are six steps on how to deal with a stressful situation, and the blueprint is a plan to serve a longer-term conflict between two people- to solve an ongoing conflict that we need a plan for, that’s not just in the moment. We integrate all four components throughout the day, throughout the week, throughout the year.

What changes did you make to it to make it work for your community, and what are the specific strategies you use?

We do it with teachers, students, staff, and supplement it with a culturally relevant approach. We have 100 percent black and brown children, so this means using culturally relevant texts, since we want students learning about leaders and artists who look like them. We want them to see models of excellence in themselves and see success too in themselves in order to combat some of the negative images they see in the media or even in their neighborhoods. This is a beautiful place but there’s also a lot going on in terms of poverty and violence, which have an impact on their lives, how they feel, how they live, how they see things. We’ve incorporated meditation, mindfulness, brain breaks, yoga, and arts into our curriculum. We’ve put all the different pieces together to tap into what makes kids want to go to school and makes them love to be here. We want to use these in every grade, so that we give students a common language and kids can move from one grade to the next easily. Student ownership is a big piece, because what happens when the teachers aren’t there? Do you know how to use this in less structured environments, at home with your siblings at home?

How do you make sure vulnerable students are getting emotional support and give time for that reflection and self growth but also provide a rigorous education that meets your school’s standards?

The work that we are doing is ensuring that the kids have academic improvement and success. Because they feel cared for and comfortable, ultimately students feel successful, and when you feel successful you will apply yourself more. Right now, learning is rigorous. It’s not what it was 10 years ago. So we ask kids to think very deeply to be critical thinkers. The text that they have to read is more rigorous, ones that require problem solving [and] for kids to think for themselves. And so that by itself is taxing. And that kind of work can be really stressful. A lot of the work we’ve done is around test anxiety. We want kids to know that this is just a piece of information, you need to know where you’re doing well, where you’re struggling so that they can address areas of challenge with a little more positivity. But we see the effects of it in our academic performance.

How have you measured the success of the program?

When I first became principal it wasn’t like we were having emergencies necessarily, but we were putting out a lot of fires. Kids were just coming in with issues, getting into fights, things like that. We also wanted to bring in more of the parents, because there were some that we wanted to be more engaged. We have seen an increase in test scores, but I use personal growth stories as my data–that’s how I know that this works. When I have those success stories, when I see students that really needed it, use it and feel a change, that is the data. We didn’t actually see real, big changes until last year, when we were three years into using this new style of learning. There’s always work to be done, it’s an ongoing thing.

In your own words, what is emotional intelligence and why is it important to have?

To me, it means that you are aware of what you may be feeling at a certain moment and of how your feelings impact interactions with others. It’s about how self aware you are, how are you thinking about what you’re going to say or do before you do it, and about how you show compassion for others who are also thinking and feeling just like you. It’s about how you listen to others, how you see and recognize what others are giving you, and how you support others. We’ve been told that all we can do is control ourselves, and that we’re not responsible for other people. But I think through emotional intelligence, we are responsible for how we make people feel.

In what ways do you help take this learning outside of the classroom?

We send home activities for students to do with their families, for over vacation. It will be like, “check in with your family members on their moods for the week and on how everybody is feeling this week,” or “what was one time when you and your parents had a conflict and what did you do well or not do well.” We keep finding the means to engage the parents at home with it by having them come in and do stress relief workshops. I have students ask, “Can I have a mood meter for my mom? I think it will help her because she feels really stressed.” So that home/school piece is a really important part of what makes everything successful. We’re all supporting the kids, we’re raising them together.

In what other ways do you help the parents learn as well, and what does that look like?

We trained a group of parent leaders in RULER, who helped us train other parents. Parents like hearing from other parents, so we wanted to make sure that it was presented to them as something they could relate to. I think that sometimes as educators we are guilty of using a lot of acronyms and indigestible words when we’re talking to families, and what we’ve decided to do is breaking it down to talking about how do they deal with stress. Kind of how we brought it to the parents is that we brought to the kids strategies on how to deal with stress. We did some yoga with them, breathing techniques, and then we just started talking to them about what kinds of emotion they go through in a day. They talk about getting kids ready, making trains, dealing with family members, and really getting out what they were dealing with as parents–all that stuff that nobody really asked them about before. Honestly, they were the most receptive group. I think talking to each other, in a place where we’re all supporting each other, creates that space that we need.

Describe a specific instance or an anecdote that you think is reflective of the changes that have happened since you have implemented these new practices. How did you see the impact?

A boy came to us in the second grade, and he had been on a safety transfer, which means that he had been in a situation that may not be safe for a child. They’re either in violent conflict with others, or they’re being bullied, or something’s happening where they need to be removed from where they are. At first we had a lot of emotional difficulties and poor relationships with his teachers, and even though he was only six or seven he had been suspended several times. His family had also shut down from the school connection because since they were constantly hearing negative information. The principal basically said “Look, there’s nothing you can do with him. It’s just too much, he’s violent, he bites, it’s just too much.” But he came to the school, and just through engaging him through some of the new practices he was able to self regulate. It impacted his focus and changed his ability to relate to others. The changes didn’t make him perfect or change who he is, but it gave him some tools to be successful and work with others. Once he had love and compassion and felt accepted in our community, all of those behaviors just disappeared. His family became more supportive and trusting and he graduated last year.

How I Lead

This Colorado principal saved a student’s life by paying attention at the right time

PHOTO: japatino | Getty Images
Imaginary friend

Here, in a series we call “How I Lead,” we feature principals and assistant principals who have been recognized for their work. You can see other pieces in the series here.

Joe Simo, principal of Centennial Middle School in Montrose, was stunned when a former student thanked him for saving his life. At first, Simo had no idea what the newly minted high school graduate was talking about.

But the young man explained that Simo’s interest in him years before, and his suggestion that he go out for basketball, helped him survive trying times.

Simo said that heartfelt moment of gratitude meant the world to him.

Named the 2018 Middle School Principal of the Year by the Colorado Association of School Executives and the Colorado Association of Secondary School Principals, Simo recounted the conversation he shared with the student, the teachers who inspired him to go into education, and the importance of a positive school culture.

This interview has been condensed and lightly edited.

What was your first education job and what sparked your interest in the field?

My first education job was teaching elementary special education on the Navajo reservation in New Mexico.

I grew up in Flagstaff, Arizona. During that time, I became an Eagle Scout and experienced amazing opportunities in the community. That started my thinking about community service and giving back to youth. I think about my scout leader and all the time he gave to me through scouting. I also had a great experience in my school career and had two amazing teachers and coaches. The commitment they made, and the extra time they put in during my education, is a major reason I became an educator.

Fill in the blank. My day at school isn’t complete unless I ___________ Why?

I believe that being visible as a principal to students and staff is important and my goal is to visit each classroom for a few minutes every day. It helps me have a pulse on the building and I get to see the great things that are going on.

Tell us about a time that a teacher evaluation didn’t go as expected — for better or for worse?

During an evaluation of a master teacher in my building the teacher asked me if there was an area he/she could work on. I had to think for a minute and we discussed an area that was very minor. The next day, the teacher came into my office with a letter of resignation saying he/she took offense at having to work on anything. We discussed that he/she had asked for an area of improvement, so I found one. The next day the teacher came back and decided not to resign. During our next year’s evaluation, he/she admitted that he/she had focused on the area of improvement from the year before and thought it made a difference.

What is an effort you’ve spearheaded at your school that you’re particularly proud of?

I am very proud of Centennial for becoming an innovation school. As a building we worked for a year to design an innovation plan, which we presented to the State Board of Education for approval. This has given Centennial amazing opportunities to improve our instruction and our students’ growth.

How do you handle discipline when students get into trouble?

I make it a learning opportunity by first allowing the students to reflect on why they were sent to the office by completing a “think sheet.” Then we discuss their thoughts and I provide guidance on how they can make it right. I also mention that it is human to make mistakes, but I want them to learn from the mistake. We also then discuss our school community and what role they play in making it a great place to learn. This process has been powerful because students come up with solutions and normally are tougher on themselves than I would have been.

What is the hardest part of your job?

I look at myself as a teacher and my role is to help improve my staff’s instruction to improve student learning. I would like to spend more time in classrooms observing teaching and modeling best practices in instruction than dealing with adult conflict.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

A few years ago, after high school graduation a student walked up to me and thanked me for saving his life. I was surprised – because I didn’t recall an emergency that included an ambulance or me providing lifesaving treatment to the student. He must have seen my reaction because he explained to me that during middle school he had a hard time. He said my interest in him and recommendation that he go out for basketball changed his life and ultimately saved him. That meant the world to me.

What issue in the education policy realm is having a big impact on your school right now? How are you addressing it?

Currently, the most important education policy that is affecting our school is being able to hire highly qualified teachers. I am addressing the issue by communicating our needs to our state representatives and the Colorado Department of Education.

What’s the best advice you ever received?

Having a positive school culture is the most important thing a principal can work towards. Change in education is hard and if the culture of the school is poor – nothing can be accomplished.