Linda Cliatt-Wayman: How to fix a broken school? Lead fearlessly, love hard

My Journey as a Principal: Transforming Schools

Introduction to the Role

• The speaker reflects on their first day as a principal on November 1, 2002, emphasizing their long history in the Philadelphia school district as a graduate and special education teacher for 20 years.

Challenges Faced in Low-Performing Schools

• The speaker describes entering a low-income, low-performing school in North Philadelphia where crime and poverty are prevalent. A significant incident occurs when a fight breaks out among students shortly after their arrival.

• After regaining control, the speaker holds an introductory meeting in the auditorium to set expectations for student behavior and learning.

• During this meeting, a student named Ashley challenges the notion of calling it a "school," expressing feelings that resonate with the speaker's own experiences in similar environments.

Conditions at Strawberry Mansion High School

• Fast forward to 2012, the speaker becomes principal of Strawberry Mansion High School, which has had three principals in four years and is labeled "low-performing" and "persistently dangerous."

• Upon arriving at Strawberry Mansion, they find locked doors and hear Ashley's voice echoing concerns about the school's environment.

• The physical state of the school is described as dimly lit with broken furniture and unused resources; classrooms are nearly empty due to student fear stemming from bullying and violence.

Teacher Attitudes and School Culture

• Teachers exhibit fear for their safety leading to low expectations for both themselves and students. This lack of awareness contributes significantly to deteriorating school culture.

• The speaker emphasizes that many schools serving impoverished children fail to function effectively as educational institutions but believes change is possible.

Strategies for Change at Strawberry Mansion

Leadership Approach

• The speaker introduces key slogans guiding their leadership approach: “if you’re going to lead, lead.” They assert that effective leadership requires active involvement rather than delegation or avoidance.

Initial Actions Taken

• Assembling a dedicated leadership team was crucial; they focused on small yet impactful changes like resetting locker combinations for security.

• Efforts included beautifying the school environment by decorating bulletin boards with positive messages, removing chains from doors, improving lighting, cleaning classrooms thoroughly, recycling unnecessary materials, and discarding old furniture.

Major Reforms Implemented

• Significant budget reallocation allowed hiring more teachers and support staff while restructuring daily schedules to include various courses and activities during school hours.

• A comprehensive deployment plan was created detailing where support staff would be throughout each day alongside implementing a discipline program called "Non-negotiables" aimed at promoting positive behavior consistently.

Results Achieved Through Leadership

Positive Outcomes

• These efforts led to Strawberry Mansion being removed from the Persistently Dangerous List within one year after five consecutive years of being listed.

Reflection on Data Challenges

What Strategies Can Transform Education in Underprivileged Areas?

Addressing Excuses and Focusing on Teaching

• The speaker emphasizes the importance of eliminating excuses in education, making it their primary responsibility to address barriers to effective teaching.

• A lesson delivery model was developed focusing on small group instruction, allowing teachers to meet individual student needs effectively.

Measuring Success Through Data

• After implementing changes, state data showed significant improvements: a 171% increase in Algebra scores and a 107% increase in literature scores within one year.

• The speaker adopts a "So What. Now What?" attitude towards challenges, indicating a proactive approach to obstacles.

Building Relationships with Students

• The speaker expresses unconditional love and belief in their students' potential, sharing personal experiences of growing up poor which fosters empathy.

• To connect with students better, the speaker manages the lunchroom daily and engages them in personal conversations, including singing "Happy Birthday" despite lacking singing ability.

Creating an Open Dialogue

• Monthly town hall meetings are held for students to voice concerns and ask questions about rules and consequences, promoting transparency.

• Honest communication during these exchanges helps clear misconceptions; every moment is viewed as a teachable opportunity.

Establishing Expectations and Core Values

• The speaker insists on non-negotiable rules that earn respect from students; clear expectations are communicated daily over the P.A. system.

• Core values such as focus, tradition, excellence, integrity, and perseverance are reinforced regularly alongside reminders of how education can change lives.

Advocating for Real Schools

• The need for schools serving children in poverty to be genuine educational institutions is highlighted; they must provide knowledge and mental training.

• Leaders must confront challenges head-on while remembering that each student is just a child deserving hope and unwavering support.

Conclusion: Leading with Compassion