School Superintendent Quotes

Jerry Laws, former smokejumper and now high school district superintendent: “We’re making changes in this district. Teachers teaching, not proselytizing, preparing students for life. No social promotions. Good order in every classroom. They must earn what they seek.

A school superintendent once told me that most educators define "a Christian teacher" as strictly in terms of personal behavior: things like setting a good example and showing concern for the students. Almost none define it in terms of conveying a biblical worldview on the subjects they teach, whether literature, science, social studies, or the arts. In other words, they are concerned about being a Christian *in* their work, but they don't think in terms of having a biblical framework *on* the work itself.

He once suggested the idea of concealed carry to his superiors. In their infinite wisdom, the principal, his assistants, and the superintendent nixed the idea. Joey wonders: How do they feel about the idea now?

...the priests of all these cults, the singers, shouters, prayers and exhorters of Bootstrap-lifting have as their distinguishing characteristic that they do very little lifting at their own bootstraps, and less at any other man's. Now and then you may see one bend and give a delicate tug, of a purely symbolical character: as when the Supreme Pontiff of the Roman Bootstrap-lifters comes once a year to wash the feet of the poor; or when the Sunday-school Superintendent of the Baptist Bootstrap-lifters shakes the hand of one of his Colorado mine-slaves. But for the most part the priests and preachers of Bootstrap-lifting walk haughtily erect, many of them being so swollen with prosperity that they could not reach their bootstraps if they wanted to. Their role in life is to exhort other men to more vigorous efforts at self-elevation, that the agents of the Wholesale Pickpockets' Association may ply their immemorial role with less chance of interference.

Then, having thus made the Creator responsible for all those pains and diseases and miseries above enumerated, and which he could have prevented, the gifted Christian blandly calls him Our Father! It is as I tell you. He equips the Creator with every trait that goes to the making of a fiend, and then arrives at the conclusion that a fiend and a father are the same thing! Yet he would deny that a malevolent lunatic and a Sunday school superintendent are essentially the same.

She doesn’t have any terrific talent for acting, but that’s how it appears to go. People don’t do what they have a talent for but what the preoccupation leads to. If they’re good at auto-repairing they have to sing Don Giovanni; if they can sing they have to be architects; and if they have a gift for architecture they wish to become school superintendents or abstract painters or anything else. Anything! It’s a spite. It’s having to prove full and ultimate self-sufficiency or some such monster dream that you don’t need anyone else to do these things for you.

Borrowed from my former superintendent of schools: 'Change is inevitable, growth is optional.

Mr. Hargraves who was superintendent of schools made a speech before the flight. He told about how the invention of the airplane was the greatest step forward man had made in a hundred years. The airplane said Mr. Hargraves would cut down the distance between nations and peoples. The airplane would be a great instrument in making people understand one another in making people love one another. The airplane said Mr. Hargraves was ushering in a new era of peace and prosperity and mutual understanding. Everyone would be friends said Mr. Hargraves when the airplane knitted the world together so that the people of the world understood each other.

Mr. Brocklehurst, I believe I intimated in the letter which I wrote to you three weeks ago, that this little girl has not quite the character and disposition I could wish: should you admit her into Lowood school, I should be glad if the superintendent and teachers were requested to keep a strict eye on her, and, above all, to guard against her worst fault, a tendency to deceit.  I mention this in your hearing, Jane, that you may not attempt to impose on Mr. Brocklehurst.

Talking of appearances, I would like my future readers to know that the picture of Jim and me that Thomas Hart Benton painted on the wall of the Missouri state capitol bears not the slightest resemblance to either one of us. ... I've never been satisfied with any representation of myself and have seen only one picture of Jim that did him justice. I don't know why this should be, unless it is evidence of a nearly universal prejudice against us, instigated by Sunday school superintendents, Republicans, and bigots.

Not that parents are alone in their extreme behavior. That have more than enough company among school boards and high-ranking politicians who think if you "fix the schools, they'll fix the kids." So, in Gadsden, Alabama, school officials eliminated kindergarten nap time in 2003 so the children would have more test-prep time. Two hours away in Atlanta, school officials figured that if you eliminated recess, the kids will study more. And just in case those shifty teachers try to sneak it in, Atlanta started building schools without playgrounds. "We are intent on improving academic performance," said the superintendent. "You don't do that by having kids hanging on the monkey bars." Meanwhile, Georgia's governor wanted the state to give Mozart CDs to newborns because research showed Mozart improved babies' IQs (which later proved to be mythical research). Right behind him is Lincoln, Rhode Island, where they canceled the district spelling bee because only one child would win, leaving all others behind, thus violating the intent of No Child Left Behind--or, as they might say in Lincoln, no child gets ahead.

Five days before Richard Nixon’s would-be adversary, Robert Kennedy, was assassinated in Los Angeles, Mae Brussell handed a letter to Rose Kennedy, expressing her fear of imminent danger to his safety. A month before Mary Jo Kopechne died at Chappaquiddick, Mae warned Teddy Kennedy of “the nest of rattlesnakes” that wanted to abort his presidential possibilities. A few weeks before the SLA kidnapped the media as well as Patty Hearst, she told a Syracuse University audience that the SLA shooting of a black school superintendent in Oakland was merely the preliminary to a main event yet to come.

The Ann Arbor superintendent ridicules what he describes as “simple-minded solutions [that attempt] to make things equal.” But, of course, the need is not “to make things equal.” He would be correct to call this “simple-minded.” Funding and resources should be equal to the needs that children face. The children of Detroit have greater needs than those of children in Ann Arbor. They should get more than children in Ann Arbor, more than kids in Bloomfield Hills or Birmingham. Calling ethics “simple-minded” is consistent with the tendency to label obvious solutions, that might cost us something, unsophisticated and to favor more diffuse solutions that will cost us nothing and, in any case, will not be implemented.

Agreeable even though the rector, when he arrived some years earlier, had looked around, seen a fair number of Bajians and Barbadians, who were Church of England—many of them domestics working for East Orange’s white rich, many of them island people who knew their place and sat at the back and thought they were accepted—leaned on his pulpit, and, before beginning the sermon on his first Sunday, said, “I see we have some colored families here. We’ll have to do something about that.” After consulting with the seminary in New York, he had seen to it that various services and Sunday schools for the colored were conducted, outside basic church law, in the colored families’ houses. Later, the swimming pool at the high school was shut down by the school superintendent so that the white kids wouldn’t have to swim with the colored kids. A big swimming pool, used for swimming classes and a swimming team, a part of the physical education program for years, but since there were objections from some of the white kids’ parents who were employers of the black kids’ parents—the ones working as maids and housemen and chauffeurs and gardeners and yardmen—the pool was drained and covered over.

MacDermid.” Cork’s mother and Grandma Dilsey sat at the kitchen table, each with a cup of coffee, and spread out between them on the tabletop was a jumble of photographs. “Your grandfather,” Grandma Dilsey said when Cork looked over her shoulder. He was a man Cork had never known. Handsome and smiling, he stood with a much younger version of Cork’s grandmother in front of a small white clapboard building, the one-room schoolhouse on the rez where Grandma Dilsey had taught and which had been enlarged to become the community center. Patrick “Paddy” O’Connor had been superintendent in the Tamarack County School District then. He’d died

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

Yes, many a function calls for fulfilment. For instance, why should it be thought foolish or low to superintend the kitchen? Why should care not be taken that the storeroom never lacks supplies? Why should a housekeeper be allowed to thieve? Why should slovenly and drunken servants exist? Why should a domestic staff be suffered in indulge in bouts of unconscionable debauchery during its leisure time? Yet none of these things were thought worthy of consideration by Manilov’s wife, for she had been gently brought up, and gentle nurture, as we all know, is to be acquired only in boarding schools, and boarding schools, as we know, hold the three principal subjects which constitute the basis of human virtue to be the French language (a thing indispensable to the happiness of married life), piano-playing (a thing wherewith to beguile a husband’s leisure moments), and that particular department of housewifery which is comprised in the knitting of purses and other “surprises.

The money allocated to the colored children is spent on the education of the white children,” a local school superintendent in Louisiana said bluntly. “We have twice as many colored children of school age as we have white, and we use their money. Colored children are mighty profitable to us.

Underscoring southerners’ sense that it was hypocritical for their region to be targeted for its racial misdeeds, residents in Belleville, Illinois, went on a rampage a day after the Dadeville editorial appeared. A black schoolteacher named David Wyatt and the town's white school superintendent had argued over the renewal of Wyatt's teaching certificate. An altercation ensued. The superintendent was shot, but not seriously harmed. Wyatt was arrested and taken to jail. By nightfall, at least two thousand whites were gathered in the town—including many women and children encouraged to attend the spectacle. A phalanx of two hundred men attacked the steel doors at the rear of the jail with sledgehammers, pounding it with thousands of hammer blows. The city's police did not voluntarily hand the prisoner over to the crowd, but also gave no meaningful resistance. Wyatt, an educated and imposing man—standing six feet three inches tall—waited in his cell on the second floor of the jail, enveloped in the cacophony of the hammers pounding out his death beat. After half an hour, the doors splintered open. Wyatt was seized from his cell and his head immediately smashed. Dragged into the street, the mob surged around him, kicking and stomping his body until it was matted in blood and dirt. A rope was secured to his neck and tossed to two men who had climbed a telegraph pole. Hoisted just a few feet off the ground, Wyatt's body whipped back and forth as members of the crowd gouged, stabbed, and sliced his torso, legs, and arms with knives. Others in the mob gathered pickets from nearby fences and roadside signs to build a crude pyre beneath his dangling corpse. Still more went for gasoline and benzene. Soon Wyatt's body was engulfed in flame. By the time the earliest churchgoers left their homes on Sunday, June 7, the grotesque form of Wyatt's carbonized remains lay amid

I was convinced that the culture of the school system and the quality of instruction in the schools had combined to frustrate superintendents and fail students. The national studies proved my case: it was not just the poverty or drugs or broken families or violence that made it hard to teach kids. To paraphrase Clinton adviser James Carville: It was the schools, stupid. And the mind-set. Tim pointed out a sign he’d found in Slowe Elementary, one of the stops on the tour of schools that first day: “Teachers cannot make up for what parents and students will not do.” Wonder why I was enraged?

I would hear them say on the radio, that we need to hang them once they have been convicted for murder. I don’t think that some of them should have ever reached that stage. If we had prevented them from going on death row, it would not be a discussion about hanging them. Supt. Allerdyce Strachan, the first female officer to rise to the rank of superintendent on the Royal Bahamas Police Force.

I would hear them say on the radio, that we need to hang them once they have been convicted for murder. I don’t think that some of them should have ever reached that stage. If we had prevented them from going on death row, it would not be a discussion about hanging them. Supt. Allerdyce Strachan, the first female officer to rise to the rank of superintendent on the Royal Bahamas Police Force. Hanging, death-row-inmates, crime prevention, gang intervention, talk shows, youth outreach, youth programs, convicted murderers, community policing, law enforcement, gang prevention, community outreach, at-risk-youth, police officers, convicted-for-murder, Rebellion Raiders, I would hear them say on the radio, that we need to hang them once they have been convicted for murder. I don’t think that some of them should have ever reached that stage. If we had prevented them from going on death row, it would not be a discussion about hanging them. Supt. Allerdyce Strachan, the first female officer to rise to the rank of superintendent on the Royal Bahamas Police Force.

Although Saudi authorities promised after the September 11 attacks to revise textbooks that taught hatred against Jews and Christians, as late as 2006 Saudi texts still referred to Jews as “apes” and Christians as “swine.”27 And in April 2008 a British employment tribunal awarded 70,000 pounds ($115,000) to a teacher who had been fired from a Saudi-funded Islamic school for exposing that the school’s textbooks spoke of “the repugnant characteristics of the Jews” and asserted, “Those whom God has cursed and with whom he is angry, he has turned into monkeys and pigs. They worship Satan.”28 There is an endless parade of similar examples. In March 2004 Sheikh Ibrahim Mudayris, speaking on official Palestinian Authority television, railed against “the Jews today taking revenge for their grandfathers and ancestors, the sons of apes and pigs.”29 And during the swine flu scare in May 2009, Sheikh Ahmad ‘Ali ‘Othman, the superintendent of da’wa [Islamic proselytizing] affairs at the Egyptian Ministry of Religious Endowments, declared that “all pigs are descended from the Jews whom Allah transformed into apes, swine and worshippers of Satan, and must therefore be slaughtered.” Othman based his argument on Koran 5:60, one of the Koran’s notorious “apes and pigs” passages.30 In his televised sermon denouncing the Jews regardless of their actions in Israel or elsewhere, Muhammad Hussein Ya’qoub also invoked this theme: “As for you Jews—the curse of Allah upon you. The curse of Allah upon you, whose ancestors were apes and pigs. . . . Allah, we pray that you transform them again, and make the Muslims rejoice again in seeing them as apes and pigs. You pigs of the earth! You pigs of the earth! You kill the Muslims with that cold pig [blood] of yours.”31 Jews as apes and pigs: it’s in the Koran, holy book of the religion of peace.

The educational environment of children should encourage them to continue to explore the open-ended connections between their experiences, and to be receptive to new interconnections and interpretations of theories and explanations that they have either learned or developed. An oft-repeated story illustrates the deadening effect of thinking in terms of narrowly defined fields.16 A high school physics student was given the following problem on an examination: “Suppose you were in a tall building, and had a sensitive barometer in your possession. How would you use it to find the height of the building?” As anyone who has studied introductory physics will instantly recognize, the instructor was looking for the answer he had prepared his students to give—namely, measure the barometric pressure at the bottom and the top of the building, and calculate the height of the building, using the formula that relates the drop in barometric pressure to the increase in elevation going from the ground to the top of the building. The student in question, a very bright and highly independent soul, found it demeaning to provide an answer that he thought was trivially easy. Instead, he answered, “You can do it several ways. One is to drop the barometer from the top of the building and measure how long it takes to hit the ground [thus illustrating that he knew the relationship between height, distance, and time in gravitational free fall, another piece of ‘physics’]. Another is to attach the barometer to a long string, lower it to the ground, and measure the length of the string [no longer ‘physics,’ but rather ‘carpentry’].” The answer, of course, was declared wrong. The student objected strenuously and brought a storm of protest to bear on the examiner—who then agreed to repeat the same question and give the student an opportunity to provide the “correct” answer. The student, no more inclined to be compliant than before, answered, “I would go to the superintendent of the building and offer to give him the barometer as a gift if he would tell me how high his building is [now we have entered ‘economics’].” Leaving

The state put a Broad-trained superintendent, Randy Ward, in charge of the Oakland schools ... Ward embraced the small schools but went further; his school reform plan aimed to turn the district into a marketplace of school choice while overhauling the bureaucracy. He closed low-performing schools and opened charter schools. He attracted $26 million in grants from the Broad Foundation, the Gates Foundation, the Dell Foundation, and corporations based in Oakland.

Nor is it wise to entrust our schools to inexperienced teachers, principals, and superintendents. Education is too important to relinquish to the vagaries of the market and the good intentions of amateurs. American education has a long history of infatuation with fads and ill-considered ideas. The current obsession with making our schools work like a business may be the worst of them, for it is threatening to destroy public education. Who will stand up to the tycoons and politicians and tell them so?

Even when blacks are the majority population in cities such as Baltimore, and occupy key positions — mayor, city council, city council president, police chief, fire chief, school superintendent, etc. — the Race Grievance Industry still schemes to convince blacks that racism is America’s default setting.

Thinking that a demonstration of the New Psychology’s practical applications might make it less threatening to traditionalists, Hall delivered a series of lectures on education in Boston (arranged by Charles Eliot). The lectures drew on the work of a man named Francis Parker, who had become famous as the superintendent of schools in Quincy, Massachusetts, and the founder of a theory of pedagogy known as “the Quincy system.” Parker had served as a colonel in the Union Army (he retained the title ever after); after the war, he had spent several years in Europe, returning with a philosophy of education derived from Kantian and Fichtean ideas of mental growth, and emphasizing the importance of experience in acquiring knowledge. Hall expressed the germ of the theory in recapitulationist language: “The pupil should, and in fact naturally does, repeat the course of the development of the race, and education is simply the expediting and shortening of this course.”24 The lectures, attended mostly by teachers, were hugely successful. Hall still couldn’t get a job. He started to think about going to medical school.

Detective Superintendent Grey offered Adam her office to take the Zoom call with Asmin Khalil. He sat behind her desk and she sat over the other side of the office with Nell. Sitting in Grey’s chair felt like when he’d once gone on a trip to Kensington Palace with school and for a dare had sat on one of the roped-off thrones. He’d got a week’s worth of detentions and his mum had stopped his pocket money for a month

From principals to superintendents, school administrators oversee operations, set educational goals, and shape the future of students and schools.

As Americans were debating bailouts, individual mandates, and Michelle Obama’s finely toned arms, progressives knew they had a golden opportunity to sneak Common Core through the back door. And that’s just what they did. Remember what Rahm Emanuel, Obama’s first chief of staff, said: “You never want a serious crisis to go to waste.” Common Core was that political philosophy in action. The controllists’ plan was almost perfect. They knew they didn’t have to sell Common Core to lawmakers in individual state legislatures, where citizens would find out about it and demand it be stopped. Instead, they could just go to the individual state boards of education—entities that most Americans don’t even know exist—for permission. In Wisconsin, for example, all it took was one individual, the state superintendent of public instruction, to adopt the standards. It was a devious and brilliant plan, but that didn’t make it foolproof. It wasn’t a given that state school board members would agree to Common Core. Some might sense that it was a ploy to slowly nationalize their state’s education system. To counter that possibility, progressives wrote special funding for the Common Core “initiative” into President Obama’s nearly $800 billion stimulus plan via the “Race to the Top” program. This gave the administration the ability to bribe cash-starved states into adopting Common Core by making it a prerequisite for states to compete for seven-figure education grants. In addition, they delayed the testing component of the standards for several years, thereby giving state bureaucrats several years of zero accountability. Many of these bureaucrats no doubt knew they’d be retired or in a different position by the time the real pain came around.

CONCERT CHECKLIST 1. Secure a date on the calendar. Be sure it is listed on the official school calendar to protect it. 2. Reserve a performance venue for the concert and for final rehearsals. 3. Have tickets printed if they are to be used. 4. Plan the printed program and get it to the printer by the deadline date. 5. Plan the publicity. The following types of publicity can be utilized to draw a sizable concert audience: Radio releases Television releases Newspaper releases Online listings School announcements Notices to other schools and/or organizations in the area Posters for public placement 6. Send complimentary tickets to: Civic leaders Board of Education Superintendent People who have helped in some way Key supporters Key people to stimulate their interest 7. Have the president of the choir send personal letters of invitation to people that are special to the music program (newspaper editor, Board of Education, Superintendent, civic club presidents, supporters etc.). 8. Appoint a stage manager. He should be someone who can control the stage lighting, pull curtains, shut off air circulation fans that are noisy, and see that the stage is ready for the concert. 9. Arrange for ushers. 10. Check wearing apparel. Be sure that all singers have the correct accessories (same type and color of shoes, no gaudy jewelry for girls, etc.). 11. Post on bulletin board and tell students the time they will meet for a pre-concert warm-up. High school students will perform best if they meet together at least forty-five minutes before the concert.

Why do national reform priorities keep getting misinterpreted on the ground? The federal Department of Education has no power over state legislatures or education departments. There are no federal inspectors of local schools to make sure principals, superintendents, and school boards understand how to use complex new tools like value-added measurement of teachers. Unique among Western nations, our national government does not produce or select high-quality tests, textbooks, or reading lists for teachers to use. Lastly—and perhaps most importantly—we consistently expect teachers and schools to close achievement gaps and panic when they fail to do so. But we do not provide families with the full range of social supports children need to thrive academically, including living-wage employment and stable and affordable child care, housing, higher education, and vocational training, in addition to decent nutrition and health care.

You can trust the Man who died for you.” I boarded the train, and as I traveled toward home, I thought of the changes, sacrifices, and disappointments that consecration might mean in my life—and I was still afraid. Upon arriving home, I went straight to my room, fell on my knees, and saw my life pass before my eyes. I was a Christian, an officer in the church, and a Sunday school superintendent, but I had never yielded my life to God with a definite act of my will. Yet as I thought of my own “precious” plans that might be thwarted, my beloved hopes to be surrendered, and my chosen profession that I might have to abandon—I was afraid. I completely failed to see the better things God had for me, so my soul was running from Him. And then for the last time, with a swift force of convicting power to my inmost heart, came that searching message: “My child, you can trust the Man who died for you. If you cannot trust Him, then whom can you trust?

Many teachers felt that no matter how creative they were in the classroom, it wouldn’t make a difference anyway. They talked about a devastating erosion in standards, how the students of today bore no resemblance to the students of even ten or fifteen years ago, how their preoccupations were with anything but school. It was hard for teachers not to feel depressed by the lack of rudimentary knowledge, like in the history class in which students were asked to name the president after John F. Kennedy. Several students meekly raised their hands and proffered the name of Harry Truman. None gave the correct answer of Lyndon Johnson, who also happened to have been a native Texan. In 1975, the average SAT score on the combined math and verbal sections at Permian was 963. For the senior class of 1988–89, the average combined SAT score was 85 points lower, 878. During the seventies, it had been normal for Permian to have seven seniors qualify as National Merit semi-finalists. In the 1988–89 school year the number dropped to one, which the superintendent of schools, Hugh Hayes, acknowledged was inexcusable for a school the size of Permian with a student body that was rooted in the middle class. (A year later, with the help of $15,000 in consultant’s fees to identify those who might pass the required test, the number went up to five.)

Be the Inviter “When I began my speaking career, I designed and delivered motivational programs for children teaching them success skills for life. Before going into a middle school one year, I interviewed the principal, Alexis Tibbetts, to ask what words of wisdom her students desperately needed to hear from me. She shared, “Kids can be so cruel. Some of the children never feel included or a part of something special. Please tell them that rather than being lonely and getting their feelings hurt, they can start doing the inviting.” Her words were spot-on. Alexis went on to become a well-loved superintendent of schools in Okaloosa County, Florida. Her words of wisdom were game-changing for her students. They can be game-changing for you as well.

In the search for a new superintendent, the Massachusetts Association of School Committees gave the lowest price for a search service. The $12,000 price tag includes resume screening, focus group discussions and interviews to help the district sort through applicants. Another $8,000 could be used for ads that district policy dictates should be run in the Boston Globe and The Sun.

Police: NY bus driver drove drunk with 35 students on board CORTLANDT, N.Y. (AP) — Police say a school bus driver was driving drunk with 35 students on board when she sideswiped a utility pole in suburban New York. It happened Monday as 56-year-old Mary Coletti was taking students to Walter Panas High School in Cortdandt. Authorities say she sideswiped the pole around 7 a.m. They say her blood-alcohol level was above the legal limit of .08 percent. A few students suffered minor injuries. Lakeland School District Superintendent George Stone tells The Journal News Coletti's bus driver's license has been revoked. Coletti was arraigned Monday and sent to jail on $1,000 bail. She's due back in court May 18. It's unclear if she has an attorney. Posted:

New York School Chancellor Joel Klein announced near the opening of the 2002–2003 school year that district superintendents would receive bonuses up to $40,000—about a quarter of their base salaries—if test scores improved in their districts. School

 Public school superintendents and university presidents need to think beyond core curricula and their graduation rates. Students don’t want to merely graduate; they want an education that results in a good job.

Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job.

Yes, I know, because schools are cruel, illogical and unfair. But the thing is – life is cruel, illogical and unfair. That is why the education system works so well. If schools and teachers did a good job and inspired children and made them enthusiastic about every subject, they would only be sadly disappointed when they got out into the real world. Better to disappoint them when they’re young. It is more important to learn to cope with disappointment than learn how to do long division.’ ‘You are a very wise pig, Miss Piggins,’ said the superintendent. ‘True,’ said Nanny Piggins.

From principals to superintendents, school administrators oversee operations, set educational goals, and shape the future of students and schools.

With 30+ years in education, Dr. Jane Larson has served as an instructor, administrator, and consultant across PreK-12 and higher education. Starting as a high school teacher in 1992, she advanced to roles such as Assistant Principal and Elementary Principal. With a Doctorate in Educational Leadership, she secured funding for staff development and, as Chief Academic Officer and Assistant Superintendent, led school improvement efforts focused on academic excellence and career readiness.

The missionary part of the society had become very much interested in a Sunday-school in a Southern town. A young woman who used to be a teacher in their own Sunday-school had married and gone there to live, and it was she who had written to the superintendent’s wife a story of their mission Sunday-school, where they gathered each Sabbath a company of people who were very poor and ignorant; so that some of the girls who were as old as twelve and fourteen did not even know how to read. The Pansy Society had become deeply interested in these girls, and having heard from Mrs. Carpenter that they were going to have a Christmas-tree in their mission school, and that it would be the first Christmas-tree that many of them had ever seen, they resolved to pack a barrel with all sorts of pretty and useful things,

A nasty child custody battle in Tim Walden’s school district in Massachusetts revealed just how substantial the volume of e-mail correspondence schools receive from parents had become. As superintendent, Dr. Walden received a subpoena from a boy’s father for all e-mails related to the boy; the father hoped to use the content of some of his ex-wife’s e-mails against her. Instead the subpoena revealed a different fact pattern: in the aggregate over the boy’s freshman and sophomore years the father had e-mailed teachers and administrative staff over two hundred times. Ironically the mother had sent only about ten e-mails.6 Technology has changed many things but the school day is still only six or seven hours long. How do teachers and administrators even begin to handle the enormous work increase caused by interactions with parents?

The course superintendent and golf pro at the country club then was Milfred (Deacon) Palmer, the father of legendary golfer Arnold Palmer, who was just a year behind Fred Rogers in school.

To the dismay of Fischer, and to the great consternation of prison officials, the governor gave in to McKay. Russell Oswald was particularly worried by what this would mean for his people. He wrote to Attica superintendent Vincent Mancusi, “Frankly I can see nothing but trouble ahead for you, Walter [Dunbar] and me, for the next several months with the manner in which this Commission is moving. You are undoubtedly aware of the fact that they have recruited law students from New York University, Columbia University Law School and Yale Law School to assist in their study. Need more be said?

Lee got a job his second week in Dallas. A neighbor of the Paines, Linnie Mae Randle, mentioned that her brother, Wesley Frazier, worked at the Texas School Book Depository and there might be a job opening there. At Marina’s urging, Ruth called Roy Truly, superintendent of the depository, and asked him to consider Lee. Mr. Truly suggested that Lee apply in person. Lee appeared the following day and made a good impression. He was “quiet and well mannered,” called Mr. Truly “sir,” and said

deaf president now Most of you have probably seen the phrase, but what do you know about the “Deaf President Now” movement? Despite being the first Deaf university in the world, Gallaudet had never had a Deaf president before, and in March 1988 that was finally about to change. The Board of Trustees was slated to choose the next president from a list of three finalist candidates, two Deaf, one hearing. In the lead-up to the board meeting, students and faculty had been campaigning and rallying in support of a Deaf president. THE CANDIDATES DR. ELIZABETH ZINSER, hearing, Vice-Chancellor of Academic Affairs at University of North Carolina DR. HARVEY CORSON, Deaf, Superintendent of the Louisiana School for the Deaf DR. I. KING JORDAN, Deaf, Dean of College of Arts and Sciences at Gallaudet On March 6th, the board selected Zinser. No announcement was made. Students found out only after visiting the school’s PR office to extract the information. Students marched to the Mayflower hotel to confront the Board. Chair Jane Spilman defended the selection to the crowd, reportedly saying, “deaf people can’t function in the hearing world.” WHAT HAPPENED NEXT? MARCH 7TH: Students hot-wire buses to barricade campus gates, only allowing certain people on campus. Students meet with Board, no concessions made. Protesters march to the Capitol. MARCH 8TH: Students burn effigies, form a 16-member council of students, faculty, and staff to organize the movement. THE FOUR DEMANDS: Zinser’s resignation and the selection of a Deaf president Resignation of Jane Spilman A 51% Deaf majority on the Board of Trustees No reprisals against protesters WHAT HAPPENED NEXT? MARCH 9TH: Movement grows, gains widespread national support. Protest is featured on ABC’s Nightline. MARCH 10TH: Jordan, who’d previously conceded to Zinser’s appointment, joins the protests, saying “the four demands are justified.” Protests receive endorsements from national unions and politicians. DEAF PRESIDENT NOW! MARCH 10TH: Zinser resigns. MARCH 11TH: 2,500 march on Capitol Hill, bearing a banner that says “We still have a dream.” MARCH 13: Spilman resigns, Jordan is announced president. Protesters receive no punishments, DPN is hailed as a success and one of the precursors to the passing of the Americans with Disabilities Act (ADA).

Really,’ she exclaimed, stumping into the kitchen and plonking herself down on the nearest chair, ‘this place is getting worse than Nightmare Abbey. Whatever next?’ A grammatical purist might have wondered why Miss Bentley hadn't said ‘whoever’ rather than ‘whatever’ but the former headteacher belonged to the Superintendent Leeyes school of taking bad news as a personal affront rather than as an occasion for sympathy for the victim.

fact, the first legally proven fatality from domestic bioterrorism was the 1973 murder of West Oakland school superintendent Dr. Marcus A. Foster, an African American, who was felled by a cyanide-tipped bullet from the arsenal of the Symbionese Liberation Army.22

If Mr. Owens could get permission from the school superintendent, he'd bring a bayonet and musket to show the class. “We'll go through how you fire a musket. I like to have students handle it because it's heavy. It really gives you a sense of how hard it was to be a Civil War soldier." Mr. Owens was being the kind of radical teacher that Martin Haberman, author of Star Teachers of Children in Poverty, would approve of. He was willing to fight for a special project because he knew it would enhance learning. Demonstrating weapons in a class filled with alternative students who'd been labeled “dangerous” and “disruptive” was radical, indeed.

Dr. Trent Lovette is a retired superintendent, but that doesn't mean he isn't working. He's taken his leadership experience and interpersonal skills to the field of leadership coaching, mentoring, and motivational speaking as John Maxwell and Gallup CliftonStrengths Global coach. Additionally, Dr. Trent Lovette has joined together with a business partner to enter the real estate business with Summit Investment Properties.

As Lynley watched her, he thought how ironic it was that he had come to depend upon having Havers as his partner. Initially he had believed that no one could possibly be less likely to suit him. She was prickly, argumentative, easily given to anger, and bitterly aware of the enormous gap that existed between them, an impassable chasm created by birth, by class, by money, by experience. They could not have been more antithetical, Havers struggling with a fierce determination to rise out of a working-class neighbourhood in a grimy suburb of London while he moved effortlessly from his home in Cornwall to his town house in Belgravia to his office in New Scotland Yard. But their differences went far beyond mere background. Their perceptions of life and humanity occupied two opposite ends of the spectrum as well. Hers was ruthless, without sympathy, suspicious of motives, and based on distrust of a world that had given her nothing. His was laced with compassion, rich with understanding, and based almost entirely upon a guilt that insisted he reach out, learn, expiate, rescue, make amends. He smiled at the thought that Superintendent Webberly had been absolutely right to put them together, to insist they remain in partnership even at moments when Lynley believed it was an impossible situation that could only grow worse.

will find an overview of what is now required of homeschoolers in the state of Massachusetts: Prior approval from the superintendent and school board, for one. Access to textbooks and resources that public school children use, for another. David and Ada had neither. In 1984, David’s failure to enroll his daughter in any school was only further evidence of his neglect, in the eyes of the DCF.

I’ve been over every inch of what happened. The NRA had nothing to do with it. This happened in a Democrat county with a Democrat sheriff, a Democrat superintendent, and a Democrat school board, implementing Democrat ideas on criminal justice, Democrat ideas on special education, and Democrat ideas on school discipline. And after Democrat voters gave all these Democrats a resounding vote of confidence in the school board election, the Democrat teachers union president, Anna Fusco, wrote in a Facebook group about our campaign for accountability: “Now you can all shut up!” Meanwhile, at the national level, Democrat organizers swooped in and weaponized my daughter’s murder for their Democrat agenda and to fund-raise to elect more Democrats.

The morning after the shooting, Kenny watched the first press conference at MSD. Superintendent Runcie said: Students have been reaching out to me, reaching out to staff, probably board members and others saying that now, now is the time for this country to have a real conversation on sensible gun control laws in this country. So, our students are asking for that conversation. And I hope that we can get it done in this generation, but if we don’t, they will.1 Kenny yelled at the TV, “Can’t you just fucking wait until the bodies are buried?” Kenny didn’t have strong opinions on gun control, and no one in his family owned a gun. But the morning after a mass murder seemed way too soon to make any kind of political argument. He only grew angrier when Runcie called on the Florida Legislature to allocate more funding to mental health. Later in the press conference, Sheriff Israel admitted, “There are some bodies that are still in the school. It’s a process.” That’s when something inside of Kenny flipped. The bodies of children who had been murdered under Runcie’s leadership were still lying on the schoolhouse floor directly behind him, and he had already started politicking.

Following the Sandy Hook school shooting in December 2012, the Florida Legislature proposed providing the Broward County school district with an additional $55 million for school safety.4 But, according to the Sun Sentinel, Superintendent Runcie and the school board “hated the idea because control over the money would have gone to a separate taxing district board.” School board member Ann Murray declared, “I’m not willing to give up any authority to anyone.” Her colleague Robin Bartleman worried that the state money could interfere with the soon-to-be-launched PROMISE program. Superintendent Runcie wrote a letter to the legislature saying that he didn’t want the additional money and explaining that he was already moving ahead on a host of school safety initiatives (which he never implemented).5 A

The board would have to end the meeting early, so Kenny’s speaking time would be cut to three minutes and there would be no time for the survivors to speak. Kenny knew he couldn’t explain his findings in three minutes, so when he stepped forward, he abandoned his script. I had intended to talk about the investigation today. The problem is that my remarks will be a little different than originally intended. You see, certain members of this board and the superintendent have tried by every means possible to subvert our message. For weeks, we have had additional speakers scheduled. Just an hour ago, I received word that all of our seven additional speakers would be cut and my time would be cut in half. A board and superintendent who insist on their commitment to transparency have decided to deny a voice to survivors and families of the victims who intended to speak tonight. This is no surprise after the fiasco I was involved in yesterday, though. It was requested that I meet with the superintendent and families of victims to discuss my report. When I arrived, I was denied the right to have an attorney present, I was refused the opportunity to record the meeting, and I was told that this was because the superintendent wouldn’t have any representation of his own. The meeting was stacked with ten district officials in addition to the superintendent. We spoke for a total of two hours. You can call me a skeptic, but I have a hard time believing that a superintendent and ten district officials who represent two hundred thirty-four schools, fifteen thousand teachers, and two hundred seventy thousand students had the time to meet with a nineteen-year-old for two hours if they didn’t believe that I was holding onto something crucial.… Something doesn’t smell quite right in Broward, and this school district is the epicenter. Luckily, our report will be going live on The Hill and other national media outlets at around 6 p.m. today, and it will make clear the failures of the school system, and in particular the superintendent, in protecting our schools. Thank you.19 The audience erupted in applause.

On May 14, 1912—eight months after his stepmother’s awful death—Andrew Kehoe, then forty years old, took a wife. Her full name was Ellen Agnes Price—“Nellie” to everyone who knew her. Born in 1875, she came from a family of proud Irish Catholic immigrants, whose most prominent member was her uncle Lawrence. A Civil War hero who had fought at Antietam, Fredericksburg, Chancellorsville, and Gettysburg, Lawrence had grown up in Michigan, returned to his home state after the war, and purchased a wilderness tract in Bath Township, which he eventually transformed into a flourishing 320-acre farm. In 1880, he turned his phenomenal energies to mercantile pursuits, successfully engaging in the grocery, lumber, dry goods, and hardware businesses before becoming a pioneer in the nascent automobile industry as founder and president of the Lansing Auto Body Company. In addition to his myriad enterprises, he served as Lansing’s chief of police and superintendent of public works, did a four-year term as a member of the city council, headed the Lansing Business Men’s Association, and ran as the Democratic candidate for the US Senate in 1916.1 Among his eight siblings was his younger brother, Patrick. Born in Ireland in 1848, Patrick had been brought to America as an infant and spent most of his life in Michigan. Financially beholden to his wealthy older brother, he worked as a farmhand on Lawrence’s spread in Bath before becoming an employee of the Auto Body Company. His marriage to the former Mary Ann Wilson had produced a son, William, and six daughters, among them his firstborn child, Nellie, the future Mrs. Andrew Kehoe.2

The superintendent of the new consolidated school, Emory Huyck, had been recommended for the job by his alma mater, Michigan State Agricultural College.1 He was born in 1894 in Butternut, Michigan, not far from Carson City, one of eleven children, all of whom would outlive him, as would both his parents, William and Mary. After graduating from high school at the top of his class, Emory briefly attended the Ferris Institute in Big Rapids, Michigan. Ferris had been founded in 1884 by future Michigan governor and US senator Woodbridge Nathan Ferris as an “industrial school” meant to provide both practical training and a basic liberal arts education “to all young men and women, regardless of their ages, regardless of their mental attainments, regardless of their present conditions, who desire to make themselves stronger and better.”2 In 1917, while teaching at a school in the Montcalm County village of Pierson, Emory registered for the draft. His registration card suggests that he was not merely willing but was keen to serve his country. To the question “Do you claim exemption from draft?” he answered with an emphatic “I do not,” rather than a simple “no,” as most young men did.3 Stationed at Camp Custer near Battle Creek during the war years, he served as a training officer. He would eventually be commissioned second lieutenant of cavalry in the Officers’ Reserve Corps.4

By 1920, he was living back home with his parents while pursuing a degree at Michigan State Agricultural College.5 Specializing in chicken breeding, he proved to be so proficient that, immediately after his graduation, he received a summer school appointment as “instructor in poultry husbandry for federal students”—young veterans attending college with governmental aid.6 In addition to his academic work, the religiously committed Huyck was active in the Student Volunteer Movement, a campaign begun in 1886 to enlist college students for missionary work abroad with the ultimate goal of bringing about (as its watchword put it) “the evangelization of the world in this generation.”7 In April 1922, just prior to his graduation from Michigan State Agricultural College and three months shy of his twenty-eighth birthday, Emory accepted the position of superintendent of the Bath Consolidated School at an annual salary of $2,300. Eight months later, two days after Christmas, Emory married Ethel Newcomb of Pierson, Michigan, six years his senior; she would also join the faculty at the newly built school, teaching “vocal music” and second grade.8

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

The superintendent had referred to the old administrative building as “the sick building.” Whether it was lead paint, asbestos, or rodent droppings, something was not right, and it made me worry more about our own building.

To our nation’s principals and superintendents, where hides your series of leadership talks. And why? I find your performance lackluster at best. For the love of God, pick up Alfie Kohn’s book, which was published over three decades ago, and do something about it. Be better. You should foster, facilitate, not gatekeep. Demand excellence over the entirety of your school grounds from start to finish of every single school day. Excellence, and nothing less. Not for our children’s future. For their now.