Meeting Superman

Author: Merrow, J.
Publisher: Phi Delta Kappa
Publication Date: 2004, February
Journal: Phi Delta Kappan
Journal Volume: 85(6)
Pages: 455-460
Available for purchase online at: http://www.pdkintl.org/kappan/ktoc0402.htm

Abstract (written by WestEd)

The "Superman" of this article is the principal of a high-poverty, high-minority elementary school where there is no achievement gap, which is attributed to the culture, staff, and expectations fostered by him. The gaps in opportunities and expectations that lead to the gaps in outcomes commonly referred to as "the achievement gap" are nowhere to be found at the school he leads.

George Albano has been the principal at Lincoln Elementary School, Mt. Vernon, New York, for 25 years. The school has 800 students: 60 percent black and Hispanic, 38 percent white, and two percent Asian; half qualify for the free or reduced lunch program; and six percent are in special education. Yet despite what one might expect from this school, in 2003, 99 percent of fourth-graders met New York's standards in English, math, and science. This is a result of, among other things, hard work on everyone's part, talented and dedicated teachers, a thoughtful approach to testing, an integrated curriculum, bending the rules by the principal to do what is best for students, and a refusal to let any child fail to learn.

Ron Ross, former superintendent of Mount Vernon, said, "When we talk about student achievement and an achievement gap, we generally focus on the students. That's wrong. You're never going to close it by doing that. Focus on the teachers." Albano does, starting with recruiting and hiring talented people who, as teachers, will go the extra mile to help every child. The principal then uses situational leadership to direct, guide, support, and delegate so that teachers are respected and empowered to do their jobs well. Despite the relatively low pay teachers receive at Lincoln, teacher turnover is exceptionally low.

Lincoln does not believe in drill-and-kill instruction. Core content areas are integrated in other areas; for example, science concepts such as velocity and force are taught as part of physical education, and math as part of music. Interesting projects are common, even while students are being well prepared for standardized tests. Lincoln does not just focus on meaningful, successful teaching and learning of rigorous curriculum and standards; there is also attention paid to practicing and teaching core values like honesty and respect.

When interviewed about strategies for helping students learn, teachers mentioned flexible discipline with respect, making a connection with each student, seeking and getting advice from the student's former teacher and other experienced teachers, and never giving up. All students are expected to achieve high standards, and teachers do anything to help every student, so there is no achievement gap in Lincoln School. Students say their teachers care a lot, expect a lot, and will do whatever it takes to help them learn. When too few parents were coming to school for events, the principal made them come to school to see their child's report card (in defiance of board policy and initial lawsuits); now all but a very few come to the school. At Lincoln Elementary School, teachers and student truly enjoy teaching and learning together.