As I stated in an earlier post, I initially wanted to be a school administrator in order to increase inclusive practices for students with learning or behavioral challenges. This was deep rooted from life experiences in having an older brother who was initially labeled as mentally retarded. This label changed, as decades passed, to words society deemed were more acceptable. The passion to use my life experiences to adjust the way educational services were provided to exceptional children never wavered. As I look back now I am thankful that I was given the opportunity to guide students, families and educators.

The first position I had was that of a middle school principal in a small, rural community in Southern Illinois. Part of the day, I would work with students in a computer lab and the rest of the day I juggled principal duties. This was almost thirty years ago so the memories are not as vivid as they once were. In a small school there wasn’t anyone else to be sure the building was secure so that was my responsibility. It made for very long days! The staff was a mix of veteran teachers along with those who were new to education. We all played important parts of making sure students were provided a wide range of experiences; from the yearly school play to lots of physical exercise. Since there were very few “hands on deck” everyone understood the importance they played in working as a team for students. The veteran staff provided me with all of the advice/suggestions I needed as I slowly began to learn, over the seven years I was there, how to be a school leader. Many thanks to the team of educators who I worked with during this time: Garry Monroney, Eloise Kueker, Barbara Marlin, Kim (Eggemeyer) Maes, Diane (Jaenke)Chambers, Terrie Thies, Larry Ashley, Bill Wilson, Evelyn Schrand, Vern Antry, Steve Sikorsky, Bev Braun, Mrs. Eggemeyer, Jim Macri, and Janice Hamilton.

One of the fondest memories I have, during these seven years, was when I discovered we could enter into a agreement with Saxon Math. They were just beginning to create textbooks and had a way of teaching mathematics (spiraling) that was very different from what had been done previously. If we purchased 15 books the other 15 were free as long as we anonymously shared the achievement data with them. With funding being extremely limited we launched into this initiative. The teachers and students embraced this new instructional method and achievement soared. I was so very proud when one group of students won a State Mathematics award! This all began with educators who understood how to build relationships with students and set the very highest expectations for their success.

I have worked at many schools in different parts of the country but I have never seen a group of boys, who were quickly becoming young men, so dedicated to playing basketball. The minute they arrived off the bus, until 5:30 when practice ended, they practiced basketball during every spare moment. They won some of their games, lost some, but everyone of them learned how to play together as a team and self-discipline. I was so proud of them! In a small, rural community when a common cause is identified they often come together to get it accomplished. The playground area had a baseball diamond but nowhere for them to play basketball outside. When an asphalt company was in town, paving the streets, I gathered together all of the muster I could generate and went to talk with them. I asked if they would please donate enough asphalt for the school to have a place for students to play basketball. They agreed, and shortly after, the parents joined together and placed the posts and hoops beside this asphalt. Yes, community can make all the difference in creating successful schools.

During the next post I will share about the nine years I spent in Wisconsin.