“We want people who have the courage to make good decisions,” said East Baton Rouge Parish School superintendent John Dilworth about the characteristics of a good principal.
“Being an urban district that’s over 80 percent African American, it’s important to have diversity and it’s important to have good, strong -particularly African-American- leaders in many of our larger schools. But the overriding factor is: They are leaders.”
East Baton Rouge school district employs 13 Black, male principals-roughly 14 percent of the principals district wide. In Tangipahoa Parish, roughly eight percent of the principals are Black men.
These low percentages are not unique to the South; nationwide Black men make up less than 11 percent of all principals, according to researchers at Cleveland State University.
In an interview with six principals, many of them admitted that becoming a principal was not their initial career choice. For some, it took convincing.
More than half of the principals interviewed began teaching physical education or coaching in public schools, then went on to earn advanced degrees and moved through the ranks to become principal.
“My ambition to become a principal was ignited as I observed other male principals in the schools I attended. They were innovative, full of energy, and authoritative, I greatly admired these traits and wanted to have the opportunity to demonstrate them myself-within the school,
said Jerome Pondexter, principal at Berean Adventist Christian Academy.
“I decided to become a principal because I felt there was a need to promote education as a tool to improve the quality of life within urban communities, and the best way to spread that concept to as many children as possible was by becoming a school leader. I, like many of students, had to confront and defeat the obstacles that come with poverty,” said Averil Sanders, principal at Glen Oaks Academy of Science.
Thirteen principals were surveyed to understand who these leaders are and what challenges they face. Baton Rouge area principals Herman Brister Jr., Lamont Cole, Edwin Chastang, Perry Daniel Ph.D., Joe Griffin, Leroy Helire, Louis Moore, Pondexter, and Sanders participated. Here are their responses:
Do you find opportunities or obstacles different for Black, male principals?
BRISTER, principal, McKinley Middle Magnet School: Historically speaking, Black male principals where considered disciplinarians. In the age of accountability and (No Child Left Behind), it has forced all principals to become more instructionally focused.
COLE, principal at Center for Student Apprentice Learning: Yes, often times my intellectual capacity to lead academic instruction is questioned. Folks often believe we are not smart enough to do so.
CHASTANG, principal, Scotlandville Pre-Engineering Middle Magnet: I think that many people see the need for Black men in leadership positions within our schools, but just as with anything else in our society you still have to prove that you are qualified and the right choice, so the opportunities are there.
DANIEL, principal, Prescott Business Academy: I realized early in my career that race was a factor in hiring and promotions. I needed to work twice as hard and earn additional degrees to be considered for most positions. Most Black men were considered for assistant principal of discipline positions but rarely would a Black man be considered for an assistant principal of instruction position.
GRIFFIN, principal, Pointe Coupee Central: The obstacles are different for us because we represent such a small number.
HELIRE, principal, Northdale Academy: Ironically, it is sometimes the state accountability program that makes it difficult. Each year, over half of my students graduate. With a new student body (all at risk of dropping out, or having dropped out and reentered our educational system), the state measures my teachers and current students against those of the prior year. With those obstacles and a very small faculty, we march forward, and sometimes still reach the goal of graduation.
MOORE, principal, Mayfair Elementary: I believe that everyone regardless of race or gender face obstacles. Sure, some more or less than others. However, my father has instilled in me the mentality to never give up and work hard for what you want and opportunities will come to you.
PONDEXTER: There are opportunities for male principals to become mentors to young Black boys because of the many female led single-parent homes. One of the main obstacles in the private sector is the scarcity of Black, male principals; most of the schools are led by women.
SANDERS: Yes, opportunities are very different for us within education. We have to constantly work to demonstrate that we can be instructional leaders instead of simply building managers.
In your capacity, you are a role model daily to hundreds of students. What’s the biggest challenge you face as a principal inside of school?
BRISTER: It’s a tough reality in which we are living in. A large number of our fathers are absent in the lives of our children. To a large degree we assume that responsibility for the children. Whether we know it or not, we are constantly being monitored and evaluated by our students. It is important for us to maintain the highest levels of moral and character.
COLE: The biggest challenge is being everything to everyone at all times. I love my teachers and students and try to connect with them daily. It is challenging to find the hours in the day to provide them with all they need to be successful.
CHASTANG: As bad as I may want to I have to realize I can’t save ALL of the troubled kids…but I still try.
DANIEL: The biggest challenge inside the school is to change the mindsets of students. It is important for students to become thinkers and understand people as well as how they are perceived by people. If we can accomplish these tasks then they will be successful academically and possess the social skills to be successful in any setting.
GRIFFIN:The biggest challenge in the schools is keeping everyone focused on the main goal of raising student achievement. There are many distractions.
HELIRE:I am the one they look to for wisdom in helping them to make intelligent decisions in both their daily lives and for their future. I have to live the life that I talk about.
MOORE: The biggest challenge inside of school is keeping everyone focused on priorities. It is easy for everyone, including the principal, to get off track.
PONDEXTER: Motivating students to learn to become academically savvy.
SANDERS:The biggest challenge I’ve faced inside a school as a role model is helping our boys dismantle their thuggish facades and our girls’ idea of physical beauty over self-worth and discover the benefits of projecting an image of themselves that demonstrates intelligence, pride, and ambition. These ideas promote acceptance of failure. They believe that I can’t fail at being a thug because there are no expectations associated with it. It’s only when I put forth effort to be different, or set high expectations for myself, that I can experience the feeling of failure.
And outside of school?
BRISTER: It is also important for us to be role models outside of school as well. The community sees us as a people of influence within the community. It is important for us to maintain the highest levels of moral and character.
COLE: The biggest challenge outside of school is turning off the principal mindset and just relaxing. No matter where we go in the city of Baton Rouge I am still the principal.
CHASTANG: Trying to maintain stability to still have enough emotional and physical energy to enjoy my family. MOORE: The biggest challenge outside of school is competing with the negative influences of the world. This is a challenge that must continuously be dealt with by the principal and teachers
PONDEXTER: Making time for my family and time to rejuvenate myself spiritually and socially.
SANDERS: Outside of school, the biggest challenge I’ve had is breaking people’s expectation and value of African-American male principals.
How is the education focus in Baton Rouge and the state impacting your students and teachers?
BRISTER: The state and city is divided on how children should be educated. Mr. John Dilworth our Superintendent said it best, “when adults bicker, children suffer.” It is important for us to work together for the betterment of our communities.
COLE: The increased pressure for students to pass standardized test as a measure of their academic ability as well as the quality of the school is enormous. Each day I work to find a way to ease that pressure.
CHASTANG: I think our district has made tremendous gains and steps in shoring up some of the holes that were in our “ship”. I think that the public is regaining confidence in our system and seeing that we are able to produce a viable product, I know that our students can compete with students around the country. I think the biggest problem for both teachers and our students are the pressures faced with high-stakes testing on all levels, those pressures are not conducive to results, the teachers and students are producing inspite of the pressure.
DANIEL: The focus in education is accountability. We have to provide our students with instruction that will prepare them to be successful on the state assessments and motivate them to question and create their own careers.
GRIFFIN: The focus on education affects us because of the emphasis on high-stakes testing results.
HELIRE: We must all first understand that teaching and learning cannot be accomplished unless we initially build strong relationships with our students and with our community. A blank accountability plan simply does not work for the many at-risk youth in our communities. Because not all children start at the same point, they cannot be expected to end there within the same time frame.
MOORE: I have remained dedicated to the East Baton Rouge Parish School System since 1997 because the focus has always been building capacity and improving to do what’s best for children.
SANDERS: Saying we want schools to be successful is one thing, but actually putting the structures and processes in place is a different story. If the goal for Baton Rouge is to increase the quality of life for its citizens, then we have to do more than beautify it. We have to make sure that were creating the capacity amongst the children that will enable to sustain and improve it. More has to be done to improve the lives of the poor children in this city. If not, crime is going to continue to rule the headlines.
PONDEXTER: The state provides resources and supplements to help us teach more effectively and motivate the students for a better learning environment.
What new paradigm or strategies do you find most effective?
BRISTER: Response to intervention or professional learning communities.
COLE: The absolute best strategy that I find most effective is as old as education itself but has a newer name call RTI – Response To Intervention. It is simply developing a plan to assist students when they are not learning.
CHASTANG: Teachers have to change the thinking about the WAY they teach; technology is readily available and has to method of getting the information across to the students, and our classrooms need to move from the teacher being the source of information to facilitating the students learning like a guide.
DANIEL: Although it is not new, we are using data to determine and address the needs of our students. We are also implementing project based learning to provide our students with various tools to demonstrate mastery.
MOORE: Professional Learning Communities and Respond to Intervention are the most effective educational trends for today. Collaboration among staff and frequently using data to drive instruction is the winning ticket in meeting students’ needs.
GRIFFIN: Writing across the curriculum is a strategy that I love.
SANDERS: Using student data to drive decision making in schools is the most effective strategy in leading a school. It takes the focus off what adults want and puts it on student achievement, the most important thing in a school.
Who was your mentor? Who is it now?
BRISTER: My mother and father are my mentors.
COLE: Dr. Herman Brister
CHASTANG: Drs. Harry Albert, Ivory Toldson, and Roy Carter; Adam Smith, director of middle schools; A.C. Turner former principal at Prescott Middle.
DANIEL: My father was my first mentor; high school basketball coach, James Martin; my present mentors include Mrs. Ollie Tyler and Dr. Raymond Hicks.
GRIFFIN: My mentors are my parents, legendary coach Isaiah Peterson, former Ragin Cajun basketball player Marcus Stokes.
HELIRE: Mr. Morris Thomas, my 7th grade Art Teacher, my grandmother, Mama Coren; and my mother. Today, my mentor is the Reverend Jesse Bilberry, pastor of Mt. Pilgrim Baptist Church.
MOORE: Administrators in the East Baton Rouge Parish School System.
PONDEXTER: Dr. Conrad Gill and Dr. Tim McDonald
SANDERS: Dr. Kelvin Adams and Debra Moran-Reimoneq.
In 2-3 words, how would students describe you?
BRISTER: Passionate, loving, committed.
COLE: Fun, caring and fair.
DANIEL: Fair, caring and concerned
GRIFFIN: interactive, firm, motivating, and fair
HELIRE: Caring, humorous and sincere
MOORE: Compassionate and dedicated
PONDEXTER: Caring, helpful, and patient
SANDERS: Intelligent, strong, and passionate.
What is the one thing you wish all students would understand?
BRISTER: Education is critical to their success.
COLE: All students have the ability to be great at something, and it is our job to work together to tap into that greatness and bring it out.
CHASTANG: that what someone says about them does not define who they are, they make that determination for themselves
HELIRE: The value of getting an education.
PONDEXTER: I want students to understand that they must have a good understanding of academics to get an excellent job and be successful in the future.
SANDERS: The world is really yours and the key to unlock it is education. Don’t be afraid to chase your dreams!
All Parents?
BRISTER: As parents they are important to the educational process. Education starts and stops at home.
COLE: Your job doesn’t end when the students enter the school. You must continue to work with the school to provide a quality education for the students.
CHASTANG: You are a bigger part of your child being successful in school than the teacher
HELIRE: Parents are their children’s first teachers.
PONDEXTER: I want parents to understand how to better discipline their children, not allowing their children to be in control.
SANDERS: Education decisions have lifelong repercussions; don’t let your child choose not to invest in education.
All teachers?
BRISTER: Teachers are the most important factor in the classroom.
COLE: I understand how challenging your job is and I do my best to make decisions to support you.
CHASTANG: that you should treat and educate every child as if they were yours
HELIRE: Students will do anything that they ask to do, if they believe that their teachers have their best interest at heart.
PONDEXTER: I want teachers and school officials to believe that every child has the potential to succeed because we believe in them!
SANDERS: All students can and want to learn, if your actions demonstrate your belief in them.
All elected and appointed school officials?
BRISTER: Put children first when making decisions.
COLE: You absolutely cannot make decisions that govern schools without spending some time in schools to learn about what is going on in them daily
CHASTANG: That they should try listening to what people in the classrooms (students and educators) are saying, we might have some good ideas
DANIEL: The one thing that I wish that all of the groups (students, parents, teachers, aned officials) understood is that the decisions that we make today impact these students for the rest of their lives.
HELIRE: Education is just like in the garment industry-, one size does not fit all.
MOORE: A great education is the answer to students’ success
SANDERS: If your decisions are based on anything other than what’s in the best interest of children, then you’re in the wrong profession.