An occasional question-and-answer session with Pinellas County educators
By DONNA WINCHESTER
Published June 16, 2004
Teresa Anderson's and Stephanie Adkinson's lives have run a parallel course for 25 years.
They met in 1979 when the Pinellas school district arranged for the newly recruited Anderson to live temporarily with Adkinson, who had been a new recruit three years earlier.
Over the years, they earned master's degrees and education specialist degrees together. They went through the district's two-year training program for prospective principals side by side, and learned last summer they had been chosen to replace outgoing principals at Azalea and Tyrone middle schools.
Recently, they spoke with Neighborhood Times about their first year as principals.
What was the biggest difference between being a middle school assistant principal and a middle school principal?
ADKINSON: It was kind of expected, but I think the biggest difference was knowing that every single facet of school operations, including the concerns of students and parents, rested on my shoulders. When you're an assistant principal, you can always say, "You need to talk to the principal and see what he or she says." But now, I'm it.
ANDERSON: When I was assistant principal, there was always someone else in charge. On the first day of school when I saw those 1,300 students coming toward me, I thought, "I am in charge of all those students."
What do you consider among the greatest challenges you faced last year?
ADKINSON: Because of the choice plan, there was an influx of kids coming from different schools who didn't know the culture of the school. We had to make sure we had things in place for those children to help them understand the expectations.
ANDERSON: Choice impacted us a lot. About 60 percent of our seventh- and eighth-graders were new to Azalea. Of course, all of the sixth-graders were new. We got an additional 400 students. Because we had so many new students, I had to hire 25 additional teachers, and that was a big adjustment.
Did you find anything surprisingly easy?
ADKINSON: I had a lot of good surprises. I knew coming in that I had a supportive staff, but I didn't realize the magnitude of their support.
ANDERSON: I thought there might be some resentment on the part of the staff, but I didn't have that. Everyone was willing to pitch in, everyone wanted to get involved. They all wanted to know what they could do to help.
Both of you said you wanted to improve parental involvement at your schools when you became principals. How successful has that been? Do you have any ideas for things you'd like to do next year?
ADKINSON: We did see some improvement in getting parents to come in for conferences, and we had a couple of fundraisers through our PTA that were great. But I think probably what I need to put in place as a school leader are some social services that will get more parents to come in. For instance, the sixth-graders need to have their inoculations prior to entering seventh grade. Perhaps during the summer, we could set up a schedule where parents could bring their children to the school for their immunizations. When you open your door to some of those kinds of services, I think it helps bridge the gap between parents and the community.
ANDERSON: We did have a lot of volunteer hours, but I still want more. One of the things I'm going to do this year is advertise for people to participate in our PTSA at our back-to-school night on Aug. 2. I'm also going to join the Jungle Terrace Civic Association.
Most educators agree the middle school years are the most difficult for young people. What special challenges does that present for middle school administrators?
ADKINSON: You're dealing with a large population of children who are all over the place in terms of their maturity level. They're really concerned about their bodies, about how they look, about whether they're fitting in. They're at different places in their acceptance level in their peer groups. That goes on in high school, but it's really prevalent at the middle school level.
ANDERSON: It's that "He said, she said" thing. It's boyfriend-girlfriend stuff. They thrive on rumors, and it doesn't take much to get rumors started. Also, I think they're always trying to build their reputations. That's really important to them. They have to let everybody know who they are.
Like many middle schools in the district, Azalea and Tyrone had a significant number of students last year who received out-of-school suspensions for fighting. What, if anything, do you think can be done to discourage such behavior?
ADKINSON: At the beginning of the school year, it was obvious to us that the students lacked the skill of conflict resolution. We met with them and told them, "If you're in this situation, here is what you need to do." Next year, we will be looking at our data to see which kids had more confrontations than others. We're going to give those students some additional support. . . . It's all linked to developing a positive school culture.
ANDERSON: Last year, the teachers did an outstanding job of being visible in the hallways and the courtyard area. Next year, we'll be having grade-level assemblies every six weeks to address the children who are getting repeat referrals. Azalea also will be participating in the positive behavior support system. It will provide us with some data about why kids are fighting and where the fights are occurring.
What was the most frequent student concern?
ADKINSON: A lot of students are concerned about their grades, especially those who are accustomed to being on the honor roll and the dean's list and want to continue but are having trouble in a particular subject. For the most part, though, I'm working with kids and their social concerns.
ANDERSON: Again, it's "He said, she said." I spent a lot of time pulling all those kids into my office and sitting them down for a talk. When you get to the gist of it, nobody has really said anything and they end up being friends again.
Do you feel that your FCAT results were an accurate reflection of your students' ability?
ADKINSON: No. I watched the teachers at Tyrone putting in double time working with our students this past year. Unfortunately, we received a lot of students who came in at Level 1 and Level 2. When that happens, the teachers are working extra hard with those struggling students, but you do not see the results in five months.
ANDERSON: I do not think the FCAT reflects what our students as a whole can do. For one thing, we have a high mobility rate with a lot of kids coming and going. A lot of kids come in from other schools. The ones who take the test may or may not have been there all year long.
Are you happy with the number of students who chose your schools for the coming year? Do you plan to add anything to attract more students for 2005-06?
ADKINSON: I was happy with the numbers. I believe when students and parents take advantage of what we have to offer - our scholars program and our traditional strand that models itself after the fundamental programs - they're going to be happy also.
ANDERSON: I was happy with the number that chose. I'm happy that most of the students who were here decided to stay. I would like to add a medical attractor, and perhaps partner with Lakewood Elementary and Boca Ciega High School's programs in health and wellness.
Ultimately, how much do you think a principal can influence a school?
ADKINSON: I think a lot of times, the attitude of the principal trickles down or up to everyone who works at the school. We tend to feed on each other's strengths as a staff. I think my staff realizes that as a school leader, I am the individual who tries to make sure those things we have decided on as a staff are implemented.
ANDERSON: I think the principal is 90 percent responsible for influencing what happens at a school. He or she sets the climate and the morale of the teachers and the staff and monitors things such as the hiring of teachers and the upkeep of the grounds.
What would you say is the most important thing you learned this past year?
ADKINSON: I think the most important thing I learned is to always remember to build relationships with your students and your staff that are positive. You have to have good relationships with your kids, even the ones who are having challenges. And if you have good relationships with your staff members, they will go to all ends to make a difference at the school.
ANDERSON: I learned about the importance of visibility and building rapport with the student body, the staff and the parents, and the importance of having support from parents and faculty members. I also have learned that a little bit of change at a time is better than a lot of change all at once. I feel like I'm still getting my feet wet.
Teresa Anderson, 47
Bachelor's degree in education from Alabama State University; master's degree in curriculum and instruction from National-Louis University; educational specialist degree in educational leadership from Nova Southeastern University
Began her career in 1979 at Seminole High School; transferred in 1980 to Bay Point Middle School, where she taught until 2000; worked for four years as assistant principal at Pinellas Park Middle School before coming to Azalea Middle School last August
Stephanie Adkinson, 51
Bachelor's degree in home economics education from North Carolina A&T State University; master's degree in curriculum and instruction from National-Louis University; educational specialist degree in educational leadership from Nova Southeastern University
Began her career in 1976 at Dunedin High School; transferred in 1977 to Pinellas Park High School, where she taught for 19 years; appointed safe schools specialist at Pinellas Park High; worked for six years as assistant principal at Morgan Fitzgerald Middle School before coming to Tyrone Middle School last August
