Questions:
What motivation would any rational being have for such actions as Gallon's in his continual effort to circumvent law and expectations of common decency? How about the Jefferson Principal's true motivation for taking the job, despite and amidst the turmoil here in PPS? Could this be a signal that this man is merely a principal devoid of principles??? Could he possibly be both that naive and that arrogant to think that his "style" of reign in that building over the staff will overshadow any of their uncertainties and persude them to "buy in," get onboard, or even shut up and go along? If so, for how long? And at what price?
Sounds like the archaic, outdated, antiquated and tyrannical mentality and pursuits of many-a-failed leadership, throughout history, doesn't it? Is it true that either of these two principals is tossing out numerous reprimands--sometimes direct and official, sometime subtle or via staff memo--that smack of the same type of abuse of power that I believe helped get Plainfield Schools in this mess in the first place? Team building has not even the slightest resemblance to "gotcha!" type actions meant to show "who's boss."
One must wonder what these individuals could possibly think of the educational professionals charged with the task of teaching Plainfield children, given their often outright condescension, and often in plain view. Belittling fellow educators, regardless of rank or status can't possibly work for the betterment of any school setting and often leads to distrust, resentment and disillusionment among staff members--even those who normally don't see eye-to-eye that often.
Educators sometimes teach and help children not to fear the dark or the unknown, yet how hypocritical is it that their supervisors are so often the very monsters and shadows of gloom and doom that destroy dreams and deflect rays of hope for so many? How contradictory their perception that their actions are justifiable? How unjust their ignorance of the spirit of collaboration built into the language of the very contract by which they are supposedly guided?
The same goes for Gallon's treatment of the public, while the Jefferson principal may possibly be more focused on politically romancing and building a support base, much as he was said to have (unsuccessfully) tried to do in Trenton, prior to being fired for "unorthodoxed" methods. A euphemism for "underhanded?" "double-dealing" "conniving?"
One can only wonder, at this point, and also wonder if he might be strategically and with often coldly calculating smugness, relegating staff members to silence or defensive postures in the wake of attacks--or impending attacks. Trenton adminstration, itself, may have been the "villainous" party in that prior circumstance of his...or not.
Now, are we opening up a can of worms here? Possibly. I've been accused of this more times than I can (or care to) recall. Yet, I prefer that to being the culprit that helped open this Pandora's Box of a crisis that now plagues our district.
Make no mistake about it: the persistent actions of a select number of "empowered" and conceivably"entitled" individuals did serve to cultivate this political "landscape" into a corrupt "LEARNOCRACY," at least in the minds of scores of GREAT teachers and administrators that ended up heading for the hills, and on to higher ground. After all, adequate levels of self-esteem and sufficient resources will enable any self-respecting individual to get up and leave the abusive relationship, whether personal or professional.
That goes for the Jefferson staff, as well. But could the damaging effects of complacency, apathy, incompetence or confusion have taken their toll and rendered this group unworthy of a resilient comeback, recovery, or any self-help solutions?
The "GROUPTHINK" (Hoffstadter) phenomenon may have operated in this building for years as staff members suffered the turnover of many administrators, leaving them ripe for the picking, by any newcomer with a twisted sense of leadership, as manifested in basic control freak tendencies. But this, of course is all mere speculation, right?
And so I ask: what motivates individuals like not only Gallon and the Woodland or Jefferson principals to step in appearing to desire to take on the challenges of such a district as Plainfield?
The lid of the jar of Pandora was gradually twisted, opened and compromised, and behind a menagerie of very annoying demons, out poured a "gallon" of what, to some, APPEARED TO BE "hope." And so our world was rocked, shaken, stirred and turned upside down, folks screaming bloody murder. And now, amidst the agony, only our cooperative, steady, sober-minded and patient work will help us hear the voices of reason and only that collective eye for detail will enable us to find TRUE hope in the back of that box of challenges.
Plainfield, it's our world...let us embrace hope, respect competence and integrity and together fight for truth, justice, and...a new educational way.
Yes, PASA is comprised of human beings with hearts, souls, minds, and families (to feed), but so is PEA, as well. Circumstances dictate the necessity to work to maintain positions of security within the establishment, and thus continue to meet their personal obligations to provide for their families. For this I can relate and sympathize--more so the former than the latter. But a coward dies a million deaths, as they say. A child's education...sometimes just one!
I thank you.
-Weapon of 1
2 comments:
I'm not certain why such animosity is being hurled at the new Jefferson School principal, but in the interest of even-handedness, let me tell you a little about Mr. RaShawn Adams.
Mr. Adams is a gifted eudcator first and foremost. For the last 3 years he has been the Chief Academic Director/Officer at The Queen City Academy Charter School, Plainfield's longest standing charter
(11 years).
In his 3 years with QCA, he engendered the respect of our students, the faculty, staff and parents through his hard work and determination to make QCA a shining example of what an educational institution should be. Under his leadership, QCA students, faculty and staff reached new levels of success. Students' test scores markedly improved, along with school culture, and overal academic and character achievement. He brought the game of chess to children who never before knew the game and who at every lunch period gathered their chess boards before even getting to their lunch. He and his team continued the goal of building a school culture focused on respect for self and others, as well as their educational home. Team building is something he consistenly worked at, developing a tight administrative team as well as faculty support. Under Mr. Adams QCA has made many, many gains - much too numerous to mention here - some of which are tangible and others less so but no less important.Mr. Adams is young and ambitious, and he never forgets why he is in this chosen field - to make a substantial impact on the lives and future of the children he is charged with educating. I do feel that Jefferson School would make great gains under his tutelage - growing pains not withstanding.
Sincerely,
Julie A. Jerome
Founder & Board Chair
The Queen City Academy Charter School
Thanks for your commment, Ms. Jerome,
Please do understand that each environment provides for the inhabitants therein some test of principle...even for principals!
Please do understand that it is within the dark of night and behind closed doors that the true measure of a man's character is often examined and judged, in varying environmental settings.
And please understand that while we are glad for you and those students that had that similar experience, it has been commonly known that the Plainfield Public school system's powder keg of political controversy was one to be stepped to cautiously.
And some might question the move from your illustrious charter school after three years, and the possible motivations and agenda thereof, in the first place...whether rightful or not.
Researching one's hopeful employer prior to that leap of faith is always advisable, is it not?
We thank you for you comment, but of course some others may just exercise their right to disagree, emphatically, with your shining version of what Plainfield students need.
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