Inspirational Profile: Wakefield High School

In today's Washington Post, Jay Mathews writes about an inspirational retired principal, Marie Shiels Djouadi, who spent over 20 years at Wakefield High School, in Arlington, VA.  A school like many others, with a large immigrant and low-income population,that was failing.  But it has seen dramatic changes since the 1980's, when Dr. Djouadi took the helm.  According to the article,

    "the school has raised state achievement test results significantly for its largely low-income students. It has tripled participation in Advanced Placement tests, while also raising its passing rate on the difficult three-hour exams. Its record, in a school where more than 70 percent of the students are Hispanic or black and at least 50 percent are low-income, led President Obama to make it the site of a major education address last September."


So how does a  success story like this happen?  Dr. Djouadi humbly gives much of the credit to a lucky confluence of timing and having a strong core of educators and school board members committed to making positive changes and not afraid to try new ideas.   And they did implement many daring and exciting changes.

   "Wakefield became one of the first schools in the region to have three 90-minute periods a day. Djouadi organized the Foundation Program for Academic Excellence, which turned the school's ninth grade into a prep school for students who had rarely before been held to rigorous academic standards. Wakefield counselors and teachers combed the records of freshmen deemed unpromising for faint signs of potential. They steered them into courses more challenging than they had tried before. Teachers pushed them hard to excel. Wakefield added a strong technology program, a portfolio writing program, a summer institute and a Saturday science lab. 

    "'You have to be willing to take some risks and have the savvy and the know-how to push the faculty in a constructive way.' The key to Djouadi's approach, Smith said, was "holding high expectations for herself, students and faculty, and acting as an advocate for students, their families and faculty.

    "In one daring move, Djouadi, Jackson and their teachers made it a graduation requirement that each student do a senior project -- an internship, a lengthy report, a musical recital, something that forced students to explore personal interests."

These types of major changes to the curricula and to the daily operations of the school would never have been possible without the support from above and below, from the school board to the teachers to the parents and students.  Too often you hear about school reforms failing because they are opposed by the teacher's unions.  I understand the importance and benefits of having unions, but I also feel that many teacher's unions abuse their power, and it is the students who suffer for it in failing schools.  I am a bit wary of the fact that soon I will be part of a union.  I can only hope it is one filled with open minded and dedicated professionals who are committed to improving our educational system.