Mississippi Educators Find Tools to Build Confidence at HISL

Professor Robert Peterkin was a bit taken aback when he received a phone call from the Phil Hardin Foundation about sending 23 educators from a Meridian, Mississippi school district to the Harvard Institute for School Leadership (HISL). Never had he been presented with such a large group from one district before. Still, as faculty chair of HISL, Peterkin knew that the weeklong institute -- a Program in Professional Education focused on helping school district leadership teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction -- was exactly what the Meridian School District educators needed.

On top of the daily challenges of education, which include standards-based reform, pressing state and federal mandates, and high stakes accountability, the Meridian educators were facing a year of unfamiliarity in leadership considering a newly-hired superintendent and an administration that is approximately one-third new. So, rather than turn the large group away, Peterkin accepted the group, then he and three HGSE doctoral students traveled to Mississippi in June -- several weeks before the institute began -- to help identify the district's and the new leadership's strengths and weaknesses. By the time the representatives from Meridian arrived on campus in July, they were more than prepared for the challenge of the institute, which attracted 130 educators from approximately 20 different school districts throughout the country.

"I've been so impressed by their willingness to take a leap of faith and their high level of professionalism," Peterkin said, noting that the Meridian educators stood out because of their willingness to look deeply at not only their strengths but also at their weaknesses. "It's a pleasure to work with them."

Meridian's new superintendent, Charles Kent -- who officially began his position just a few days prior to the institute -- didn't shy away from the tough work his district faces. "We want to take it to a higher level and, in order to do that, you have to identify the things that hold you back, talk about what is not working, and what you can do to change that," said Kent, who openly discussed the mid-sized district's issues which include a lack of communication among its leaders and teachers and its buildings reaching their capacities.

During the intensive week, participants learned new tools, models, and frameworks to make improvements in their schools. The institute also focused on improving instructional practice and building internal capacity, using assessments more effectively, and enhancing student outcomes. "Every day we were able to get something that we could use in the district," said Wanda Kendrick, a Meridian principal.

"I'll take home a greater sense of the work that needs to be done in the district but now I have a greater ability," said Furlinda Travis, assistant principal. "This institute helped me be a stronger and better leader in the district."

Armed with more tools for their tool bags and a deeper reflection from the experience at the institute, Meridian educators returned to their district where they will begin incorporating what they've learned at the institute. But ultimately, the new group of school leaders from Meridian left Harvard with an overwhelming sense of togetherness.

"We are part of Harvard now," Principal LaVonda Germany said about the experience. She also highlighted how this relatively new team of educators are "willing to work as one and work as a whole," partially thanks to the institute. Peterkin and the rest of the HGSE group have committed to return to Meridian over the next year to assist the district with their changes.

The Meridian educators' new commitment to growing as a team makes them confident that they will be able to tackle any new challenges that face them this fall. "It's all about the kids in our lives.... In our district, failure is not an option," Kent said.