برچسب: principal

  • ‘My mission’: Dolores Huerta Elementary Principal Estela Lopez extends support to community

    ‘My mission’: Dolores Huerta Elementary Principal Estela Lopez extends support to community


    Dolores Huerta Elementary principal Estela Lopez. Credit: Mallika Seshadri / EdSource

    When Estela Lopez was about 7 years old, her brother told her she could join in on an adventure — provided she stayed strong, followed instructions and didn’t cry. 

    After school one day, Lopez and her older brother trekked across the street to their local school in what used to be South Central Los Angeles and climbed over the walls, jumping from one room to the next despite hearing their mother calling their names. 

    By chance, Lopez stumbled on a recycling bin packed with paper worksheets. She grew excited and rummaged for more. 

    “I went into the trash cans, and I started looking at different worksheets, and I started taking them out,” Lopez said. “I had a younger sister, I was like, ‘You know what, we’re going to play school. I’m going to be the teacher. You guys are going to listen to me.’” 

    What started out as play that day — with her sisters sometimes complaining, “You always want to be the teacher; you always want to have us doing work” — led Lopez to begin her journey as an educator, as she began to notice the positive effects of her methods at home. 

    “One of my sisters was very strong in reading, but I saw that my other sister was struggling,” she said, so she just helped them with their homework. “The expectation, since I was the oldest, was to get home, help my sisters with homework, help around the house while both of my parents were working 12 hours a day.” 

    The community Lopez grew up in lies in what is now South Los Angeles — and she still lives and works just a five-minute drive from where she was raised on 49th Street. But since she took over as the principal of Dolores Huerta Elementary, Lopez has gone beyond teaching reading and writing — working her way from being a coordinator who supports English learners, to assistant principal, to a principal who extended her reach far beyond the classroom to help families secure housing and deliver critical supplies during the height of the Covid pandemic. 

    Ryan J. Smith, the chief strategy officer at the LA-based organization Community Coalition that works to “upend systemic racism,” said Lopez has worked diligently with LAUSD and has established various community partnerships to help create safe passage routes near the school. 

    And when a parent can’t take their child to school, Lopez and assistant principal Sandra Sandoval step in. 

    “We had a kiddo last year who is being raised by grandpa, and he was having a hard time picking her up from school. He was going through chemo treatment. … And so we took turns walking her home and picking her up in the morning so she would get to school safely,” Sandoval said. 

    “We will do whatever we need to do to make sure that our kids are safe and getting to school and … at least being kids and not dealing with big people problems for six and a half, seven hours a day.”

    Supporting students’ families 

    Virtual learning due to Covid was particularly challenging, Lopez said, as many students did not log onto their online coursework. 

    So, she and her fellow administrators began going door to door, but they quickly realized that a lot of the families also did not have masks to stay healthy. 

    “We would get to the homes, and we would ask them to come out, and they were like, ‘We don’t have any face masks,’ some of the essential things,” Lopez said. “So we started carrying them in the cars, and we started giving them to the families because these are the families we’re supporting. They don’t have face masks. They’re not protecting themselves.” 

    Around that same time — as rents skyrocketed — Lopez helped organize town halls and workshops for parents to learn about housing security in an attempt to avoid eviction. 

    “We find sometimes when we’re looking at enrollments, we see the same address three or four times,” Lopez said. “That means there’s three or four families living under one roof. And sometimes we find out it’s only a two-bedroom, and that’s what our kids deal with on a daily basis.”

    According to Ryan, that level of community outreach is critical, and Lopez has acquired a “profound” understanding “that students need all things to thrive.” 

    A time to heal

    For Lopez, however, that period of seclusion wasn’t just about supporting families in her community. It was also about healing herself. 

    Lopez missed the students when they were home during the pandemic. “I really did. I missed that laughter outside. I was only hearing the little birds,” she said. “But I think I needed that time because, during that time was when my son (Mauricio) passed away, and I wasn’t in a good place to be their school leader. I needed that time to cope, but I also needed that time to heal.” 

    Mauricio was the eldest of Lopez’s three sons, born when she was a 17-year-old high school senior. 

    She recalled that Mauricio was only 4 months old when he watched her take the stage as a high school graduate. And he watched her again, as an adult with a daughter of his own, when she shared her story for the first time at a celebration of the school’s 10th anniversary in 2019 — when Lopez also met civil rights icon Dolores Huerta in person for the first time and began her yearslong relationship with her. 

    “Sharing about becoming a teenage mom, sharing about the LA riots, sharing about the challenges of being a parent that was raising three Latino boys and the conversations with them. Sharing that I left (home) when I was only 15 years old. Sharing how difficult it was to grow up in a home where my dad was an alcoholic and how my ex-husband became an alcoholic and I didn’t want to continue that cycle with my son,” Lopez said. 

    While Ryan eventually convinced her to speak at the event, Lopez said, that was one of the hardest decisions she has had to make — but that it was ultimately an opportunity to honor the five most important people in her life who continually motivated her to keep going: her parents and her three sons, Mauricio, Ivan and Julian.

    Lopez said that after she spoke, Huerta embraced her and said,  “You’re strong, mi hija. You’re a strong woman.” 

    But in the wake of Mauricio’s death, Lopez questioned whether she should remain an educator. 

    “I went back and thought about the times that I wasn’t with him and the times that I felt that I invested so much on me and not on him … or my last conversation with him,” Lopez said. 

    “I was working on the main office to make it look pretty for our students, and he called me that Saturday, and he said, ‘Mom, are you coming home?’ And I said ‘Not yet, mi hijo.’ I said I want to finish painting the office because I don’t want to be here on Sunday. And he said, ‘That’s cool, mom. I love you. I’ll see you tomorrow.’”

    Ultimately, Mauricio’s wife, Alejandra, showed Lopez her son’s social media posts, which reminded her of her purpose. 

    “I’m very proud of you, mama. You make me strong,” Mauricio had written. “Keep the work going. You’re helping the little kids out.”

    Life at Dolores Huerta Elementary 

    Despite having had three sons and a granddaughter (who attends Dolores Huerta Elementary) of her own, Lopez has regarded the students as her “other children.” 

    “All I have to do sometimes is look at that window … and when they pass by, and they’re showing me their little cards or they’re smiling, that’s worth it,” she said.  

    When a student arrives late, Lopez said she immediately takes them to the cafeteria to eat something. When a student cries, she offers comfort. And when a student doesn’t seem responsive in the morning, she and her staff check on them throughout the day. 

    “I know how challenging it can be out there,” said Lopez, who views the school as a shelter for children from some of their difficulties. “I want to make sure that when we open the doors in the morning, everything is left outside.” 

    Students at the school, including Samantha Estrada Flores, said she has admired Lopez as an “amazing woman” who organizes fun activities for the children. And, Ernesto Gallardo, a fifth-grader running for student council president, said when he walks through the gates each morning, “I’m always happy.” 

    “At the beginning, when (Mauricio) passed away, it was hard for me to say I have three sons, but now, I have three sons: two with me, and one that’s not with me right now — but the one that taught me how to be a mom,” Lopez said. “And with that learning, I learned to be a strong leader and for my community to know that I’m here to support them in any way that I can. That’s my mission.” 





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  • Pinole community rallies behind principal set for reassignment

    Pinole community rallies behind principal set for reassignment


    Pinole Valley High School principal Kibby Kleiman will be replaced next school year.

    Credit: Spartan Ink / Pinole Valley High student newspaper

    The news that a beloved high school principal in West Contra Costa Unified School District won’t be returning next school year has led the community to rally behind him in hopes school district officials will reconsider his reassignment.

    Students are holding a rally at Pinole Valley High School on Wednesday morning in support of their principal, Kibby Kleiman. In the last week, hundreds of people have shown support for the longtime principal. Over the weekend, someone even wrote “Kibby” in white letters on the hill that borders the school.  

    Someone wrote “Kibby” on the hill that neighbors Pinole Valley High School following the news that the principal, Kibby Kleiman, will be replaced next school year.
    Credit: Courtesy of Erion Nick

    “Kibby has always supported me and is always willing to work with students, no matter what we’re going through,” said Austin Snyder, vice president of Project Student Advocacy, a student club that organized the rally. “I feel like Kibby would do it for us.”

    The rally follows in the wake of the March 6 school board meeting where hundreds of students, staff and community members — including the mayor of the East Bay city of Pinole — showed up to support Kleiman and share stories about why he was so special to the school and community. About 400 people attended in person and via Zoom, according to West Contra Costa Unified School District officials. More than 100 spoke during the meeting’s public comment period, many of whom were asking the board to keep Kleiman as principal. 

    “The comments made by students and parents and the whole community should outweigh any concern that the superintendent and the board would have that led to this action,” Mayor Maureen Toms said during the board meeting’s public comment period. “He is beloved in the community and has worked hard to build the trust and relationships between the school district and the city.”

    That trust, which hasn’t always existed, could be “eroded” if Kleiman is removed, Toms said. She and her two children all graduated from Pinole Valley High.  

    Why replace him? WCCUSD officials declined to answer questions about why Kleiman is being replaced, citing the confidentiality of personnel matters.

    During the meeting, the board voted during closed session to let go of one elementary and one secondary principal. No other details were provided. 

    “We understand that the recent personnel matter regarding the release and non-re-election of the two principals is a sensitive issue for our community,” WCCUSD spokesperson Raechelle Forrest said in an email. “The Board is aware of the frustrations of students, staff, and community members, and they are taking this matter very seriously.”

    Kleiman declined to comment. 

    Camila Garcia Gomez, a ninth grader at Pinole Valley High, said she lost respect for the school board because it is supposed to represent the community. 

    “So many people came out and spoke for Kibby, and they still ignored that,” Garcia Gomez said. “I wish the school board would understand or give a valid reason, but they won’t speak on it.”

    The district hasn’t communicated to parents why Kleiman is being replaced, said Josie Garay, Garcia Gomez’s mom. She said parents are upset and don’t feel heard. Unlike Kleiman, other principals her two children have had “weren’t that involved in school or invested in the kids at schools.”

    “When there’s an issue, he’s always listening to the kids,” Garay added.

    Kleiman has devoted his career in education to Pinole Valley High. He was a teacher there for nearly 20 years, an assistant principal for about five years, and has been the principal for the last decade. People described him as the kind of principal who knows every student’s name, drives two hours to cheer on the football team, never misses a PTSA meeting, checks in with students, and is a problem solver. 

    One parent said it would be “detrimental” for students if Kleiman was no longer principal. An alumnus said he was “irreplaceable.” A district staffer of 35 years said he was in the “pantheon of greatness.” 

    Tiffany McCoy said that after hearing the news, her son said he doesn’t want to return to Pinole Valley High if Kleiman isn’t there. Kleiman took the time to get to know her son and make sure he was comfortable around him.

    “He said, ‘Mom I can go to him for anything,’” McCoy said. “Not any other principal or administrator has done that. That’s why he’s had such a huge impact on my son.”

    A Change.org petition was started last week in support of keeping Kleiman as principal and has more than 1,000 signatures. 

    Project Student Advocacy is an example of why students feel heard by Kleiman, Erion Nick, president of the student club, said. The club meets every other week, and students can come to talk about their concerns. Nick and Snyder, vice president, relay those concerns to Kleiman and work together to find solutions. 

    “Kibby is nothing but supportive to students and gives his undying support to any program, clubs, or just events in general — that’s probably why there’s such a huge outcry,” Nick said. “They are trying to get rid of someone who really cares about the school and staff.”





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  • West Contra Costa hires former student and principal as superintendent

    West Contra Costa hires former student and principal as superintendent


    Young students play on the blacktop outside classrooms

    West Contra Costa Unified’s Stege Elementary School in Richmond.

    Photo: Andrew Reed/EdSource

    Cheryl Cotton was appointed the next superintendent of West Contra Costa Unified.
    West Contra Costa Unified

    West Contra Costa Unified School District’s incoming superintendent already knows the district well.

    On Wednesday night, the district’s board unanimously approved a contract with Cheryl Cotton, a Richmond native, a former district administrator and a former student who attended district schools in San Pablo and El Cerrito.

    Cotton currently serves as the deputy superintendent of public instruction at the California Department of Education, overseeing the instruction, measurement and administration branch, according to a press release from the school district. She also served as CDE’s deputy superintendent of human resources and labor relations.

    “This is my life’s work. This is my home. This is my community,” Cotton told Richmondside after the announcement.

    The board approved a three-year $325,000 contract with Cotton. She begins on June 20, presiding over the East Bay district that has 54 schools.

    Board President Leslie Reckler said that the board was thrilled to find someone with Cotton’s “excellent skill set” who knows the district well enough to hit the ground running.

    “She was born here; she went to school here; she worked as a principal here,” Reckler told EdSource. “She’s familiar with our community. That is super helpful, no question.”

    Cotton is the first African American woman to hold the permanent role of superintendent. She served as a school principal and later a human resources director in the district for 14 years. She also worked in human resources in the Albany Unified School District and the Contra Costa County Office of Education.

    Reckler said she is hopeful that Cotton’s experience and connections at CDE will help “drive student success.”

    United Teachers of Richmond President Francisco Ortiz said he appreciates that the incoming superintendent is a product of the district, which he considers a “really big asset in working towards school stability.” He’s also hoping that Cotton’s experience at CDE working with districts all over the state will enable her to bring fresh insights into tackling the district’s thorniest issues.

    Cotton will be facing a district contending with low test scores, declining enrollment, teacher vacancies and financial instability.

    “We’ve had a tough couple of years with the constant threat of layoffs,” Ortiz said. That makes it hard to find qualified teachers, he said.

    Reckler said Cotton will have a solid team of support to ensure that she’s able to help the district navigate these challenges. Cotton’s contract also provides up to $20,000 for a mentor to support her during her first two years.

    “We have good people watching over us, and we have a good safety net — not that the decisions will be easy,” Reckler said.

    Ortiz, who had experience with Cotton while she served as district human resources director, said he appreciated her site visits and work to find solutions by seeking common ground. He added they’re ready to work with Cotton to fully staff district schools and stabilize the district. He also hopes that Cotton will improve transparency at the district level and aim to work more collaboratively with teachers, families and others in the school community.

    The district’s previous superintendent, Chris Hurst, retired in December. Kim Moses, associate superintendent for business services, has been serving as an interim superintendent. Moses said, in a statement, that she is eager to return to her prior role to “support the fiscal operations of our district.”





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  • Pacifica’s ‘singing principal’ engages students through music

    Pacifica’s ‘singing principal’ engages students through music


    Student band members perform a concert at the Pacifica School District.

    Credit: Courtesy of Tom Stafford

    Tom Stafford has been singing his heart out since he was 5 years old, performing in a gospel trio with his sister, Pam, and their mother, Doris. The Stafford Family singers traveled all over Appalachia with their unique three-part harmony. 

    “My mother used to say I came out of the womb singing,” says Stafford, who grew up in Vanceburg, Kentucky, before studying music at Morehead State University and getting a master’s degree in education at the University of Louisville. 

    Tom Stafford, former music teacher, principal and arts coordinator for Pacifica School District.
    Credit: Courtesy of Tom Stafford

    The exuberant 61-year-old hasn’t stopped singing yet. When Stafford first landed at the Pacifica School District just south of San Francisco in 2002 as a choral director, he taught music to all the third, fourth and fifth graders. That’s well over 1,000 students a week.

    “It was pretty crazy,” he admits. “It was a lot. By the time I was done on Friday afternoon, I was toast. Thank God I was younger then. But, you know, I loved it. I loved that every kid in town knew me.”

    Over the years, Stafford has played many roles in Pacifica, including music teacher, bandleader, classroom teacher, principal of Linda Mar and Cabrillo schools and visual and performing arts coordinator. He was dubbed the “singing principal” because he sang to his students every day. It was his secret to spark engagement amid widespread student disaffection.

    “It’s a way to get their attention and help them listen to you and know that you are there and that you care,” he said. “The arts are always the first thing cut, and that’s sad because the arts help you build a strong foundation for everything else. Learning to read music early is going to improve reading in class. It’s going to improve the way kids think mathematically in class.” 

    Stafford retired last year, but his legacy lives on for Pacifica’s students because he remains the district’s unofficial music man, the architect of its ambitious sequential music curriculum. He has always believed that music matters in education.

    “We are aesthetic beings by nature,” Stafford said. “And because of that, having a music program allows kids to really explore who they are as individuals, as musicians, as students, as anything they really want to be. The arts in general allow for kids to experiment in becoming who they are.”

    Stafford stepped up when opportunity knocked, expanding the district’s ambitious music program, bolstered by new Proposition 28 funding. Despite declining enrollment and the budget woes it triggers, a challenge now facing many districts, Pacifica remains all in on music education. 

    “Their early commitment to expanding music education is a game-changer for their students,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “By offering a sequential, standards-based music program from TK through grade 8, they are ensuring that every child has the opportunity to develop creativity, collaboration and critical thinking skills through music.”

    https://www.youtube.com/watch?v=wc9ekvnYdyg

    Check out a student performance from 2015 at Cabrillo School in Pacifica, which features an introduction by then-arts coordinator Tom Stafford, now retired.

    Stafford had to tap into multiple funding streams, combining private philanthropy with Proposition 28 money, to expand the district’s original music program to reach all grades from transitional kindergarten to eight. Finding music teachers amid a chronic staffing shortage was also a key challenge.

    “You have to leverage every dollar to make it happen,” he said. “You leverage the other funding you have so you can use Prop. 28 to pay the teachers.”

    While some school districts have been hesitant to jump on Proposition 28 arts funding, others have been chomping at the bit to bring the arts back into classrooms after decades of cutbacks. Under Stafford’s watch, Pacifica envisioned a symphony of learning, a program that gradually develops from transitional kindergarten to eight so that students emerge with a profound understanding of the art form. 

    “Depth of knowledge in music education, focusing on progressing skills over time within a single discipline, has profound benefits for students,” Gamlen said. “By prioritizing depth in music education, Pacifica is giving students more than just exposure. They’re equipping them with a pathway to mastery, self-expression and a lifelong love of the arts.”

    Even if students don’t become virtuosos, this deep dive into music will make a lasting impact, experts say.  Even students with a tin ear are likely to get the full cognitive boost that music lessons give the growing brain. For example, research suggests that even 45 minutes of arts practice, however rudimentary it may be, notably reduces stress. Skill is no obstacle. You can be drawing blurry stick figures or mangling chopsticks on the piano, and it still helps spark focus and concentration in the classroom. 

    “Sustained, high-quality arts education enhances academic achievement, social-emotional learning and overall student engagement,” Gamlen said. “Pacifica’s investment in music is an investment in their students’ success —both in school and beyond.”

    When Stafford stepped down last year, he passed the torch to Benjamin Gower, the district’s current visual and performing arts coordinator and band director. They both see music as a tool for building academic skills and emotional resilience in a generation hit hard by the Covid-19 pandemic. The program starts in transitional kindergarten with the basics of song, rhythm, and dance and builds until students join a concert band and specialize in a woodwind, brass or percussion instrument by eighth grade.

    “While the core subject areas teach us the important things we need to understand the world, it is art that helps us learn how to understand ourselves and to be able to live with and make sense of the world around us,” Gower said. “Music is what helps to do that for me and has impacted my life in almost every way I can think of, and it’s that idea that helped inspire me to become a teacher in the first place.”

    Immersing in music over time allows students to achieve a feeling of expertise, of charting their own course and following their passion, that can lead to greater knowledge and pride, experts say. 

    “Music requires students to develop critical thinking skills, organizational skills, understanding the need for teamwork, communication skills, the idea and concept of practicing for improvement,” Gower said, “while also helping boost their self-confidence and helping them to learn how to overcome difficult obstacles and tasks.”

    Pacifica School District students compete in an all-city band competition.
    Credit: Tom Stafford

    Some children will discover an instrument they will play their whole life. That musical acumen will help shape their identity, buttressing their love of learning. 

    “Sequential music and arts programs are essential,” said Merryl Goldberg, a veteran music and arts professor at Cal State San Marcos. “Deep learning in any subject teaches not only about the subject, but it also teaches one how to learn, how to be disciplined, how to embrace understanding, and to feel confident in one’s ability to understand, question and wonder.”

    Stafford has long seen music as a balm for the soul. He says he has always embraced this philosophy: “If you didn’t show up to help, then why are you here?”

    When he realized how much suffering and isolation children had weathered during the pandemic, he began holding “dance parties” during recess at school. He cranked up the music, from disco to K-pop, and invited all comers to bust a move. 

    “That was my favorite part of being principal,” he said. “I wanted to do something joyous. It was also the best move I ever made to maintain discipline.”

    The dance break gave students a chance to let off steam, which helped release frustrations and resolve behavior issues in class, and gave them a chance to bond with their peers. If he ever got too busy and had to cancel a dance party, students inevitably came knocking on his door. They didn’t want to miss out on a chance to socialize. 

    “They needed it, and they knew they needed it,” said Stafford, “Music is how you build bridges in a community. It brings people together.” 

    The best part of retirement for Stafford is finally having more time for his own music, such as his revue “Totally Tom.” He says doesn’t miss the herculean administrative headache of running a school, but he does miss the kids.

    “I miss them every day.”





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