Principal takes exception to editorial

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This past summer I facilitated all my new hires to participate in the summer orientation afforded Lawndale community schools based on the anticipated school needs.

The first day of school began with full staff participation in developing our mission and vision statements and case studies from the perspective of a new teacher for the entire learning community during our professional development activities.

On the second day of school, each new hire was introduced, not only to their mentors, but also their lifeline, which is an additional support teacher within the school.

The third day of professional development was facilitated by Jan Schmidt, a behavioral specialist from Children’s Memorial Hospital on effective classroom management techniques.

Due to technical difficulties we were unable to access the Golden Teacher’s program via the computer.

However, Valeria Davis, Golden Teachers facilitator, assured us she would input the data according to my assistant principal, Shirley Dillard.

I strongly take exception to you slandering my name and the May Community Academy learning environment. I realize my students are reluctant learners and May Academy is a very challenging learning environment, however, much effort and concern is given to making this a better place for all the members in this learning environment.

I am in support of doing everything possible to facilitate successful experiences of my new hires. This is the reason why an internal support exists and is in place at May Community Academy.

Unfortunately, sometimes this is just simply not enough!

Sandra McCann-Beavers

Principal, May Elementary

Editor’s response: The point of my editorial, “Mentor, principal support are keys to keeping new teachers” (November 2003), is that the principal is one of the most important factors in retaining new teachers, and that CPS should make it easier for principals to support new teachers and then hold them accountable for doing so.