Issue link: http://digital.copcomm.com/i/68725
Young, bold, ready to act Mark Murphy's Vitae D uring the last two years he has been executive direc- tor of the Vision Network, which are the 26 Vision 2015 schools. In that capacity, he worked regularly with them to build teacher capacity and improve student performance. Under his guidance the staff in this network of schools also talked to each other, and designed and implemented workshops together. He also worked this year with Milford E.A. Co-President Dawn Dehel talks to Murphy about the fall-out of high- stakes testing: that students are valued as just test numbers; the pressure to narrow the curriculum so that other subjects, and therefore student growth suffer; and building staff more divided instead of united to work together. Teaching time vs. testing time Murphy acknowledged that in his work with the 26 Network schools, he hears that everyone, including principals, is struggling with over- testing, burdensome paperwork and capacity issues in general. "We need a structure to evaluate the quality and usefulness of what we do to lead to a better system to improve student achievement. Initiatives," he adds, "don't have to go on forever." As for testing, he said, "I value growth, not labels." Society is for- getting, added Dawn Dehel of Milford, "… that students are more than numbers. We have a hyper- focus on the test." "Teaching must once again be inspiring to young peo- ple" He acknowledged that he hasn't been involved with DPASII, but did say that at the core of the role of the teacher is the development of the talents of students, both hard and soft skills, to help them be ready for college and/or the work- place. "I'm committed to figuring out the 'how'- how to embed stu- dent achievement into DPASII." Red Clay's Vicky Seifred brought up the subject of the diminishment of the teaching pro- fession, to which the other DSEA leaders agreed. Murphy was quick to say that he and other leaders must help our country uphold teaching as a profession that "… is honorable, respected, lifted up and inspiring to young people. This is critical to the future of teaching. What does teaching look like to high school students today? We have to work hard to change that image. We need to build the respect for the skills necessary to be a great teacher: curriculum, pedagogy and leadership." He added that his interest in career ladders comes from the notion that teachers should be rewarded with additional chal- lenges and honored for their results. "High school students thinking about careers don't see that when they think of teaching." Milford's Dawn Dehel added what many believe: that high-stakes testing narrows the curriculum and divides school staffs. "Non- DCAS teachers think they are no longer important; and DCAS teach- ers think the weight of the world is on their shoulders. It affects the morale and cohesiveness of the the Department of Education and staff and leaders throughout the State to implement the State's Common Core standards initia- tive, facilitating a group of people from the districts and DSEA to make recommendations about that work to the Sec. of Education. Murphy began his career in the classroom, as a teacher for three years at a high-poverty Title I school in Maryland, where he served on the leadership teams that guided the school to Blue Ribbon Status and National Title I Distinguished School status. He taught physical education, third grade and special education. He then served as an assistant principal for two years at an ele- mentary school before becoming staff. Which is the reverse of what we want in schools." Murphy agreed, "Narrowing the curriculum is not a long-term plan for success." David Davis, a teacher at Newark High School and president of the Christina E.A., told Murphy, "We're the whipping boys for the ills of society." He asked Murphy about his thoughts on charter schools, given the problems some districts have had because of skimming, lack of diversity, and re-segregation in some charter schools. Murphy was clear that we need to look at charters and their role, including how they are authorized, support- ed, launched, and renewed. "And, we need to build a system of schools where every child goes to a great school," Murphy said. "That's a deep value of mine." principal of George Washington, a position he held for four years. Murphy then was asked to be executive director of Leadership Development at New Leaders for New Schools, a national non-profit. He worked there for two years, redesigning their training for prin- cipals. He also trained over 500 school leaders and staff, working with approximately 100 schools, and three large urban districts. He has a bachelor of science degree in physical education from the State University of New York and a master of education degree in School Leadership from the College of Notre Dame in Maryland. He lives in Wilmington with his wife, son and daughter. Both son and daughter attend Red Clay schools: Highlands E.S. and the Conrad Schools of Science, which is a magnet high school. "Our rhetoric matters" The conversation ended with an interesting twist: when agreeing that he wants to continue collabo- rating with DSEA leaders and mem- bers, Murphy harkened back to the discussion about recreating the pro- fession. "The way we communi- cate," he said, "is very important, what and how as well as the rheto- ric. From the words we use to the way we behave, we need to pay attention to all of it, to how we for- mulate messages, making sure they are backed up by clear goals and values which are reflected in how we go about our work." www.dsea.org May/June 2012 DSEA ACTION! 5