Principal For A Day

In May of 2017, on the same day President Trump released a 13% cut to the Department of Education, I was invited into the Riverton School in Portland to be Principal for a day. It’s hard to believe after touring the school, spending time in the classroom and having conversations with students, faculty, support staff and Ed techs that anyone could look at that kind of a cut as anything but a negative. The Principal for a Day program is sponsored by the Portland Regional Chamber of Commerce in collaboration with Portland Public Schools and for the last five years it has matched public schools with community leaders and businesses. It promises, “… a firsthand understanding of the complexity, unique character and opportunities available in Portland's schools.”  So, here’s how the day went and what I learned from Principal Jeanne Malia who is leaving after working in education for 42 years. But first off – here’s to her contribution – she is one of the most fearless, kind and guiding people I have had the fortune to spend time with in a public or private setting.

The School

Riverton is like a little United Nations. There are 470 students and 25 languages spoken there. There are children who have grown up in Portland, children of immigrants who have come through the refugee resettlement program, and children of asylum seekers who have fled war torn countries. There is a civil rights team that teaches about and practices tolerance, respect and inclusion. I sat with a young girl in a hijab, a young woman from the Sudan and two other students. Here’s what they want to be when the grow up – pediatrician, creative artist, mechanical engineer and a scientist. They are determined to succeed and I have never seen a more motivated group of 11-year-olds. If someone had asked me at 11 what I wanted to be I would probably have said, “professional baton twirler.” They are an impressive group who are the leading force behind making sure they deliver a message: All Are Welcome at Riverton School.  Riverton teaches students to be caring, supportive, to take responsibility for their actions, lift themselves up, and to work with those who support them. That was demonstrated in every classroom, conversation and around every corner. Direction, redirection and frankly, hope.

 The Challenges

Riverton, like many schools, has its share of challenges. In 2010, Riverton was facing declining state test scores in reading and math. The school applied for and won a 3.4-million-dollar school improvement grant. The money was invested in educational instruction, student programs, staff training, and intense collaborative writing projects. The efforts have paid off with scores climbing in the right direction. Money matters in education. Today, the school continues to work with the community to ensure that the perception of Riverton school matches their reality of making a difference for children every day. 

Riverton is a Gift to Maine

The most fascinating part of the day was talking to students. One of them was a bright, bubbly, sure-to-be television talk show host. The 8-year-old had put together a video about how to behave appropriately. She was a spitfire and articulate beyond her years. Repeatedly students, many of whom come from less advantaged homes, talked about the need to “do the work,” “take responsibility for their actions,” “plan for a good future,” “work well with and respect others.” I loved hearing all of it.

Teachers, Support Staff, Leadership

You don’t get all of these great things without the support of leadership in the classroom, in the front office and in upper administration. I watched as the principal greeted each student who came through the door, checking in. Reminding them if they had an issue the day before that it’s a new day so it could be a better day. I watched as the school’s social worker and all around guardian angel to the asylum seekers opened a closet of food and clothes for people who had recently come to Maine and needed help. I watched as grandparent volunteers talked one-on-one with students whose grandparents and in some cases parents were unable to make it here.

So, as a society when we think about funding public education, I hope you will take with you some of the things I observed. These are children looking to work hard, build a future and go beyond where they are now. It’s up to us to give them the tools to do so.