New CHS head has eye on achievement gap

By Barney Breen-Portnoy

Published: May 7, 2008

Thomas Taylor, the incoming principal at Charlottesville High School, believes that the secret to narrowing the school’s achievement gap is individualized attention.

When he takes the helm in July, Taylor plans to emphasize literacy and writing skills. He said he believes strongly that every student can succeed, regardless of income level, if educators tailor the classroom experience to each student’s needs.

Taylor, 29, has been an assistant principal at Landstown High School and Technology Academy in Virginia Beach for the past two years and has been an educator since 2000. He replaces Principal Kenneth Leatherwood, who is moving to a human resources position in the school division.

Taylor will discuss the topic of CHS in the 21st century this evening at the school’s media center. The talk, sponsored by the school’s PTO and open to the public, will begin at 5 p.m. Taylor will take questions afterward.

Prior to his public appearance, Taylor shared some of his thoughts and plans with The Daily Progress.

The following is an edited transcript of an e-mail interview:

Q. What do you think are the strengths of Charlot-tesville High School and the CHS community?

A. The CHS community has a lot of strengths. So far, I have noticed an overwhelming desire from everyone to be involved and be helpful.

In particular, the faculty of CHS is very scholarly and is motivated to help students reach their goals. The central office provides exceptional support; the superintendent and her staff are very knowledgeable and have been helpful at every turn. CHS has an active parent teacher organization that is growing as a source of strength for the school.

There are rich traditions of excellence in and out of the classroom. CHS is an exciting place to be because there is so much positive energy from the students and adults who support the school.

I look forward to listening to more of what the community expects from CHS in the future.

Q. What do you think are the greatest challenges facing CHS in the foreseeable future and how do you plan to address these?

A. In the short-term, how will we close the achievement gap, while improving the outcomes of our highest achieving students? What tools will teachers need to maximize effectiveness and efficiency?

In the long-term, how will CHS look in the 21st century? How will we prepare our students for jobs that don’t even exist yet? How will we evolve as a school to meet the global challenges that America faces?

As I reflect on these questions and meet with community members and staff, our solution seems simple on the surface — we will meet these challenges one student at a time.

Q. What do you think is the best way to tackle the achievement gap at CHS where there are many high-achieving students as well as many low achieving students? How can the needs of each of these groups be balanced?

A. To improve student achievement across all levels, it is imperative for educators to cater classroom instruction to meet the needs of all learners. Not all students come to school with the same skills and the same background knowledge; it is incumbent on us, as teachers, to adjust instruction accordingly.

Specifically, I think it is important to re-emphasize literacy and writing skills across the curriculum. Regardless of academic level, I also firmly believe that each student can achieve at high levels. To balance our high expectations with realistic and positive student outcomes, we will need to individualize goals for each student. This strategy takes time and requires a lot of personalized attention for each student, but it is worth the extra effort.

Q. What led you to pursue a career in education?

A. I had a great experience in high school as a student (at Bethesda-Chevy Chase High School in Maryland). I was involved in athletics, student government, community service groups and clubs. I had a very smart and supportive peer group.

I had a great collegiate experience as well (at Virginia Wesleyan College in Norfolk). I had supportive teachers and I fell in love with the idea of helping others.

My passion for seeing young people become successful motivated me to leave the private sector and become a social studies teacher.

I became a school administrator because I saw an opportunity to have a greater impact on student achievement and to positively affect the lives of more adolescents.

Q. What has been the most memorable aspect of your career in education thus far?

A. A five-year cumulative effort at Landstown High School. At Landstown, I have been a teacher, student government sponsor, testing coordinator and an assistant principal. From different vantage points, I have enjoyed watching this new school — established in 2001 — mature and grow with its students into one of the best high schools in the commonwealth.

Q. When you are not working, what are you most likely to be doing?

A. I am the husband to a wonderful woman (Lee) and the father to three amazing and unique daughters (Sydney, 11; Macy, 5; and Ellee, 9 months). I do not have much free time, but what I do have I spend with them. I am also a doctoral student at [the University of Virginia], which complements my addiction to UVa football.