From time to time, I’ve heard Barlow parents say that while Barlow does a great job with the top academic achievers and students who require special services, the “kids in the middle” can too easily get lost in the background.

Academic excellence can be measured by test scores, grade point averages, AP classes, and acceptances into elite colleges.  But these should not be the only measurements.  A more complete definition of an “academically excellent” school should also include the number of students who are helped to break through barriers and make the most of their abilities, even if they never see an A on their report cards or the inside of an AP classroom.

Of course, the top achievers should be recognized and given greater opportunities to excel.  But Barlow’s reputation for academic excellence should mean more than simply reflecting the accomplishments of the top 10 percent.

We need to make sure Barlow is doing enough to encourage and reward the achievements of all students, even if they are not already high achievers.  A struggling C student deserves the care and attention needed to stretch up to a B, and such accomplishments deserve as much recognition as those of students who are able to maintain an A average.

The quality of teaching is the key here.  We all can be inspired by the example of Barlow Spanish teacher Chris Poulos, the Connecticut Teacher of the Year in 2007.  Mr. Poulos’s words, excerpted here from his acceptance speech, should be a guiding principle:

“We must always put students first…As teachers we must reflect as to how students learn best, we must think about how we can improve our instructional strategies so that learning is meaningful and that all students are made to feel successful.  For if we focus on our teaching and the learning needs of our students, no child will be left behind and those test scores will come regardless…

“…[W]e must also recognize the diverse talents of teachers, giving them discretion to create unique learning experiences for our students while steering clear from standardized instructional practices in the classroom.”

As one who hopes to help set the educational course for Barlow over the next four years, I can’t imagine any better way to say it.

(Redding Pilot, October 18, 2007)