I am an educator in the St. Louis Public Schools. My experience as a teacher, principal, executive director, deputy superintendent and now interim superintendent has afforded me the opportunity to observe first-hand the challenges and triumphs of urban education in America.
Almost daily I can pick up the newspaper, listen to talk radio, or view the evening newscast and hear a clear message of cynicism and pessimism as it relates to our urban youth. Yes, there are various challenges and obstacles faced by our children that detract from their pursuit of a quality education. But I am hopeful and firmly believe that our students are scholars in the making who will ultimately serve as good citizens to our local community and global society.
As an educator, I am constantly reviewing the literature and engaging in discussions with my colleagues around the issues of urban education. Three issues associated with urban education particularly concern me: the negative perception and low expectation of urban students, the academic achievement gap between minority and non-minority students, and the low representation of female and minority instructional leaders ascending to principalship or superintendency, especially in urban districts.
These three factors negatively impact the educational environment and potentially dim the prospect of a quality education for our urban students. However, these obstacles can be minimized by implementing rigorous and culturally relevant instruction, by cultivating substantive and meaningful mentoring relationships between adults and children, and by properly training educators to serve as effective instructional leaders in urban settings.
As a teacher, I understood how powerful one-on-one, nurturing relationships with students can be in getting them to achieve at high levels. My years in the classroom taught me how to teach children n and how to advocate and protect them.
As a principal, I realized the importance of being a visionary and of having the ability to incorporate your vision into a detailed plan, ensuring that students will achieve at their highest level. I understood what it took to provide a safe, culturally relevant instructional environment that was conducive to learning for all students, regardless of their gender, socioeconomic status or race.
As the interim superintendent for the St. Louis Public Schools, I am now committed to combating the ills, obstacles and low expectations that some segments of our community and schools place before our urban students. And I am committed to providing our children with top-notch teachers and principals who will teach a demanding and rigorous curriculum to all students.
When we believe and act as though our children are smart, hardworking and ambitious, they will reach n and, in many cases, even exceed n our loftiest expectations. Our students will indeed become the scholars of tomorrow.
Dr. Pamela Randall Hughes is interim superintendent of St. Louis Public Schools.