January 18, 2018
by Dr. Bill Hudson, Head of School
Like most of Minnesota, I am officially caught up in the epidemic of Viking Fever. I was on my feet, jumping and yelling, scaring the rest of the family, as Case Keenum connected with Stefan Diggs for the game winning touchdown. Dubbed the “Minneapolis Miracle” by sportscaster Paul Allen, the play appeared to be a stroke of good fortune, an incredibly lucky catch. Truth be told, the play is a common one in the Vikings playbook and had been run several times earlier in the game. What seems to be luck is actually the result of a well-run team, good players, a strong culture, and having the right people in the right roles.
I learned a valuable lesson several years into my career as an administrator, long before I came to MPA. I was faced with the challenge of replacing a much beloved, incredible English teacher who had decided to retire. She was a tough, demanding teacher who was respected for her ability to push students to become excellent writers and prepare them well for the demands of college. Worried about continuing her tradition of excellence in teaching, I made a hiring decision based predominantly on the desired skill set. The new teacher was good at teaching English, but not so good at teaching students.
My mistake was not fully realizing the importance of mission, of character, of hiring for the “heart” of a teacher. What I have learned from my past experience is that one can become a better teacher, but someone needs to have the heart of a teacher first and foremost. MPA has been fortunate to have a strong school culture built and fostered by teachers that not only have the heart, but they are also masters of their craft. They are committed to continuous improvement and lifelong learning.
Great schools depend on great teachers. I am frequently amazed and humbled by the wonderful faculty and staff at MPA. MPA teachers care deeply and take the time to understand what inspires, what engages, and what matters most to each student. In the parent satisfaction survey conducted in December, parents identified teachers as the number one reason they value MPA. In the words of one parent, “Faculty and staff proactively and continuously coordinate with each other across grades to thoughtfully position students for successful development. MPA’s whole child education philosophy and rock star faculty and staff combine to create a world-class K-12 experience for kids to find and develop their true potential.” Another parent wrote: “My child feels appreciated. Teachers care and are willing and able to help a child so success is achievable. The students are not numbers, but unique learning beings.”
Several years ago, when the school experienced fiscal challenges related to the declining economy, teachers put their students above themselves. They went without salary increases, saw their retirement contributions go down dramatically, and took on additional responsibilities so that the “Maplewood Miracle” that was MPA would continue to be a game-changer in the lives of so many. As the financial position of the school has strengthened, it has been my priority to make up for lost ground. Guided by Momentum 2020, MPA’s Strategic Plan, I’ve worked hard to strengthen the support for students outside of the classroom so that our teachers can focus on knowing each student as a person and as a learner, as a dreamer and as a doer. I have also worked with the Board of Trustees to increase funding for professional development. There is more work to be done to support our hard-working teachers and staff.
Attracting, rewarding, and retaining teachers is critical for any school and MPA is no exception. There exists a national teacher shortage and studies indicate it is only going to get worse, particularly in areas such as math and science. Salary and benefits are important to attract and reward teachers. But teacher retention is also dependent on a school culture where they are empowered to make an impact with their students, where they feel supported by their colleagues, where they have large degree of classroom autonomy, and when they are involved in participatory decision-making. This is where MPA excels.
In his book Good to Great, author Jim Collins stresses the importance of the who before moving on to the what. “Get the right people on the bus, then move them to the right seat,” Collins suggests. MPA continues to be the “Maplewood Miracle” because we have teachers and staff who have both heart and skill, nurtured and strengthened by an incredible school culture. They’re the right people, in the right seats, and they deserve our continuous support.
P.S. – come together and wear purple tomorrow in celebration and spirit of the Minneapolis Miracle! Go Vikings!
