Fischer Middle School Principal Brings Educational Innovation to East Side Schools

Nancy B. Gutierrez, Principal of Fischer Middle School

In these politically divisive times there is one thing that people on both sides of the spectrum can agree on: Our public education system is broken. Low test scores, violence on campus, and a host of other issues are common at schools in East San Jose and around the country. Enter Nancy B. Gutierrez. An East Side San Jose native and from 2006-2010 the principal at Fischer Middle school. Upon her arrival at Fischer she was faced with all of the afore mentioned public school problems, but she was able to turn Fischer around, raising hopes and test score along the way. This year the Association of California School Administrators named Nancy B. Gutierrez Santa Clara County Middle School Principal of the Year in recognition of her efforts. As prepares to leave Fischer Middle and take part in the ground breaking Harvard Educational Leadership Doctorate program, which focuses on helping education leaders rethink public school system, Nancy was kind enough to respond to questions about public education in San Jose.

Demone Carter: You received accolades for your ability to improve low test scores at Fischer Middle. What were your greatest obstacles initially? And what were some of the keys to your success?

Nancy B. Gutierrez: Throughout my first year at Fischer, the greatest obstacle was undoubtedly the safety of our community. Students were expected to perform at high levels yet they didn't feel safe at school -- on their way to school, during, and on their way home. This became the highest priority for our team. To create the safe school the Fischer community currently experiences, we put a lot of preventative services in place including a positive behavior intervention system, where contrary to tradition at Fischer, students were recognized for positive behaviors. We also partnered with the San Jose Police Department and many local Community Based Organizations s to infuse art, music, dance, counseling, science and other hands-on and engaging activities into the school day and after school. To determine the effectiveness of our efforts, we began tracking discipline data, which included sharing this data with students and setting quarterly goals. Once our students bought into our systems, our discipline problems and behavioral issues began to decline tremendously. Students began to slowly understand that Fischer was a sanctuary for the community and that it was their role to rise above tradition and protect it.

DC: How has being from East San Jose informed your approach to working with youth in that area?

NG: Being from the East Side has been such a gift. Not only in terms of understanding the struggle and knowing how to relate to students on a deep and personal level, but also being connected to so many families and resources in the area. A lot of times, a parent will walk into the office or see me speak at a meeting, and approach me with some connection. “We went to high school together...You know my sister...I'm related to your brother's best friend from high school...” There were so many connections and so many East Siders who were proud to know me and have me represent them in such a powerful and influential position. I had their respect and their trust. The greatest gift however has been the ability to be a role model to my community. Working at Fischer has been so personal that it often times didn't feel like a job. It was my calling.

DC: As a result of the NCLB Act schools are evaluated based on standardized test scores. Is this the best way to track school performance? Was this your primary barometer for measuring success at Fischer Middle?

NG: I have always struggled with NCLB. It discounts kids, especially our kids, my kids, East Side kids. An East Side kid is anyone who is discounted because of who they are or where they are from. NCLB does not take into account the strength and resilience of our kids, perhaps because NCLB does not measure the whole child. It judges students, schools and communities on one multiple-choice test per year. Personally, I believe in authentic assessments. Assessments that measure growth and progress of individual students and measures their thinking. At Fischer, our teachers have become very conscientious over time and make every effort to use multiple assessments to measure authentic progress.

DC: The Obama administration favors linking student performance to teacher pay. Do you agree with this idea? Why/Why Not?

NG: I support meritocracy and I don't feel that the current system of public education is working for teachers. They feel punished and embarrassed if their students don't do well but aren't given any reward it their students do well. At Fischer, many of my newer teachers outperform the veteran teachers in terms of test scores. They get a pat on the back and a smile but continue to get paid at a significantly lower level than some of the veterans. There are also a few rock star veteran teachers who significantly outperform their peers. They all get paid based on seniority. How is this fair? Personally, I appreciate my buddy Preston Smith's model at Rocketship Education Charter Schools. Teachers get paid a base salary and get a bonus based on local assessments. Every teacher gets paid what they were expected to get paid for their yearly service and those who meet their goals, get a percentage of their salary, depending on how well they met their goal. I completely support it.

DC: How can politicians help schools succeed?

NG: Politicians can help schools succeed by ensuring that school and community programs are protected. For example, in the 2010-2011 school year, homework center funds will no longer be available to schools. This is a huge hit! Also, other programs that serve our schools have been cut in terms of funding and will no longer be able to provide services to our schools. Politicians can also help by visiting schools, getting to know their leaders, staying involved in a significant way. They can create task forces and reach out to school leaders vs. district office folks. They need to stay connected to those on the ground floor who have direct contact with children everyday.

DC: In your opinion, what do East San Jose schools need most?

NG: We need smaller schools, strong home school partnerships, strong leaders (not managers), strong teachers and the autonomy to get the job done.

DC: Have you ever considered going to politics?

NG: At this point in time, I have not. I love working directly with students and staff at schools.