In the world of the public’s perception of education, most parents are aware of their child’s teacher, principal and perhaps superintendent. But often missing in this equation are the key players in the district office. The public often doesn’t see these educators, but they play a crucial role in the K-12 system, providing information and leadership to school sites to allow them to improve student achievement as well as to meet the myriad mandates required of education.
One such key player is Eric Andrew, assistant superintendent of educational services in Glendora USD. Andrew has performed so well in his position that he has been named ACSA’s 2009 Central Office Administrator of the Year.
Glendora USD filters all its actions through its three primary goals of increasing student achievement, strategic resource allocation and promoting a college-going culture. Andrew has played a key role in all areas, particularly in the latter, serving as chairperson for the district Four Year College Going Committee. There he leads education stakeholders, including board members, parents, teachers, administrators and college representatives. The committee’s main goal is to assure all Glendora USD students have the knowledge, skills and motivation to successfully obtain a college degree
“We developed a three-year strategic plan that outlines the annual goals of the committee,” Andrew said. “Each year we convene a College Night/Parent Academy where K-12 students and parents are invited to hear a keynote speaker and attend breakout sessions. All students and staff wear college shirts, stickers, and/or buttons on that day. All parents receive an abridged copy of the plan, and the A-G requirements are posted in classrooms. We also instituted the AVID (Advancement Via Individual Determination) program at the middle and high school level. There are several other activities throughout the year that promote the college going culture at the school and district level.”
Andrew has also made a great deal of effort in working with all stakeholders in promoting articulation, particularly in emphasizing vertical K-12 articulation.
“We work with all grade levels and content area teachers to ensure all students receive a common curriculum,” he said. “I meet with teachers, administrators and community members to discuss strategies that will enhance our instructional program and provide common learning experiences for our students. I visit the schools regularly to engage in conversations with teachers and students in order to hear their voices related to the educational program we offer. I also attend community meetings to discuss educational issues and to offer opportunities for the community members to share their expertise with our students.”
As previously noted, education stakeholders sometimes remain unaware of the hardworking people in the district office. Yet, Andrew has managed to address that challenge with his strong personal outreach to students, families and community members. This is an area that can be challenging to central office educators, but to Andrew this work is a priority.
“I am committed to being visible at the sites and in the community,” he said. “I strongly believe the best way to know what’s going on at the schools and in the community is to see the daily routines firsthand. I schedule school site visits as a part of my regular calendar. It is a goal of mine to visit each site a minimum of four scheduled times per year and to attend as many school and community events as possible.”
In addition, Andrew makes an effort to see that the student voice is heard in the decision making process, often asking students to be involved in meetings in which he is involved.
All this community outreach is not the only way in which Andrew goes above and beyond the call of duty. He also gives back to his profession by staying actively involved in ACSA activities and in serving on the leadership council with the California Association for Supervision and Curriculum Development.
“I believe each of these organizations have served as vital participants in the careers of educators,” Andrew explained. “The professional development opportunities, research-based innovations provided, and the advocacy for educators, not only support us, but also inspire many of us to serve beyond the school walls. My involvement with each organization has given me the opportunity to see the education profession from multiple lenses. I am a better teacher, administrator and advocate for public education as a result of belonging to and serving on the regional boards of ACSA and CASCD.”
Under Andrew’s instructional leadership, Glendora USD’s API scores have risen from 786 to 839. All 10 schools he is responsible for now have APIs above 800.
For all this and many other efforts too numerous to mention, Andrew is receiving this statewide recognition.
“I was actually shocked by the honor,” Andrew said. “I thank those who took the time out of their busy schedules to nominate me for such a prestigious award. We perform the work because we believe in the work, not for the recognition. I have been very fortunate to work with outstanding colleagues that believe in the commitment to students and allow me to facilitate initiatives that enhance student and educator learning. It is still hard to believe that I was the choice!”
Each of ACSA’s 19 job-specific 2009 Administrators of the Year will be featured in EdCal through Nov. 2. They will be formally honored at ACSA’s Leadership Summit, Nov. 5-7 in Sacramento. To register for the event, call the ACSA Educational Services Department at (800) 608-ACSA.