Dr. Tony Price, a retired educator with more than 35 years of experience in K-12 education, has made significant contributions to the field. His career began in New York City, where he taught elementary and middle school students for the Archdiocese of New York and the New York City Public Schools. After relocating to Virginia, Price initiated the first alternative program in the Falls Church City Public Schools. He then moved to Georgia, where his leadership roles included serving as principal of Therrell High School and Cedar Shoals High School, both of which were recognized for their achievements under his guidance. Currently, Price is an adjunct professor of educational leadership at Nova Southeastern University and, until recently, was an adjunct history professor at Georgia Military College. This interview explores Price’s insights and experiences throughout his distinguished career.
Reflecting on Leadership and Decision-Making
Reflecting on your extensive career, what strategy has been most effective in driving school improvement and student success?
I had to learn the art of data-driven practices. To determine the academic strengths and weaknesses of your student body, you must be able to do the following: Data collection, data analysis, and, most importantly, you have to be able to apply what you have learned from the data to the process of school improvement. Without data analysis, you are shooting in the dark. Additionally, you must provide all the necessary support and resources that teachers need to achieve the goals you are seeking to improve student achievement.
How have you approached decision-making when implementing programs like the International Baccalaureate Middle Years Program in high-poverty schools?
I first learned about the IB program while teaching in the Falls Church City Public Schools in Virginia. I knew this was a very challenging curriculum, recognized around the world, and is frequently compared to Advanced Placement courses. Yet, the words “high poverty” are the reason I pursued this as a principal. As a middle and high school principal, my goal for my students was to provide them with access to the very best in academics. While the IB process was a rigorous journey, it was an honor, and it’s among my proudest achievements as a school principal.
Building Professional Relationships
In your leadership roles, how did you foster strong professional relationships with colleagues and mentors to support educational initiatives?
Well, you learn by the school of hard knocks! I made mistakes early on in my career, including not understanding the importance of engaging with and reaching out to colleagues who knew more about school administration than I did, as well as the necessity of bonding with successful people who knew how to get things done. In addition, with any kind of educational initiatives you take on, you must garner buy-in from teachers first and foremost because they are on the front lines, and they will be the ones to implement any new initiative you undertake. You must value faculty and staff’s opinions; don’t just give them lip service, let them sit at the table and help you make decisions. Furthermore, explain to your stakeholders what the initiative(s) are all about; communication is key, and always seek the support of parents and your district office.
What professional development activities or educational pursuits are you currently engaged in to stay at the forefront of academic leadership?
Staying current is essential to remain up-to-date with the nuances of educational leadership. I remain a member of several prominent national educational organizations, including the American Association of School Administrators, which keeps me informed about the latest trends in public school education. Additionally, I occasionally participate in webinars. I also continue to interact frequently with teachers and administrators in K-12 schools, as they are currently living the reality of educating children on a daily basis. When I was leading my school, I often participated in and led many professional development activities. The learning process for active educators is ongoing and should never end.
Setting Goals and Monitoring Progress
Can you share the techniques you employed to set achievable goals and monitor progress in schools under your leadership?
I learned to have a robust, active, and empowered School Improvement Committee composed of teacher leaders from my school and rank-and-file teachers. Again, buy-in is critical. Then, you must define your goals: what is it that you are trying to improve? Thus, to determine this, we had to examine the data and draw conclusions from it about whether students are mastering the curriculum standards. The process of data analysis is crucial, and you must allocate time in your schedule, whether in middle or high school, to allow teachers to analyze data. In my middle school, we had data teams. Once you have determined the strengths and weaknesses of your students, you must develop a plan to improve their achievement levels. The School Improvement Committee is required to meet at least once or twice a month. Each member is assigned a topic related to school improvement, and they will report out in a future meeting(s).
What qualities do you believe are essential for effective educational leadership, and how have you embodied these in your career?
First, educational leaders must prioritize the overall well-being of their students. That includes their academic and personal growth, treating them as if they were your own children. I have lived by that cardinal belief throughout my school leadership career. Providing robust support to teachers is also crucial because they are the most important adults in the building. High expectations must be assumed for all students, regardless of their socioeconomic background. It’s also imperative that school leaders practice what they preach, lead by example, not necessarily by words.
Overcoming Professional Challenges
Could you provide an example of how you supported a colleague in overcoming a significant professional challenge?
I always felt obligated to help emerging educational leaders because I had support during my tough times. There was a former teacher who was struggling with her new superiors and was on the verge of quitting. I encouraged her to address the issues she was facing, calmly and professionally. By sharing my own experiences of difficulties, and advising her to meet with her bosses to express her concerns clearly and with little emotion, she eventually managed to navigate the situation, continued teaching, and is once again, finding the joy of educating children.
How did you determine which responsibilities to delegate and which to handle personally to ensure effective school management?
Delegation requires having competent and passionate people you trust. Empowering them to manage responsibilities without excessive interference boosts their confidence and nurtures their leadership skills. For more sensitive issues, particularly those involving community or legal matters, the principal must handle these personally and without fail. Remember, the buck always stops with the school principal!
Motivation in Under-Resourced Environments
What methods did you use to motivate staff and students to achieve outstanding results, particularly in under-resourced schools?
Motivation starts with being genuine and showing care for both students and teachers. I worked to ensure that teachers had all the resources needed for success by seeking grants and leveraging Title I funds. It’s vital to instill big dreams in students, irrespective of their backgrounds. Publicizing students’ accomplishments also helps in gaining community and corporate support. Planning and data-driven practices, including data analysis and continuous progress monitoring, are key to improving student outcomes.
Looking ahead, what is your vision for the future of education, especially in terms of leadership and student achievement?
I envision an educational landscape where leaders are more actively involved in the lives of students, fostering environments that maximize each child’s potential. Investing in strong professional development for teachers and integrating technology effectively will be imperative. We must ensure equitable access to quality education for all students, regardless of their background or identity. The future of education should prioritize holistic development, preparing students not just academically but also as well-rounded individuals, ready to contribute positively to society. However, and finally, I am still very excited about public school education in America. Yes, there is lots of work to be still done, but to me, it’s the greatest entity in the United States to not only maintain our Democracy but to enhance it!
In conclusion, Dr. Tony Price’s dedication to education is evident in his strategic approach to leadership, his commitment to professional growth, and his vision for inclusive and effective schooling. His experiences and insights continue to inspire educators and students alike. The interview with Dr. Price sheds light on the profound impacts of leadership and visionary thinking in advancing education for all.
