Superintendent Candidate Quizzed on Community Concerns

The Neshaminy School Board hosted a forum introducing the superintendent candidate Robert L. Copeland to the community Wednesday at Maple Point Middle School.

Copeland, the current Superintendent of Schools in Piscataway, NJ, answered a series of from the community ranging from why he is a good fit to his thoughts on school uniforms and teacher evaluations to the labor dispute.

Neshaminy students need not worry about donning uniforms should Copeland assume the position, but students and their teachers can expect positive changes to the school system, which will enhance learning and increase engagement, he said.

Copeland communicated that he is a hands-on leader who likes to make sure beneficial district and school policies and programs do not dissolve.

“One of the things that I think I noticed over a period of time is educational issues come up,” he said. “And there’s an innovation, there’s an implementation and there’s evaporation. Stuff just goes somewhere. I’ve spent my time making sure that the things we put into place are implemented well and monitored well.”

Measuring and evaluating progress and achievement are important to Copeland. However, in order to measure something, a plan must first be drawn. The Piscataway School District measures its plans and goals by using a Balance Score Card in order to track how well they are doing, he said.

“I’m a real strong believer in strategic planning,” Copeland said. “Our strategic plan comes from the district goals. Those district goals get turned into action plans. This action plan does not sit on the shelf.”

One thing he does not believe in is focusing on and “chasing” test scores. Instead, he said that building an appropriate school system is the foundation upon which the scores will improve. He has three steps to improve the system. The first is to “provide a quality, rigorous curriculum” in the school system. Second, to provide ample and diverse resources for students. And third, create a measurable strategic plan to make it happen. He would work with the staff members to make sure the curriculum is adequate and to promote tougher courses.

“Provide opportunities for [the students],” Copeland said. “One of the things I think we’ve gotten into in today’s schools is we’ve said we’re just going to raise the bar higher. “I believe if you’re going to make the bar higher, you have to help the kids jump over the bar.”

Raising the bar is not just for the students. High expectations for teachers result in teacher observation methods to ensure quality learning and classroom environments. Copeland was asked his opinion of the teacher observation model used in Neshaminy schools. The New Jersey Department of Education uses a different method, The Danielson Group model, but Copeland sees recurring themes in all of the major models.

“It just depends on how you want to apply those themes,” he said. “What you have to do is look within. What are the elements that you are expecting from teachers that are going to produce the results you can?”

Transparency and consistency are important to Copeland when engaging district staff. He believes in being upfront about what is expected and that there will be consequences if standards are not met.

“I believe in making it indiscreetly clear to the staff what they are being evaluated on,” Copeland said. “We make it clear what goals are. We also make it clear what you need to do to improve. [In New Jersey,] if you are a tenure teacher and you are deemed unsatisfactory, we can’t reduce your pay, but we can freeze it.”

He does not see any contractual issues that would stop an evaluation on a teacher’s effectiveness. He is also not fazed by the Neshaminy labor dispute. While, he acknowledges that it has been around a long time, Piscataway also went a long time without a contract and he was in the middle of labor disputes during his time in Newark, NJ and those were settled in time.

“Labor disputes are not new to me,” he said.

When it comes to handling certain aspects of the contract and dispute, he held a firm stance.

“There are things you have to do that we think are professionally responsible things to do, and you have to do them,” Copeland said. “If you don’t, we’ll hold you accountable in your evaluation.”

He holds teachers and students to high standards. He is not afraid of the challenge to constantly strive for excellence in the school system.

“Excellence is about outcomes,” Copeland said. “I think excellence is about sustainability, so that it’s truly superior on a regular, sustained basis. It’s not incidental. It didn’t happen by mistake.”