The Launching Pad

Volume 1, No. 2                          Summer, 2007                          Exclusively online at www.EducationHall.com
 

A Ray of Hope in Memphis: A conversation with Joris Ray
Editorial Staff

At the 2007 Annual Conference and Exhibit Show for the Association for Supervision and Curriculum Development (ASCD) held this past March in Anaheim, Joris Ray was presented the prestigious Outstanding Young Educator Award (OYEA) for 2006. The fifth recipient of this honor, Mr. Ray is the director of Alternative Schools and Programs for Memphis City Schools.

ASCD, in its ongoing search for what works in schools, created the OYEA to celebrate the accomplishments of a young educator who achieves excellence and equity in teaching and learning. A panel of diverse education professionals evaluated nearly 100 nominees submitted by ASCD members to select the 2006 OYEA winner.

Ray was selected for having a tremendous impact on meeting the educational and behavioral needs of at-risk youth. Ray says he refuses to have low expectations for any child. He believes all children, like pieces of coal, can be diamonds if you just look for their potential and invest your time in helping them shine. This sentiment exemplifies his commitment to ensuring that every child succeeds and none are left behind.

ASCD Executive Director Gene Carter recognized Ray for setting a precedent for taking a comprehensive approach to improving the lives of at-risk youth. Ray created the Success Schools model, which utilizes smaller learning environments to help students master academic and life skills critical to their social, emotional, and academic growth. Ray also implemented the first Alternative Schools Career Fair and introduced a family support program aimed at strengthening parent-child relationships and building effective parenting skills. "His motive for the pursuit of excellence through change with Alternative Schools is always clear and concise—it's always about children," said instructional facilitator Sharon Thompson, who nominated Ray.Along with the prestige and recognition of the OYEA, Ray received a winner’s check for $10,000 from ASCD. In his acceptance speech, Ray announced that a portion of the award will fund the “Ray of Hope” scholarship fund for students in the Memphis City Alternative Schools.

Recently, The Launching Pad caught up with this rising star to discuss his recent work, the meaning of success, and the future of this outstanding educational leader.

LP: Congratulations on being named ASCD's Outstanding Young Educator for 2006. You were honored for your work serving as the director of Alternative Schools and Programs for Memphis City Schools. As a former teacher and assistant principal, what led you to that position?

JR: I was led to the position because it was challenging and I wanted to have a positive academic impact on at-risk youth. Initially, I was a coordinator of alternative schools that reported to a director that had a social work background. Superintendent Dr. Carol Johnson was appointed superintendent to Memphis City Schools (MCS). Dr. Johnson reorganized several divisions within MCS and made me division head of alternative schools. The program lacked rigor and an academic focus. I knew to impact student achievement, I must recruit talented teachers. First, I had to change the culture and the climate of the division. Then I had to recruit dedicated and effective staff with the mindset to want to make a difference in students’ lives.

LP: What initially drew you to working with at-risk youth? Did you begin your career teaching in at-risk settings?

JR: I always wanted to make a difference...Also, I love a challenge. These students presented the opportunity for me to effectuate positive change slowly. I enjoyed watching these students’ confidence build as they put forth a remarkable effort to complete assignments. It has always been my belief that successful academics changes behavior. When the students’ eyes widen and their faces light up, I know I got them. This is what captured me then and continues to capture me now!

At the beginning of my career, I taught math and social studies in a traditional school. As a first year teacher, I learned about this program that was being placed in my school from 3 p.m. to 7 p.m. The program was to teach at-risk students in an evening alternative school setting. I read the job description and it required the minimum of three years’ experience. However, my principal assisted me and I was able to get an interview. Fortunately, I received a waiver and the rest is history.

LP: Here is a two-part question for you:
1. So now you're the division head of alternative schools. You've clearly dedicated yourself to the calling. Beyond the staffing changes you made, what specific steps did you take to re-tool the alternative schools program?
2. What evidence do you collect that indicate that the program has increased its effectiveness? How do you know you're doing a good job?

JR: When you are in the moment, it is difficult to document all changes made to an organization. First of all, we focused all decisions around what is best for students. This was a huge paradigm shift to focus on student needs and not what made staff (adults) comfortable. Also, it was imperative to reallocate resources to focus solely on academic achievement. Moreover, the mindset pertaining to student expectations and how staff viewed their mission had to change. Overall, we had to establish a new culture and climate around student achievement, staff accountability, and professional development. Everyone (students, parents, teachers, administrators, clerical, etc.) had to make a commitment to be stakeholders....not workers.

Our evidence is in our product...STUDENTS! After a student transitions back to their traditional school, we measure our success on how well that student performs academically and socially. Weekly, we track and monitor their progress in their traditional school. Also, we monitor and analyze our recidivism rate to measure success. The recidivism rate gives you an overall look at how many students did not succeed in their traditional school and are referred back to an alternative school. We take those data and look at each unsuccessful student...we use that feedback to improve our program.

LP: Do you have an example or two of some highly successful students that have come from your program? (Change the names, of course!)

JR: “Jane” was expelled from her traditional school for behavior. Academically, she was not performing due to poor behavior. She transitioned to an alternative school in the fall of 2006. Jane's academic performance improved tremendously from that point forth. She has since been accepted into Georgia State University.
“Bob” was retained in two grades. His only option was to drop out of school. He had no hope or aspirations to succeed at all. Bob attended one of our choice schools. He was put in course recovery to recover credits. Finally, he saw some progress. The teachers at the school connected learning to what Bob loved the most, music. He graduated from high school and plays in a band around the country. Bob’s new goal is to major in music at a university on the west coast.

Those are just examples of the terrific success we have had with many students, and we are proud of each and every one.

LP: You've clearly made a difference in these (and many other) students' lives. What do you see is the biggest obstacle facing many students that prevents them from experiencing such success in the regular school environments? What can we do, as educators, to eliminate these obstacles?

JR: The biggest obstacle is an adult that refuses to build a positive relationship with students. This usually prevents a student from feeling connected to school. We can eliminate many obstacles with students by positive communication, caring for their needs, and being a positive role model.

LP: And you are obviously a role model for many to follow. So what's next for Joris Ray?

JR: I aim to finish my doctoral degree in educational leadership and policy studies at the University of Memphis, and I will keep advocating for at-risk students across the nation. Further on my professional horizon, I want to consult with school districts and provide professional development to teachers/administrators on how to engage at-risk students.

I want to lead in any capacity to help students succeed and achieve.

My ultimate goal is to continue to be a great father to my son, Joris II! Much of my time is dedicated to my career, but I have to remember to make time for my son. It would be hypocritical of me to preach to parents about quality time with their children then I do not spend time with mine. Often, I listen to the song "Cats in Cradle" by Harry Chapin. Chapin sings about never having time for his son because of his career. The son often would say, "I am going to be like you, dad." As the son grew older, he did not have time for his dad. Chapin ended the song by saying, "it occurred to me that my boy is just like me..." My goal in the future is to have a wonderful relationship with my son. My goal is for him to say and know, "You are the best dad ever." My son is the biggest investment that I have in my life. My future rests with him...

Joris Ray is the director of Alternative Schools and Programs for the Memphis (Tennessee) City Schools. You can reach him via e-mail at RayJorisM@mcsk12.net.
 

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