Principals have the power to unlock our Kansas City students’ potential | Opinion
Garfield Elementary School in Kansas City’s historic Northeast is a window on the world — where students represent more than 15 countries of origin. It is a place where the richness of humanity is reflected through remarkable diversity and a profound sense of belonging. As its principal, I am entrusted with the hopes of families who send the best of themselves through our doors, confident that we will honor their trust. Our vision at Garfield Elementary is to eliminate the opportunity gap within our neighborhood and ensure that every student leaves prepared for future success. I believe principals, like me, have a unique privilege to unlock the potential of our students by empowering our teachers through intentional systems, coaching, feedback and advocacy.
My journey in education began as a science teacher in 2015 at University Academy as a Teach For America Kansas City corps member. I was initially alarmed by the differences in opportunities presented to students across classrooms. In those moments, I began to see literacy as a civil right and recognized how not engaging students in grade-level content perpetuated barriers to learning. As I prepared for leadership roles, I became further grounded in the belief that all students can learn and achieve at great heights when we empower and support teachers in their pursuit of excellence.
Over time, I have come to know that every student and teacher carries a story of resilience and brilliance, driven by a hunger for connection. When you consider that, ensuring that each student has what they need for their personal learning journey is not optional. Students are remarkable, and I have found they continue to rise to high expectations when offered appropriate challenges. However, their excellence must be catalyzed through small moments where they see views into what is possible.
In order to expand access to excellent education, leadership must be lived. We must reimagine our schools as spaces where the community uplifts public education rather than attacking it. Principals can leverage relationships to lead that charge to ensure that the community uplifts public education, while expanding the capacity and resources for our students and teachers.
Maximizing direct instruction from highly qualified teachers allows for the greatest impact on student progress. At Garfield, we have been strategic in utilizing our human capital to create co-teaching spaces where students who are behind can double-dip with intentional, differentiated foundational skill instruction to become proficient in reading. In addition, we implement strategic talent management to ensure our most talented educators are here to support our most vulnerable students. These decisions, paired with continuous observation and feedback cycles, resulted in a 20-point increase in our state Annual Performance Report score last school year.
Serving as a building principal has entrenched me in the work of advocacy for my students and teachers as I look forward to being an intentional part of the solution to provide an equitable education for all students, regardless of their ZIP codes or backgrounds. Schools exist as realms of possibility. They are environments of learning, shaped by the communities they exist to serve. In those spaces, when we advocate for community support and leverage resources, lives can be transformed. The reach of an educator, when properly supported, extends far beyond the teaching of discrete skills and offers a window to a previously unimagined future.
The work of urban education is remarkable in its impact, yet unwavering in its challenges. But the joy of seeing a student find success is unmatched. We have the responsibility to ensure that students are equipped with the skills to choose their future, and principals have the ability and the vision to make this a reality.
Dr. Lauren Amicone is principal of Kansas City Public Schools’ Garfield Elementary School.