Ordinary people can accomplish extraordinary things. Such is the case with the Algebra Project as described by The Teacher Leader.

The Teacher Leader introduces us to the teacher nightmare—failing students sitting in classrooms with no hope and no reason to try. Sound familiar? This time of the school year, failing, disengaged students are traumatizing their teachers and distracting their peers. We learn again that misery loves miserable company.

Waiting until March or April to solve the problem is too late. Once students fall behind, it is extremely difficult to catch them up. Students, teachers, and schools pay the high cost for student failure.

The key is not to let students fall behind in the first place. But that takes planning and the solutions are often not convenient or easy to implement.

The Teacher Leader was willing to pay the price to set up both students and teachers for success. His amazing breakthrough story reminds us that education and teaching are not zero-sum games in which some win and some lose. When students fail, we all lose.

From a principal perspective:

- The bottom line: In the first year of the state assessments only 32% of the students scored at proficient or above. The school’s Algebra scores had to be at or above 70% within two years in order to receive state accreditation. Not only did the Teacher Leader’s math teachers exceed 70%, but they consistently averaged in the high 90% range. These remarkable results were achieved with the same demographics including high poverty, high second-language, and high student mobility, and essentially the same teachers. National Geographic Magazine called this high school “the most diverse school in America.”

Collaborative Leadership – A successful school wide initiatives like the Algebra Project requires that multiple leaders work in partnership. Without a strong, respected and trusted teacher leader the math teachers would never have bought in. The principal had to lend full and active support with parents, counselors, other departments in the school, and the school district all of which had different reasons for questioning the approach. The head counselor had to convince the counselors that the much more complicated scheduling and re-scheduling process would be worth the time and effort. Any weakness among any of the three leaders would have ensured that the effort failed.

Student-focused – The key to the success of this effort was the mission-focus of the teachers, counselors, administrators, and the principal. Student achievement and student success took precedence over adult convenience.

Use data – The Teacher Leader used data to guide the effort. Intuition took a backseat to the facts. Students were failing and he wanted that to change.

Start small – The Teacher Leader started his “double block” Algebra Project with one or two teachers. When the results indicated success, the effort was expanded to include more teachers. Instead of mandating an approach to be followed by all math teachers, The Teacher Leader used volunteers to test out the idea. For example, in the first attempt almost half of the students who were failing algebra at the semester were earning Cs by the end of the school year.

Work with the willing – The Teacher Leader wanted the support of all the math teachers but he needed the participation of key volunteers who really wanted the program to work.

Whatever it takes – The Algebra Project was an experiment. No one had tried it before. Everyone involved had to be willing to do whatever it took to realize success.

Ultimately, the success of the Algebra Project was due to a commonly held set of core beliefs.

- All students can learn to high levels.

- All students can and should be held to high standards.

- Given time, all students can learn.

- Learning time is relevant. Learning outcomes are absolute.

- Failure is not an option. Students can only fail if they quit, because we (staff) will never give up.

- Never blame the students. Find another way.

- We (staff) drive the bus. Whatever happens here is up to us.