Below is an email and an accompanying letter Montpelier High School Principal Peter Evans sent out on Monday announcing that this will be his last year at the school.
Greetings,
I wanted to let you know that I have decided that this will be my last year working as principal of Montpelier High School. I have enjoyed working here for the past ten years and leave here not because I'm unhappy or angry, but because it's time to start a new chapter in my life.
I have attached a letter that provides additional details.
There's a lot to do between now and the end of the year and I look forward to working with you.
Sincerely,
Peter
Here's the attached letter.
Peter M. Evans
Principal
Montpelier High School
November 21, 2011
To Members of the Montpelier School Community:
I wanted to let you know that this will be my last year as principal of Montpelier High School. When I sat down to reflect on serving as principal of Montpelier High School, I found myself struggling to capture ten years of being part of a community, school and family, to describe what this job has meant to me and to explain my reasons for leaving. Feeling overwhelmed, I decided it would be easier to start with the things that weren't a factor in me deciding to leave at the end of this school year.
It's become the norm for principals to leave their position after some problem occurs. Because of this some will ask, was there a problem? The answer is, no. Working here has been the best experience of my 35 years in education. The nature of the work of being a principal is that there are always challenges to confront, problems to address, needs to be met, difference of opinion to deal with, multiple perceptions to sort through and concerns from just about everybody. This is all part of the job and makes the work of school leadership dynamic, exciting and engaging. I have always looked at sources of tension as an opportunity for new learning, growth, making education relevant for those involved and a chance to educate teachers, staff, students and me. Whether it's having to make tough decisions about staffing, confronting problems around substance use among students, discussing the way students dance, addressing sportsmanship at athletic events, dealing with concerns about grading, looking into some course expectations being too low while others too high or reflecting on my own leadership approach, I have tried to work through the many situations by making it a learning experience. My view of what education should be for our students is broad and not defined narrowly. It goes way beyond the experiences that students have in classes. It extends to the community, the field, court and even working with other members of the school community to address problems. It's always been about learning from the experiences at hand and applying the learning to the next challenge.
I'm leaving because I want to explore some other opportunities. Sound like a cliché? The fact is I turn 59 in February and with that comes a fair amount of personal reflection, looking back and looking ahead to what's to come. I have an amazing family, great house and property, an engaging community life in Northfield, close friends and a lot of interests. My pottery studio sits waiting for me, I have some paintings that I want to do, a few pastels that have been stored in my mind and ready to go on paper, blueberries to plant, a house and shed to build and wood to cut. I have five amazing grandchildren who expect that I will be in their lives, at games, plays and other events. I have three great kids and two spectacular daughters-in-law who like being with me and whose company I cherish. I have a best friend in my wife who is waiting for me to plan some trips, go on a few walks, take bike rides and go out for a ski. I'm a very fortunate guy who feels like I have it all. I'm not leaving a bad situation for a better one, but rather leaving one great situation for another.
What about my work in education? I am not walking away from my work in education, just shifting roles a bit. While I don't have another job to go to at this time, I am still very interested in high schools and how they're structured, what makes them work and how they can better meet the needs of students. I am very interested in student engagement and what we can do to increase it. I'm very passionate about leadership. I love teaching and working directly with people of all ages to learn.
I'm not leaving because I have to, I'm leaving because I can. There's a lot of research, especially lately, about the negative impact on schools of frequent turnover in principals. The average length of stay of high school principals is about 3 years. At the same time, there's something to be said about the negative impact on a school when a principal stays too long. It's more subjective, especially when quantifying how long "too long" is. Is ten years too long? That will be up to others to decide, but I do know that with a new principal will come the opportunity for the school and all the folks who are part of it to decide the qualities of the next principal that are most essential to the school. There will be a chance to consider, ponder and then decide a few things that are more difficult to do when someone in sitting in the principal's office. My departure will allow the school community to consider the pathway the school is on and what the skills and abilities need to be of the person who will be the next leader. It will provide an opportunity to look for a person to lead the school based on what we know our needs are now and into the future.
I feel very good about what we've done during these ten years. There are several significant achievements that we have to show for our ten years together. Among those are the support we provide all students so they can achieve; beginning the work of identifying what we want our students to learn; the Educational Support Team model that we recently redesigned and implemented; Act 176; the focus on sustainability and importance of our students looking at their impact on their world; our recognition as a Silver Medal School; the success of our students across virtually all curricular and co-curricular areas; recognition of many of our faculty and staff; starting Professional Learning Communities and working together in teams to consider how our curriculum, instruction and assessment practices impact students; finding better ways to communicate with parents, students and the community through the website, eNews, lobby monitor, phone alert system, the message board and PowerSchool; rethinking the way we do mid-terms and finals; the new format of parent conferences that accommodates families to a greater degree; engaging in dialogue with parents and staff about athletics, creating the athletic handbook and redesigning athletic leadership including the introduction of athletic trainers; and engaging in dialogue with parents and students about substance use, dancing, coaches, teachers and student voice. There are more examples, but we've accomplished a lot. There's a lot of credence paid in educational leadership to the importance of a good match between a principal and the school community they work with. The match has been a good one and certainly has been a significant factor in the success that we've had these ten years.
Thank you very much for letting me be a part of this family these past ten years. Any given day we laughed, cried and worked through problems together. I have enjoyed working with all of you. I do not take full credit for any recognition that the school has received these ten years, I share that with you. I do not take full blame for any shortcomings that the school has experienced these ten years, I also share that with you. That said, we have significant work ahead that I hope will rise to the top of the priority list of the new principal and the school community. We are struggling to sustain the programs that have come to define MHS. Our student population is dropping, costs of education are increasing and funding from local, state and federal sources is on the decline. How do we accomplish more with less? We have found ways to do that up to a point, but diminishing returns are slowly becoming evident. Your work will be to question all of the current structures in place that are obstacles for us in meeting the needs of students. Things such as daily, weekly and yearly schedule, the way credits are earned, how students are assessed and how we engage students in learning will all have to be under careful scrutiny. You have the power to take those obstacles and turn them into opportunities for the children of Montpelier.
When I met with the hiring committee that some of you were a part of ten years ago in a small, cramped conference room on the third floor of the Capital Plaza, I was asked what I thought my greatest challenge was going to be if I became the next principal. I said that it was going to be transforming a good school into a great school. I believe we're closer to overcoming that challenge then we were ten years ago, but it will be the challenge of the next principal to accomplish that goal. Is great possible? Maybe, maybe not, but it's working toward that goal that has the great potential to achieve something really amazing.
Sincerely,
Peter