Education Week - February 22, 2017 - 17


iZone. "But at the same time, she's concerned about
the welfare of the teachers, principals, and custodial
workers in the building and she expresses that on a
daily basis. She's helping everybody do well. You don't
want to disappoint her because she's working 100
hours a week to do whatever she can for you."
In many ways, Griffin knows how to improve student
outcomes in some of Memphis' most difficult environments because she's lived it.
Griffin, 48, was born and raised in South Memphis,
where she attended LeMoyne Owen College, got her
start as a teacher, and then later became a principal.
The area was hit hard by the foreclosure crisis, and
today its littered, winding streets are pockmarked with
boarded-up homes and corners that serve as makeshift
memorials for victims of gun violence.
Eviction rates, coupled with the city's struggling
manufacturing and service industries, have led many
families to frequently move. These problems seep into
the local schools.
But Griffin's approach is to exploit a community's
assets and attack its liabilities.
She pores over data and talks to staff and community
members to understand a school's population, culture,

iZone schools' hallways with principals to observe
classrooms and meet with support staff.
It was here, observers say, where Griffin has been
most impactful.
Griffin can often be seen in the corner of a classroom, anxiously jotting down notes on a yellow pad.
Are students laying their heads down on their desks?
How many are raising their hands to answer teachers'
questions? Are they explaining how they came to their
answer?
Her feedback, staff members say, is direct, specific,
and practical.
"She's very hands-on," says Corey Kelly, the principal of Sherwood Middle School. "If something isn't
going right, they'll let us know."
And if Griffin doesn't think a principal or teacher is
working, she's quick to replace them. In her time as
the iZone chief, Griffin replaced nine principals.
It's this wide array of hard and soft approaches
that's led to the iZone's success, observers say.
One early evaluation points to the promise of the
iZone's strategies. A 2015 Vanderbilt University study
concluded that iZone schools outperform those
that were taken over by the state and given to

I believe a school shouldn't have to be in critical
condition to get help," Griffin says.

and academic challenges. Griffin hires principals whose
skills and experience match schools' needs, then gives
them flexibility to respond to neighborhood conditions.
Monekea M. Smith, the principal of Griffin's alma
mater, Hamilton High School, hired a vice principal
who spends a large portion of time searching for and
meeting with students who dropped out. Its graduation
rate improved this year, from 49 percent to 73 percent.
The iZone has worked with local nonprofit groups
to build in wrap-around services at the schools. Social
workers and teachers make frequent visits to students'
homes, local nurses visit the schools, and the district
placed washers and dryers in schools to reduce chronic
absenteeism.
"Poverty isn't going anywhere," Griffin says. "It
didn't happen overnight and we can't fix it overnight.
The question is, what systems are we putting in place
so that we can address it?"

Hands-On Approach
As the head of the iZone, Griffin led a team of 20
math, science, and English/language arts curriculum
coaches, sometimes referred to as her disciples. On
a weekly basis, she and her team members walked

charter school operators to lead the turnaround
work.
This past year, the iZone's enrollment doubled to
include more than 10,000 students.
Undaunted, Griffin moved to keep pace. She doubled
the staff and hired more principals and teachers willing to work in the schools.
To make the work even more challenging, the state
last year changed its learning standards and rolled out a
new statewide test. To help iZone teachers adapt, Griffin
designed a new professional development program.
"As we're shifting to the new standards, it's going to
be very difficult for the iZone," says Hopson. "This is
a group of schools that were performing pretty low on
the old standards."
Griffin has also pushed for the state legislature to
permanently put in place many of the strategies she
uses in iZone schools for all of the state's schools with
hyper-concentrated poverty.
"I believe a school shouldn't have to be in critical
condition to get help," Griffin says. "These things
needs to be a part of regular school day anyway.
School turnaround is necessary, but I don't like the
fact that a school has to be backward to be turned
around." n

leaders.edweek.org

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17


http://leaders.edweek.org

Table of Contents for the Digital Edition of Education Week - February 22, 2017

Education Week - February 22, 2017
JOHN D. MARSHALL
JIM ROLLINS
SHARON GRIFFIN
BILAL TAWWAB
CÉSAR MORALES
PATRICIA DEKLOTZ
WALT GRIFFIN & JEANETTE LUKENS
CHRIS COFFELT
TRISE MOORE
W. BURKE ROYSTER
DOLORES GONZALEZ
JOSEPH WILLIAMS
CLYDE McBRIDE
Education Week - February 22, 2017 - Education Week - February 22, 2017
Education Week - February 22, 2017 - C5
Education Week - February 22, 2017 - C6
Education Week - February 22, 2017 - C2
Education Week - February 22, 2017 - 1
Education Week - February 22, 2017 - 2
Education Week - February 22, 2017 - 3
Education Week - February 22, 2017 - 4
Education Week - February 22, 2017 - 5
Education Week - February 22, 2017 - JOHN D. MARSHALL
Education Week - February 22, 2017 - 7
Education Week - February 22, 2017 - 8
Education Week - February 22, 2017 - 9
Education Week - February 22, 2017 - 10
Education Week - February 22, 2017 - JIM ROLLINS
Education Week - February 22, 2017 - 12
Education Week - February 22, 2017 - 13
Education Week - February 22, 2017 - SHARON GRIFFIN
Education Week - February 22, 2017 - 15
Education Week - February 22, 2017 - 16
Education Week - February 22, 2017 - 17
Education Week - February 22, 2017 - BILAL TAWWAB
Education Week - February 22, 2017 - 19
Education Week - February 22, 2017 - 20
Education Week - February 22, 2017 - 21
Education Week - February 22, 2017 - CÉSAR MORALES
Education Week - February 22, 2017 - 23
Education Week - February 22, 2017 - 24
Education Week - February 22, 2017 - 25
Education Week - February 22, 2017 - PATRICIA DEKLOTZ
Education Week - February 22, 2017 - 27
Education Week - February 22, 2017 - 28
Education Week - February 22, 2017 - 29
Education Week - February 22, 2017 - WALT GRIFFIN & JEANETTE LUKENS
Education Week - February 22, 2017 - 31
Education Week - February 22, 2017 - 32
Education Week - February 22, 2017 - 33
Education Week - February 22, 2017 - 34
Education Week - February 22, 2017 - 35
Education Week - February 22, 2017 - CHRIS COFFELT
Education Week - February 22, 2017 - 37
Education Week - February 22, 2017 - 38
Education Week - February 22, 2017 - 39
Education Week - February 22, 2017 - TRISE MOORE
Education Week - February 22, 2017 - 41
Education Week - February 22, 2017 - 42
Education Week - February 22, 2017 - 43
Education Week - February 22, 2017 - W. BURKE ROYSTER
Education Week - February 22, 2017 - 45
Education Week - February 22, 2017 - 46
Education Week - February 22, 2017 - 47
Education Week - February 22, 2017 - 48
Education Week - February 22, 2017 - 49
Education Week - February 22, 2017 - DOLORES GONZALEZ
Education Week - February 22, 2017 - 51
Education Week - February 22, 2017 - 52
Education Week - February 22, 2017 - 53
Education Week - February 22, 2017 - JOSEPH WILLIAMS
Education Week - February 22, 2017 - 55
Education Week - February 22, 2017 - 56
Education Week - February 22, 2017 - 57
Education Week - February 22, 2017 - CLYDE McBRIDE
Education Week - February 22, 2017 - 59
Education Week - February 22, 2017 - 60
Education Week - February 22, 2017 - 61
Education Week - February 22, 2017 - 62
Education Week - February 22, 2017 - 63
Education Week - February 22, 2017 - 64
Education Week - February 22, 2017 - C3
Education Week - February 22, 2017 - C4
Education Week - February 22, 2017 - CW1
Education Week - February 22, 2017 - CW2
Education Week - February 22, 2017 - CW3
Education Week - February 22, 2017 - CW4
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