THE RESEARCH PROBLEM
The U.S Virgin Islands (USVI) face significant educational challenges that impact both the educational system and society as a whole According to the 2008 Kids Count Report, the high school dropout rate in the territory was estimated at 13.8%, notably higher than the 7% rate observed on the mainland in 2006.
In 2008, the territory experienced a significant rise in the "detached youth" rate, with 22.8% of unemployed youth not attending school, up from just 5.4% in 1997, compared to 8% in the United States The economic outlook for older youth is concerning, as over one-third of individuals aged 18–24 lack a high school diploma Additionally, only 6.7% of classes in the territory were taught by teachers deemed "highly qualified" under the No Child Left Behind and Virgin Islands Board of Education standards.
High school drop-out rates in the US Virgin Islands (USVI) are nearly double those of the mainland, with the detached-youth rate almost three times higher Additionally, the challenges posed by the No Child Left Behind initiative further complicate the educational landscape, making it a significant challenge for leading educational institutions in the region.
In the US Virgin Islands, the significant challenges faced by small communities in addressing negative youth outcomes highlight a critical issue: the potential loss of an entire generation, which threatens their ability to sustain themselves (Jules, 2008, p 203) The limited geographic size, scarce natural resources, and substantial societal obstacles underscore the necessity of effective educational leadership as a vital tool for transforming stagnant social structures into dynamic, thriving communities.
Education leaders in the U.S and globally face the critical task of providing high-quality learning programs to equip students for success in a competitive global market As noted by Jules (2008), small states, particularly in the Caribbean, grapple with the dual challenges of addressing educational deficits rooted in postcolonial legacies while navigating the complexities of globalization It is essential for these small, insular regions to develop strategies that transcend these obstacles and prepare their societies for future opportunities.
In the US Virgin Islands (USVI) and similar small island developing states, the sociopolitical context significantly limits development opportunities The small size of these territories makes them particularly vulnerable to setbacks, emphasizing the need for effective educational strategies There is a strong call for Caribbean educators to adopt bold approaches and critically reassess the foundations of education within these unique microsocieties (Jules, 2008, p 204).
This qualitative study aimed to investigate the key challenges and opportunities in K–12 public education in the U.S Virgin Islands by examining the experiences of education leaders It sought to document historical insights, assess current issues, and predict the future of 21st-century education in the territory, which encompasses the organized delivery of standard education across St Thomas, St John, and St Croix, as well as the University of the Virgin Islands The research aimed to identify strengths and opportunities in the practices of past and present leaders to enhance leadership practices and build institutional capacity, while also exploring the factors that contribute to educational leadership success in the USVI.
The pursuit of social, economic, and educational opportunities in the United States faces numerous challenges, a situation that is particularly pronounced in the U.S Virgin Islands (USVI) The harsh social realities experienced on the mainland are often magnified within the USVI context According to the 2008 Kids Count data report and U.S Census Bureau statistics, the per capita income for individuals in the Virgin Islands was $16,286 in 2006, significantly lower than the national average.
$36,714 (CFVI, 2008) The U.S per capita income is more than double that of the USVI Although the overall median family income in the territory increased in 2006 to
$38,914, it pales in comparison to the national family median income of $58,407 (CFVI,
In 2008, the median family income for Black families was $38,914, significantly lower than the $57,802 median for White families Despite individuals of African descent making up 82% of the population, Whites only account for 3.6% (CFVI, 2008).
Family structures in the US Virgin Islands are facing significant challenges, particularly with the prevalence of single-parent households Unlike in the past, when extended families provided support for absent biological members, many of today's single-parent families are grappling with the complexities of incomplete nuclear families Currently, a concerning 29.5% of all households fall into this category.
Virgin Islands children were living in poverty in 2006, the lowest percentage in 12 years, though still much higher than the national child poverty rate of 18% (CFVI, 2008) Figure
1 reflects VI children’s family structures in 2006 (CFVI, 2008, p 9)
Figure 1 Virgin Islands children’s family structures
In 2006, the family structure in the U.S Virgin Islands revealed that 47% of families were led by single mothers, significantly higher than the 18% rate in mainland United States Additionally, the territory faces a troubling crime rate, earning it the label of one of the most dangerous places under the U.S flag By November 6, 2009, there were 53 homicides and five missing persons reported in a population of 110,000, prompting local residents to express their concern over the territory's alarming ranking as the third highest in the world for homicides, following Iraq and Colombia.
Societal challenges present both obstacles and opportunities for leaders across various social and political spheres, leading communities to see education as a catalyst for social change Many reformers consider education essential for societal development and a powerful tool for transforming social conditions.
According to 2007 U.S census data, individuals without a high school diploma earn a median income of under $25,000, while those with a high school diploma see an increase of nearly $8,000, and this amount nearly doubles for degree holders (U.S Bureau of the Census, 2009) Furthermore, higher educational attainment is linked to improved crime prevention and enhanced public safety.
Leaders' behaviors are significantly shaped by cultural dynamics, particularly in the context of educational leadership challenges and opportunities in the U.S Virgin Islands (USVI) This research highlights the importance of the social and political history of the region, emphasizing that education in the USVI is more complex due to its status as a U.S possession As an unincorporated territory, USVI educational institutions must adhere to the same federal mandates as those on the mainland, yet the implementation of these policies varies widely at the institutional level Insights gathered from local leaders offer valuable perspectives on leadership within this unique educational landscape.
The experiences of the USVI population are often viewed as part of the broader African American ethnic group, largely due to their U.S citizenship and shared colonial history of transatlantic slavery While the USVI shares similarities with the mainland, its unique geography, history, and societal factors create distinct leadership dynamics, especially in education Understanding the context and nuances of educational leadership in the territory is crucial This dissertation emphasizes the importance of individual narratives from leaders, avoiding generalizations, and instead using their experiences to inform and empower the educational community By exploring these leaders' perceptions, valuable insights emerge for addressing the realities of the USVI, highlighting societal values, and fostering collaboration to tackle the territory's unique challenges.
REVIEW OF THE LITERATURE
S Virgin Islands Schools
In the U.S Virgin Islands, the St Thomas–St John District comprises 17 schools, including 13 elementary, two junior high, and two high schools, while the St Croix District has 15 schools, with 10 elementary, three junior high, and two high schools According to the 2009 enrollment reports from the USVI Department of Education, there were 15,493 students enrolled in public schools across the territory The majority of these students, approximately 83%, are of African descent, followed by 16% of Hispanic descent, with Asian, East Indian, and White students representing less than 2% of the total enrollment.
Asian Black Hispanic Indian White
Figure 2 U.S Virgin Islands student ethnicity
The data in Figure 2 do not reflect ethnic subgroups in these larger ethnic groups
Information related to these groups may serve to help educators better serve these students
The USVI 2008–2009 No Child Left Behind Territorial report card revealed that out of 1,227 teachers, only 55.8% were certified, highlighting significant deficiencies in meeting Adequate Yearly Progress (AYP) targets During the 2008–2009 academic year, only 14 schools across the territory achieved AYP standards, with neither middle nor high schools meeting these benchmarks In the St Thomas–St John district, the schools that met AYP standards include E Benjamin Oliver, Evelyn Marcelli, Gladys Abraham, Guy Benjamin, J Antonio Jarvis, Joseph Gomez, Joseph Sibilly, Leonard Dober, Ulla Muller, and Yvonne Bowsky Meanwhile, the St Croix district had four schools that met AYP standards: Alexander Henderson, Alfredo Andrews, Pearl Larsen, and Ricardo Richards For a comprehensive overview of AYP targets by district, please refer to Appendix A.
Over the past decade, local newspaper articles have highlighted significant progress in education within the territory, despite facing considerable challenges (Claxton, 1996a, 1996b, 1996c; Lewin, 2010; Morrison, 2006a, 2006b) Key discussions have revolved around social promotion, which allows students to advance from middle school to high school without regard to their academic performance While there have been accreditation struggles, all 33 public schools have now achieved accreditation from the Middle States Association of Colleges and Schools In addition to public education, St Thomas is home to two private and eight parochial schools, while St John offers one private school, and St Croix features five private and 13 parochial schools.
Education Leadership and Governance in the U.S Virgin Islands
A 1983 report by Burnes highlighted significant variations in state governance structures for elementary and secondary education The report identifies four primary models: Model 1, where the governor appoints the board of education, which in turn appoints the chief, is utilized by 15 states Model 2 features an elected board of education that appoints the chief, found in 11 states Model 3 consists of an appointed board of education with an elected chief, adopted by 12 states Finally, Model 4 includes both an appointed board of education and chief, used by five states.
The education-governance structure in the U.S Virgin Islands (USVI) is distinct from the four models found in mainland United States According to Burnes (1983), the Virgin Islands features an elected state board and a governor-appointed chief This unique governance model is illustrated in the accompanying figure.
Commissioner Virgin Islands Department of Education
Virgin Islands Board of Education elects elects appoints
Figure 3 U.S Virgin Islands education-governance structure
The Virgin Islands Department of Education (VIDOE) serves as both the State and Local Education Agency for the territory The governor appoints the commissioner of education, who remains in office as long as the governor is in power, unless removed earlier The territory is divided into two school districts, including St Thomas.
The St John and St Croix Districts each have a superintendent overseeing public education in their respective areas The U.S Department of Education states that the Virgin Islands Department of Education (VIDOE) manages all public education programs and facilities in the territory For more details on the organizational structure of VIDOE, including state and district activity centers under the commissioner's office, please refer to Appendix B.
The Virgin Islands Board of Education (VIBOE) consists of nine members, including four from each district and one from St John Its primary responsibilities include certifying teachers and providing loans and scholarships to students in the US Virgin Islands Unlike mainland education boards, VIBOE serves as an elected advisory body without the authority to create policies or govern the public education system It is classified as "an independent agency within the Department of Education for administrative purposes only" (Harris et al., 1973, p 225), with governance power delegated to the executive branch, specifically the governor and the commissioner of education Additional details on VIBOE's organizational structure, mission, and vision can be found in Appendix C.
Research on the effectiveness of educational leadership and governance in the U.S Virgin Islands (USVI) is limited A significant contribution to this field is a dissertation by Dr Turnbull, which represents one of the most thorough studies focused on education in the USVI.
Dr Turnbull, a former governor and prominent education leader in the US Virgin Islands (USVI), conducted a historical analysis of public education's structural development from 1917 to 1970 His research laid the groundwork for further studies in USVI public education leadership and governance Building on Turnbull's findings, Dr Joseph's scholarship in 2001 expanded the exploration of education governance in the USVI, extending the analysis from 1970 onward.
The U.S Virgin Islands (USVI) public education system faces significant challenges and opportunities, particularly in achieving accreditation from the Middle States Association of Colleges and Schools Efforts have been made to enhance teacher preparation, recruitment, and retention; however, financial management of federal funds remains a critical issue The USVI entered a compliance agreement with the U.S Department of Education to address these fiscal challenges over a three-year period This agreement aims to develop comprehensive solutions for the allocation of federal education funds, highlighting the complexities arising from the governance structure of the USVI and its interaction with various government agencies.
This agreement addresses key administrative areas including program planning, financial management, human capital, and procurement, all aimed at enhancing education for Virgin Islands students The US Virgin Islands has been designated as a "high risk grantee" due to a history of failing to meet federal funding requirements, necessitating third-party fiduciary grant administration As a result, the territory faces a significant risk of losing federal funding for its public education programs.
Tertiary education in the U.S Virgin Islands is primarily provided by the University of the Virgin Islands (UVI), the territory's sole higher education institution Former Governor Paiewonsky, known as the "education governor," emphasized the importance of establishing a college to enhance access to higher education for the local population He believed that this initiative would not only benefit individuals but also fulfill a national responsibility to cultivate better leadership through well-trained minds With support from Washington, the goal was to create a college or university that would address the educational needs of the Virgin Islands and its neighboring regions.
After nearly 2 years of planning and under Paiewonsky’s leadership, the College of the Virgin Islands was charted on March 16, 1962
The College of the Virgin Islands, established on July 1, 1963, began as a 2-year institution with 45 full-time and 283 part-time students on St Thomas, followed by classes on St Croix in 1964 By 1968, the college expanded to offer bachelor's degrees and introduced master's programs in 1973, aiming to retain local talent and foster territorial development The establishment of a territorial college was crucial to prevent brain drain and maintain essential skilled individuals for growth In 1986, the institution was renamed the University of the Virgin Islands (UVI) and received HBCU designation from Congress, making it the only HBCU outside the mainland United States.
While there is extensive literature on the history of Historically Black Colleges and Universities (HBCUs), there is a notable lack of research focused on the University of the Virgin Islands (UVI), the only HBCU outside the U.S mainland UVI's unique context is characterized by a majority African or Black Caribbean population, contrasting with the U.S national minority status of African Americans This cultural and societal dynamic, influenced by both African Caribbean heritage and U.S connections, may affect the implications of HBCU status on institutional and student success This research sheds light on the sociopolitical context surrounding UVI and its distinct role as an HBCU.
METHODOLOGY
This study examines public education in the US Virgin Islands from 1999 to 2009, highlighting the insights of key education leaders It aims to document historical developments, address current challenges, and predict the future of 21st-century education in the territory.
The study employed a qualitative methodology, utilizing a narrative research approach to explore the meanings individuals attribute to a specific phenomenon This qualitative inquiry aims to uncover and discover these constructed meanings.
To gain insights into the specific phenomenon, I analyzed it through the viewpoints of key stakeholders Utilizing an interpretive qualitative approach proved to be an effective methodology for comprehending the subject matter within its context.
Narrative research emphasizes the collection of stories and individual experiences, along with a critical analysis of their meanings (Creswell, 2008) It highlights that the most effective method for researchers to explore educational organizations, institutions, or processes is by examining the experiences of individuals involved.
Narrative inquiry enables researchers to explore both personal and social experiences of participants within organizations (Creswell, 2008) According to Seidman (2006), researchers can investigate these experiences through various methods, including personal and institutional documents, observations, historical exploration, experimentation, questionnaires, and literature reviews In this study, I employed document analysis, interviews, informal conversations, and field notes to gain a deeper understanding of the participants' lived realities.
The research was conducted across multiple public education institutions in the US Virgin Islands (USVI) Out of eight interviews, five took place on the participants' campuses, one was held at a more convenient offsite location, and two were conducted via telephone due to special circumstances.
A purposeful sample of education leaders from the U.S Virgin Islands (USVI) was chosen for this study, consisting of eight individuals who participated in semistructured interviews The group included four public school principals and four other local public education leaders, all identified through professional referrals and personal networks Each participant met specific criteria for inclusion in the research.
1 Participants had to have served as an education leader in a USVI public school during the research period (1999–2009);
2 Participants were willing to participate in a face-to-face recorded interview;
3 Participants were required to complete a participant background profile delineating age, ethnicity, educational level, years of service, and educational leadership role;
During the research period from 1999 to 2010, preference was granted to education leaders associated with USVI public schools that met the Adequate Yearly Progress (AYP) criteria established by the No Child Left Behind federal mandates.
Prior to initiating this research, I secured approval from the University of San Francisco’s Institutional Review Board for the Protection of Human Subjects (IRBPHS) Following this approval, I informed each participant about the research details and ensured their confidentiality and anonymity through a written commitment Additionally, I obtained written consent to conduct interviews.
I conducted eight interviews with USVI public school education leaders An appreciative-inquiry interview protocol was implemented using an interview guide as a
In conducting the appreciative inquiry interviews, I utilized the interview guide from Whitney and Trosten-Bloom (2010) to explain the process clearly To ensure participants were well-prepared, I provided the interview questions in advance, allowing them ample time to reflect on the topics and formulate their responses The interviews commenced with broad questions aimed at gathering background information and establishing rapport, followed by more focused inquiries directly related to the research topic.
I developed summary sheets in Microsoft Excel to systematically gather and organize essential interview data Participants provided a brief profile detailing their age, ethnicity, educational background, years of service, and leadership roles in education All interviews were recorded with a digital voice recorder and transcribed to ensure accurate verbatim responses Additionally, I collected data through researcher observations and field notes.
In qualitative research, identifying participants and sites is crucial for understanding the central phenomenon (Creswell, 2008) This study focused on USVI education leaders from public schools during the 1999–2009 period Participants were selected through professional referrals and personal networks The research questions and corresponding interview questions were designed to facilitate an appreciative-inquiry data-collection strategy.
Research Question 1: What are the perceived experiences of the educational Leaders in the USVI public education system?
• Tell me about your history with the USVI public educational system
• What were your first impressions?
• What excited you about USVI public education?
Research Question 2: How do education leaders in the USVI perceive the factors that contribute to the challenges in education in the Virgin Islands?
• Tell me about challenges you have experienced as an educational leader in the USVI
• What are the factors that contributed to those challenges?
• How were you able to overcome these challenges?
• Describe a peak experience or high point in your tenure as a USVI education leader
• What are the factors that contributed to this positive experience?
Research Question 3: To what extent have the U.S federal mandates on education impacted the Virgin Islands’ education system?
• Tell me about your experience of the impact of U.S federal education mandates on the USVI public education system
• How were you and your team able to successfully achieve AYP?
Research Question 4: What factors have contributed to USVI leaders’ perceptions of opportunities and implications for change?
• Without being humble, what do you value most about yourself and your abilities as an education leader?
• What do you value most about your team and institution?
• Describe the USVI public education system’s greatest strengths and opportunities?
• Operating from its strengths, where do you envision the institution of USVI public education 5 years from now?
• How can you and/or your team contribute to the institution’s success?
Following is a detailed outline of the data-collection strategies used in this study:
1 All participants were prescreened to determine eligibility for the study Participants had to meet the following eligibility requirements:
• Participants had to have served as an education leader in a USVI public school during the research period (1999–2009);
• Participants had to be willing to participate in a face-to-face recorded interview;
• Participants had to agree to complete a participant background profile delineating age, ethnicity, educational level, years of service, and educational leadership role;
2 I made contact with each eligible participant directly by telephone or e-mail and a list of eligible participants was generated
3 I e-mailed a participant-information file Following is a list of the documents included in this file:
• A letter to participants introducing the researcher and the study (see Appendix F);
• A consent form outlining the research purpose, procedures, risks/discomforts, potential benefits, costs/financial considerations, pay/reimbursements, and contact information for the researcher and advisor (see Appendix E);
• A participant background questionnaire (see Appendix G);
• A list of interview questions (see Appendix H); and
• A document outlining the human subjects bill of rights (see Appendix I)
4 I spoke to each participant to schedule an interview
After securing written consent from all participants and outlining the appreciative-inquiry protocol, I carried out eight one-on-one qualitative interviews, each lasting between 1 to 2 hours.
All interviews were recorded using a digital voice recorder, I took field notes, and the data were transcribed for thematic coding and analysis
6 All data collected from participant interviews were stored in secured location at my home office
“There is no substitute for total immersion in the data” (Seidman, 2006, p 128)
In qualitative data analysis, researchers must “organize and prepare the data for analysis,” review the data thoroughly, and analyze the data “with a coding process” (Creswell,
2003, pp 191, 192) The data-analysis process was guided by the procedures described by Creswell (2003) and the process began by gathering and organizing all of the data collected from the interviews
I printed copies of each interview transcript and organized a file for each participant containing all relevant documents Additionally, I created digital files to store the interview recordings and transcripts as backups During the data analysis, I conducted a detailed review of the hard copies while listening to the digital recordings, enabling me to correct any errors in the transcripts and achieve a thorough understanding of the interviews (Creswell, 2007).
The objective was to identify significant themes from the interviews to derive meaning from the collected data I meticulously reviewed the transcripts to initiate the coding process, where a code represents a word or phrase that encapsulates the essence of the data (Saldana, 2009) I manually assigned descriptive codes in the margins of the transcripts, which were later compiled into interview summary sheets using Microsoft Excel These sheets facilitated the reduction and interpretation of meanings, confirming the perspectives of the interviewees (Cooperrider et al., 2008) Ultimately, I organized the data into themes, leading to valuable recommendations for future leaders and directions for further research.
Human-Subjects Protection and Ethical Considerations
RESULTS
This study examines the experiences of key public education leaders in the US Virgin Islands (USVI) from 1999 to 2009, focusing on their perceptions of the public education system, the challenges and opportunities they encountered, and the effects of U.S federal mandates It highlights the strengths of the institution and discusses implications for change, aiming to document past experiences, address current challenges, and predict the future of 21st-century educational success in the territory.
This chapter presents profiles of eight research participants, each assigned a pseudonym to ensure anonymity The research findings are structured according to the research questions, followed by an in-depth discussion of the themes that emerged from the participants' narratives.
Eight participants provided insights and reflections on the research topic To protect their anonymity, the profiles are presented with careful consideration of the research location and the variations in size and population An overview of the participants' backgrounds is summarized in Table 2.
Name Gender Place of birth Age Educational background
Asabi Female U.S Virgin Islands 50–59 PhD
Akanbi Male Eastern Caribbean 60–69 PhD
Morenikeji Female Eastern Caribbean 50–59 Masters Omobolaji Female U.S Virgin Islands 50–59 Masters
Enitan Male U.S Virgin Islands 60–69 Masters
Olutimileyin Female U.S Virgin Islands 40–49 PhD in progress
Enirotimi Male Eastern Caribbean 50–59 JD
Akanji Male U.S Virgin Islands 40–49 PhD
The study involved eight participants, comprising four females and four males, with diverse backgrounds They hailed from various islands, including St Thomas, St Croix, St Kitts, and Nevis, and their ages ranged from 47 to 65 Educational qualifications varied, with three participants holding PhDs, one possessing a JD, three having master's degrees, and one being a PhD student All participants were leaders in USVI public education institutions from 1999 to 2009, with four serving as principals and others occupying different territorial education leadership roles, indicating some overlap in their positions during the research period.
The researcher selected pseudonyms derived from the Yoruba language of Nigeria, with each name reflecting their perception of the participants after the interviews Below is a detailed description of the participants, starting with the first individual interviewed.
Asabi, a Yoruba name meaning "protector" and "pacesetter," embodies a passionate and dedicated leader in education With over 30 years of experience, she has served as a respected elementary school principal and has held various educational leadership roles Balancing her professional commitments, Asabi is also a devoted family member, actively participating in her church, community, and civic activities Her enthusiasm for her work is evident as she describes her role as being "on fire" and thriving in the hectic environment of education.
Asabi considers her appointment as a principal in the US Virgin Islands to be a significant milestone in her career as an education leader, emphasizing the importance of leadership in shaping a school’s direction.
Akanbi, a Yoruba name symbolizing a person destined for a significant purpose, embodies a steadfast dedication to education, leadership, and justice As a long-time education leader and former principal, Akanbi expresses gratitude for the opportunities provided by God and emphasizes the importance of inspiring others He is committed to helping those in need, believing that his efforts can motivate and uplift others Additionally, Akanbi is a devoted spouse and proud parent, further highlighting his commitment to community and family values.
Akanbi highlights a significant achievement during his leadership in education in the US Virgin Islands, recalling the pride he felt when his students won a district essay competition He described this moment as a "peak experience," emphasizing the joy and fulfillment it brought him as an educator.
Morenikeji, a strong advocate for public education, believes in the potential of every child, emphasizing that public schools must accept all students, unlike private institutions that can be selective Her name, which means "I have a partner and am never alone" in Yoruba, reflects her collaborative leadership style Having started her educational journey as a student at the College of the Virgin Islands, she has since taken on various leadership roles, including serving as principal of a high-performing elementary school Morenikeji is also a devoted mother and grandmother, expressing deep affection for her family.
Morenikeji reflected on a high point in her tenure as an education leader in the USVI:
One of my greatest achievements as a leader is guiding students toward meaningful change, not through directives, but by encouraging them to reflect on their actions and take responsibility for their choices I found this particularly rewarding during my time supervising high school seniors at [location omitted] Building rapport with students in my office often led to enlightening conversations, where I witnessed a transformative moment when they realized their potential and began to embrace their path forward.
God has blessed me with many gifts, but my greatest gift is teaching It’s a passion that endures endlessly Currently, I teach Sunday school because I am unable to teach on a regular basis, yet I feel a strong need to impart knowledge to others.
Omobolaji, a Yoruba name meaning "born with honor," reflects the participant's rise to educational leadership in the US Virgin Islands (USVI) After completing her K–8 education in parochial schools, she entered USVI public high schools and later attended the College of the Virgin Islands Omobolaji began her career as a teacher and quickly advanced to an executive-level role, serving on the Virgin Islands Board of Education (VIBOE) during the study period She is married with children and considers her transition from the classroom to the commissionership as a peak experience in her career as an education leader.
Enitan, a name symbolizing a wise elder in Yoruba culture, reflects the participant's quick-witted and engaging nature during the interview He chose to return to St Thomas public schools in seventh grade and later began his teaching career there after earning a bachelor's degree Throughout his career, Enitan has held various leadership roles at the site, district, and territorial levels, and has also served in the legislative branch of government focused on education He is a family man, married with children, and when reflecting on his career as an education leader, he recalls significant peak experiences that shaped his journey.
A significant achievement was the reaccreditation of [high school name omitted] after over a decade However, there was some dissatisfaction as the accreditation was granted conditionally due to issues related to certain teachers and a high absentee rate among both teachers and students.