By Donald Gilpin

Timothy Charleston

The Princeton Public Schools (PPS) Board of Education (BOE) last week hired two new assistant principals at John Witherspoon Middle School (JWMS) to replace Lynne Harkness, who retired from her position in March. Timothy Charleston, former social studies supervisor at JWMS, has already moved into his new role, and Stephanie DiCarlo, special education teacher at Grover Middle School in West Windsor, is slated to join the JWMS administration on July 1. 

JWMS Principal Jason Burr emphasized Charleston’s leadership “at the forefront of creating two dynamic middle school teams.” Burr noted, “Our social studies teachers have forged a real identity of being student-centered and project-focused. Our ‘Ideas Wing’ teachers are continually crafting an identity of innovation and problem-based instruction.”

PPS Superintendent Steve Cochrane, in proposing the new assistant principals at the May 26 BOE meeting, said that Charleston, who has been in the district for six years, is  “known and trusted by the JWMS staff.” Cochrane pointed out Charleston’s “excellent organizational and logistical skills, his proven leadership — and he cares deeply about kids.”

Burr described DiCarlo, who in addition to her teaching has worked as a mentor to new teachers and a leader in professional development and environmental initiatives with a focus on social-emotional learning, as “a well-respected special education teacher whose commitment to inclusivity is unquestioned. Her role as a teacher leader and as an indispensable part of the informal leadership structure in her previous district makes her well positioned to make an impact at JWMS.”

Stephanie DiCarlo

Cochrane noted, “Both bring a unique set of skills to support and guide our students in a rapidly evolving educational environment.” He pointed out Charleston’s expertise in technology, curriculum innovation, culturally responsive teaching, safety, security, and facilities; and DiCarlo’s “proven ability to bring people together, to promote a positive school culture, and to design instruction to meet the needs of all students, particularly those with special needs who have been especially affected by remote learning.”

Burr added, “Tim and Stephanie will bring a clear student-centered focus to our work as we strive to bring students and staff safely back to school in the fall.”   

Cochrane emphasized that even though JWMS will now have two assistant principals instead of one, this is not an additional position because the social studies supervisor position that Charleston held is being dissolved and responsibilities will be divided between two other district supervisors.  JWMS  is growing fast, with 850 students, a projected increase of 10 percent next year, Cochrane pointed out, and “having two assistant principals for a school that size is not an uncommon practice.”

He added that the deciding factor in adding an assistant principal was “a real need to have as much support as possible for our students, staff, and faculty as we process this current crisis and enter a new era. We’re looking at this through the lens of equity and putting our resources where they will do the most good for kids.”

The BOE approved the two new assistant principals by a 6-3 vote, with three BOE members disagreeing with Cochrane’s position.   

BOE member Michele Tuck-Ponder, one of the “nay” votes, expressed her “grave concern about the process” in her “position of trying to look at everything we do with an ‘equity lens.’”  Stating that her vote had nothing to do with the two individuals or the superintendent’s selection of them, Tuck-Ponder, in explaining her vote at the May 26 meeting, urged the BOE focus on equity and inclusion in going beyond just collecting and processing resumes.

Reflecting on past hiring and on the upcoming searches to fill the positions of superintendent, assistant superintendent, and Johnson Park principal, Tuck-Ponder said, “If it’s a priority of this district to pursue equity, we need to insist upon an equity lens from the first advertisement for these positions until the final decision is made. If equity is really an over-arching value, we should see it in everything we do.”

She continued, “We need to talk about equity to
ensure that every individual is treated with equity. That equity lens was not worn in this case.”

Board member Debbie Bronfeld, who also voted against the appointments, stated, “Speaking for myself, I had concerns about the hiring and interview process that was used to fill the assistant principal position at JWMS.” She added that she was also concerned about the budget. “Because of the uncertainty of state aid and uncertain COVID expenses, I did not agree with the hiring of two assistant principals,” she said.  Board member Dan Dart also voted against the hiring decision.

Cochrane reported that there were more than 170 applicants for the assistant principal jobs, with 24 invited for screening interviews, and six recommended to the search committee before the two finalists were chosen.

Charleston expressed his enthusiasm for the challenges ahead. “I’m really excited to join the administrative team at John Witherspoon,” he said. “My focus is on supporting all students, staff, and families the best way I can. It’s a wonderful community, and there’s a lot of work to do.” 

Top priorities on his list include addressing the re-opening of school in a way that is equitable for all students and “making sure that school is equitable for all kids whether there’s a pandemic or not.”  He emphasized the opportunities created by the current crisis. “This gives us an opportunity to reinvent a school that works for all kids and all groups,” he said. “We’re learning a lot and as each day comes we learn a bit more to figure out where the next generation of schools is going.”

He continued, “We’re continuing to learn and people are continuing to innovate and reflect on what works and what doesn’t work. That’s going to make us stronger as we come together to build something better for all kids.”

DiCarlo also is looking for valuable lessons to be learned from the past months.  “This current pandemic has left educators with more questions than answers when we look forward to what September and beyond might look like for students and staff,” she wrote in an email. “This uncertainty has truly given us an opportunity to step up for our students and to provide them with the support they need.”

She continued, “I want to be able to work hard in this virtual world to continue to support the importance of building relationships and creating a safe environment for learning regardless of what things may look like for the next school year.”