NWEA Spark Community

Recently, my wife purchased a 1953 Chevy truck for my 35th birthday.  Four flat tires, two rusty bumpers, and an engine that refused to respond to the turn of a key  . . . it was a thing of beauty. Others, especially my neighbors, couldn’t see the value in this pile of steel the way that I could.  When it came down to it, they spent all of their time looking at what was wrong with my truck, while I spent all of my time admiring what was right.  As I found joy in the sound that the doors made as they slammed shut or how the driver’s side bench sprung into action with every seat I took , I also dreamt about what could become of this American classic.  Not knowing a thing about cars, I began the process of restoration by first fixing the glaring weaknesses.  It wasn’t long before a tiny twist of a bolt or adjustment of a screw, turned into a complete rebuild of the fuel line and carburetor.  After several months, the broken down beast that was once dropped off in my driveway by a tow truck, was now admired by all as it cruised around the neighborhood.  Such success stories that come from the American garage parallel reports from hard working teachers within the American classroom as student learning is renovated on a daily basis.

The definition of success is to take that which is broken and fix it.  Children of all backgrounds come to schools on a daily basis with ranges of academic achievement that, while often fragmented and lacking, is packed with potential.  Each teacher too enters their classroom with a variety of tools to use as they act as a literacy mechanic of sorts in their daily instruction.  The biggest factor as they begin an academic restoration: Will they enthusiastically focus on the strengths, tenaciously fix the glaring weaknesses, and possess a long-view of what can be in the future of their students?  Too often we as educators are wrapped up in the “ability” of a student as we ignore their potential.  We offer letter grades that tell them how they score today, but forget to participate in dialogue that focuses on growth and improvement. K-12 educators must never accept where a student is, but rather always focus on where they need to be.  And just as that 1953 Chevy never moved an inch without the assistance of my two, albeit inexperienced hands, today’s students share a similar dependence on the crafty knowhow of a teacher. 

About this author:Damen Lopez began his career as a long-term substitute in 1994 at Los Peñasquitos Elementary School in San Diego California. Seven years later, he was named the principal of that same school. Damen’s road to the principal’s office would include experience as a second grade teacher, fourth grade teacher, and assistant principal of the largest elementary school in the Poway Unified School District.

In 2004, Damen Lopez founded the No Excuses University Network of Schools. This endeavor helps to build a bridge for all students to attend college as it begins promoting a comprehensive college readiness model starting in kindergarten. After sharing this message with thousands of educators across the country, there are currently 60 schools participating as part of the No Excuses University revolution. To date this work is now influencing the lives of nearly 35,000 students in ten different states.

In 2006, Damen co-founded TurnAround Schools and now works with schools, districts, and educational organizations throughout the country in an effort to support the development of six exceptional systems that result in academic success for all. Damen’s enthusiasm for providing leadership so every student, especially those living in poverty, will be both academically successful and college ready is widely respected. He, along with his staff continue to be honored by the positive changes that schools have made as a result of the lessons learned from the Los Penasquitos Elementary School story.

Damen Lopez can be emailed at damen@turnaroundschools.com.