Photo by Wes Kroninger
Teaching and learning in the Grandview Heights and Upper Arlington school districts involve strikingly different administrative methods. Two women, each with deep backgrounds in education, are their chief academic officers. While they hold similar positions, each puts her own unique spin on carrying out her district’s commitment to its students.
Jamie Lusher
Jamie Lusher never thought she’d be in a position where she wasn’t teaching. Although she might not be in front of the classroom, as chief academic officer for Grandview Heights City Schools, she plays an integral role in what children are learning.
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Lusher’s responsibilities include executing the ever-changing requirements of state-mandated testing and courses. Dubbed Ohio Learning Studies and otherwise known as Common Core, these requirements are sometimes a political hot-button issue.
Preparing students for the state assessments takes too much time, Lusher says. Third-grade reading tests that last 90, 75 and 60 minutes are “just too long.” At the end of the year, three or four days will be needed for reading assessment.
“Our goal is to be prepared,” Lusher says. The assessments require multiple steps – often a challenge students aren’t used to undertaking.
The state buys two tests for upper grades: one for English, arts and mathematics, and one for science and social studies. Each class uses its own assessment method.
“We’re losing 17 days of instructional time because of assessments,” Lusher says, noting that state requirements have changed several times even after the school year started.
Along with these issues is the need for professional development of teachers, Lusher says, as their courses change and testing is mandated. Collaboration has been key in keeping teachers’ knowledge current.
Lusher often meets with teachers to discuss changing requirements and help them collaborate between grade levels, especially in elementary school, so all are familiar with what students have been or will be taught as they advance.
Additionally, Lusher has planned a three-day symposium in August for teachers from Grandview, Hilliard and Worthington to share their experiences and knowledge across a variety of courses. All Grandview teachers have signed on, Lusher says.
Multimedia has also played a role in educating teachers. The school system’s website, www.ghcsd.org, features some of Lusher’s posts detailing teaching and learning goals and teaching practices.
Lusher carried out similar tasks in her previous position as coordinator of academic achievement for Worthington City Schools, where she was responsible for curriculum, instruction and testing in 19 buildings. Prior to beginning her current position, Lusher had worked in education for 14 years. Previous roles include serving as principal at Wilson Hill Elementary School (Worthington) and New Albany Middle School, and as a teacher in Canal Winchester and at the Columbus School for Girls.
The Powell resident and her husband, Ralph, are parents of two boys and two girls ages 3 to 16. Lusher graduated from University of Akron and played varsity basketball during her time there.
Lusher enjoys serving as an administrator in a small three-building district with 1,100 students. It is a nice contrast to working in the much larger Worthington district.
“I see these people on a daily basis, which is really nice. In a bigger district, there’s a disconnect,” she says.
Grandview is rapidly making progress in adapting new standards, Lusher says.
Emilie Greenwald
Emilie Greenwald has done it all in her 18 years as an educator.
She has gone from classroom teacher, to overseeing buildings from the principal’s office, to administrator. Now she’s in charge of academics and more in all eight Upper Arlington schools, with a population of almost 6,000 students.
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Now in her second year as chief academic officer, Greenwald is helping to realize goals in the system’s three-year academic plan. The strategy is based on input from the community through various sources, including a survey and study groups to gauge residents’ expectations.
Greenwald has been in the Upper Arlington system since 2006. Prior to that, she was a math teacher at Linworth Alternative High School in Worthington, her hometown. Previously she served as a math teacher and head of the middle school at the Columbus Jewish Day School in New Albany and a math teacher at Worthington Kilbourne High School and at Plain City’s Jonathan Alder High School.
Greenwald is a graduate of the University of Dayton with bachelor’s degrees in math and English and a master’s in educational leadership. She and her husband, Ian Brown, have two children and live in Worthington.
She arrived in Upper Arlington as assistant principal, and after six years, Greenwald became the high school principal for a year. As the school system’s administration was reorganized, the academic officer position became available.
While the state’s testing and academic requirements have changed, Upper Arlington is dealing with it easily.
“We really took time to make sure we were implementing them. The rollout was done very thoughtfully. It wasn’t just a giant leap,” she says.
Greenwald’s staff includes directors of technology, elementary learning, accountability and professional development, and student services.
The state’s required change in courses and testing “has sparked some concern,” she acknowledges. She adds that she’s happy to speak to parents about any worries they have.
“Our job is to make sure the kids are learning and achieving,” Greenwald says.
When new testing requirements come along, she says, it’s a delicate balance.
“We’ve spent some time looking at both special education and elementary literacy. If you give them a start in reading and literacy, they will do better in later grades,” she says.
Wider use of technology may help with more school-supplied devices for elementary students so they can use computers, laptops or tablets for class work.
The three-year plan focuses on the district’s future. It outlines goals affecting performance, or academic excellence, personalization, accountability and efficiency of schools, students and the district.
Personalized education is also important to the district. Some high school students take college courses and earn an interactive baccalaureate diploma, a step beyond the advanced placement classes that are popular with students.
Achieving the diploma requires extensive study of courses in six subjects. In this way, students are introduced to the rigors of college study, Greenwald says.
Greenwald is optimistic about the achievements of her school system’s students and the academic programs geared to help them succeed: 90 percent of graduates go to college.
“I like the challenges. It is so intimate,” she says.
Duane St. Clair is a contributing editor. Feedback welcome at gbishop@cityscenemediagroup.com.
