Leadership Profile Volume 2 Issue 1 August-September 2022

Leadership Profile: Brad Decker, Principal

Interview by 

Amari Swader and Caitlyn Harper

Photo by Caitlyn Harper

• How would you help advantaged and disadvantaged students gain equal opportunities and relate to each other?

All opportunities are offered to everyone, so it doesn't matter whether you’re chronically disadvantaged or you have more money than you can ever spend. You have the opportunities in the same classes and are exposed to the same content. 

• When dealing with problematic or difficult students, when do you choose to contact the parents? How do you commit to this communication? 

We always contact the parents whether it's the parent, administration, or the dean. We always want to let the parents know what's going on with their kids. 

• Was there a time when you discovered a student was affecting the well-being of students or bullying? And how did you manage the situation? 

Yes, so anytime a kid says that another kid is picking on them, we talk to the student who was bullying. We also talk to the teacher and students who were around when it took place, so we can determine what was going on, if it had to deal with electronics, we will investigate that as well.

• If a student or group of students made a complaint about a teacher, how would you manage the situation? 

We talk to the student and the teacher and talk to anyone else who was around at that time, and we gather all the evidence and then we will make the decision.

• If a student or group of students made a complaint about a teacher, how would you manage the situation? 

We talk to the student and the teacher and talk to anyone else who was around at that time, and we gather all the evidence and then we will make the decision.

• How do you empower teachers to be leaders? 

We have different groups to allow the teachers to decide so it won't be just me. Everyone’s opinion is valued.

• What do you consider the traits of effective teachers, and how do you interview them? 

You must know how to teach your subject and how to relate it to the students and have to have a relationship with students.

• Many teachers complain about a lack of administrative support. How do you feel about this, and how would you address the issues? 

So, what we are attempting is to be present in the hallways when classes are changing, breakfast, lunch and after school. We respond when a teacher is having a problem with students.

• Why is it so important to get parents involved in children's schoolwork? 

The parents know what's going on and it will help the student be more successful.

• How can you help teachers improve their methods of instruction? 

We have two instructional coaches. When students aren't at school, we come to school and work on stuff so we can be a better teacher.

• If a teacher is beginning their first semester at a school, how would you support them? 

Veteran teachers and new teachers work together, and we also have two instructional coaches that help as well.

• Was there ever a time when you had to give negative feedback to a long-standing teacher? How did the situation play out? 

We never want to give negative feedback. We always want to say you're doing a great job but let me help you out.

• How would you improve the school’s level of involvement with the local community? 

We started our Parents of Chargers. We try to build a relationship with the parents so Oakland can be the best it can be.

• What do you believe are the strengths and weaknesses of our school? 

The strength of Oakland is we are diverse. It’s cool because you have kids from all around Rutherford county. 

• Describe your vision of an effective and successful school. 

It is a school that kids feel safe, they enjoy school, where kids are able to learn and have fun at the same time.

• How would you describe your leadership style? Would you consider yourself a disciplinarian? 

The way I try to lead is I do stuff that I can do myself. People see a disciplinarian as someone who likes to give out steps. The point in discipline is when someone talks to you about what you did so you know why this is wrong and will not do it again.