·     But inspirations and experience got in the way!!

The second youngest child of six, Andre grew up in Baltimore, the son of a cab driver father, who is now deceased, and a mother now retired as a factory worker, who worked from 11 at night until 7 in the morning making caps for detergent containers.

Andre had a good school experience in part because of an inspirational science teacher – Mr. Clem – who built in Andre a passion for science. Andre says, “I thought science was how the world operated. And I thought Mr. Clem was a great teacher because he made me feel good about myself.”

After high school graduation, Andre spent four years in the army, mostly in Oklahoma and California, with a two-month deployment to Panama during the Noriega regime.

After the military, Andre pursued his career dream: college at the University of Maryland. Eastern Shore, where he majored in biology. As he was preparing to graduate, a good friend who was doing her student teaching would come home every day complaining to Andre about how she didn’t like teaching, how bad it was. His response was “Well it can’t be that bad!” So she dared him to try it. “I said, ‘OK, I will – for one year. Then I’m going to grad school for pharmacy – my ground rules!”

He laughs, “As you see, they didn’t stick!” Andre says, “I did one year of teaching as a 7^th grade science teacher at Garrison Middle School and I fell in love with teaching.” That first year, I had a student who was near and dear to my heart – Christopher Matthews. He was part of all that inspired me to be a teacher.

“I taught at that Baltimore middle school for 5 years with an amazing principal — Malcolm Date. He valued his teachers. I was just beginning, so I wasn’t so great, but he never made me feel that I wasn’t good. I thought, ‘I’m going to be a principal just like Mr. Date.

I’ve built my career by emulating people I admired.”

Next Andre became an Assistant Principal at a K-8 Baltimore elementary school for two years. “I had a tough principal, Mrs. Hughes, but she taught me so much about administration and making sure every child got a quality education. She taught me how to observe and evaluate effective teaching. That’s also where I learned how to teach reading. Mrs. Hughes taught me how young people actually learn to read – fascinating! When I became a principal, I was able to coach teachers as Mrs. Hughes had coached me.”

At that time, Baltimore was transitioning the public school system because there were too many underperforming schools. As part of the transition, the district established a program to prepare assistant principals to become principals. “I applied and got accepted. As part of the program, I was made assistant principal at a large (900 scholars) underperforming school on the east side of Baltimore. My principal, Mr. Cozzolino, taught me how to develop teacher leaders.”

One year later, the principal retired and Andre Spencer was named principal of Brehms Lane Elementary School where he served for 4 years. “I had amazing teachers. They worked their magic in the classroom.” As an example, Andre proudly reports that when he started the 5^th graders were performing at about 30% pass rate, and when he left, they were at about 80% pass rate. He credits both the skill of the teachers and the collaboration among the administration and the teachers for the success.

Again, the district was reorganizing and hiring a new superintendent to support principals of K-8 schools to find their identity as leaders. “I had the idea I could do that job, so I applied, and was hired!” A key learning for him was, “The way to become a good leader is to have really smart, competent people around and with you!”

All in all, Andre Spencer worked in the Baltimore City (Maryland) Public School System for 13 years as a science teacher, assistant principal, principal, and network team leader.

Then, Andre read an article about what the San Diego Unified District was doing which meshed with his beliefs and goals. He read that the superintendent was leaving and becoming superintendent of the Houston Schools. He thought, “I want to work for that guy,” so he applied for a job as a school improvement officer (regional superintendent) in Houston – and got it.

In Houston, he asked principals and teachers, “What are your goals for the next 3-5 years? What can we do as a collective team to achieve those goals?” As an example of the success they, as a team, achieved, he cites, 8^th grade Algebra I, where originally only 19% of the students were passing, and the eventual success of 70% passing – celebrated by the team of teachers, students and administrators.

Perhaps one of Andre Spencer’s most innovative programs was when he became superintendent in Colorado Springs, CO. The district was predominantly students of color – approximately, 50% Latinx, 20% African American, 20% Caucasian, and 10% mixed race. As part of his orientation, Andre visited an Advanced Placement Calculus class. Almost every student was Caucasian. And 75% of the students were boys!

He asked a question: “Is this what we want as representation of our district?” The resounding answer was NO. “So,” he continued, “we must do something to change this. If we want something different, we have to do something different.”

What did they do?

Removed all criteria for AP classes (no GPA, no recommendations, no attendance record, etc.).

Every counselor was required to have a conversation with each of their students about the importance of taking AP classes.

80% of each counselor’s counselees were required to take an AP class.

Every 3 weeks, AP teachers identified those students who were not keeping up, and those students were tutored daily by paid tutors (college students, available teachers, some high school students) until they were able to meet the AP class expectations.

The happy outcome over 5 years: AP classroom demographics mirrored the district demographics! “We also graduated more high school scholars from Pikes Peak Community College with an associate degree, than ever before in the district’s history.”

Just prior to coming to The Teaneck Public School district, Dr. Andre Spencer served as Superintendent of the Manor (Texas) Independent School District (9,238 students, 18 schools). Manor is located 12 miles northeast of Austin. As a prelude to his joining the TPS District, it is impressive to read Manor’s self-description:

The City of Manor is a diverse, sustainable community and regional leader with exceptional services, a high quality of life, and a safe environment for citizens and businesses to thrive.

Sounds like a good fit with Teaneck!

Dr. Andre Spencer is a professional who, through his life, has seen opportunity and grasped it, has recognized visionary mentors and drawn inspiration from them. Now it is his expectations and shoulders on which the youth and educators of the TPS District will stand.

Dr. Spencer speaks of a new set of expectations before him: He and his spouse are planning to adopt a child! We wish them the very best of luck in all as they join our newly revitalized Teaneck. Dr. Spencer plans to be with Teaneck Public Schools for a long time. He looks forward to working with stakeholders to make Teaneck Public Schools the best school district in Bergen County and New Jersey.