Sometimes, leading a school can feel like you are trying to steer a massive ship without a map —but Dr. Marcus Stewart, principal of Richland High School, has a map, and he shared it with attendees at the 2024 Making Schools Work Conference.

During his session, Stewart shared a story that captivated everyone in the room — a story of turning a struggling school around in the face of challenges that would have made many give up.

His journey was filled with setbacks, but his relentless focus on data, relationships and giving students real-world opportunities ultimately led his school to success.

A Rough Start: Taking the Helm in 2020

Stewart didn’t inherit a well-oiled machine when he became principal of Richland High School.

In 2020, right in the middle of finishing his doctorate and during the chaos of the pandemic, he received a call, “Congratulations, you’re the next principal.”

He stepped into a Title I school that was already struggling before COVID threw the world into disarray.

Instead of rushing in with a list of changes, Stewart focused on something many leaders overlook — building relationships. He spent his first year getting to know his teachers, students and the community, understanding the school’s unique challenges from their perspectives.

He also had a piece of advice he kept in mind — don’t change much in your first year. It’s a lesson in patience that would serve him well as he worked to gain trust.

Data and Evidence: The Path to Progress

As his second year rolled around, Stewart knew it was time to start making changes. Instead of relying on instinct, he turned to data. He partnered with the Southern Regional Education Board for a “curriculum and instructional review.” It wasn’t an audit or an evaluation, but a way to gather artifacts, evidence and facts to identify what was working and what wasn’t.

Stewart was initially hesitant about the review process. No school leader wants to hear about what they’re doing wrong, but once the findings were in, Stewart and his team didn’t shy away from the tough conversations. They took the feedback seriously, breaking it down into actionable areas of improvement. This was a pivotal moment for the school— it wasn’t about criticism; it was about getting better.

Flex Scheduling: A Creative Solution

One of the most innovative strategies Stewart introduced was a flex scheduling model. It gave his school the flexibility to carve out dedicated time for both academic interventions and student-driven activities.

Wednesdays became an academic flex day, where students focused on catching up or working on areas they struggled with.

Thursdays, on the other hand, were all about engagement, offering a range of clubs that students could choose from — everything from pickleball to a Taylor Swift fan club.

This wasn’t just a feel-good initiative. Flex scheduling helped increase student engagement, attendance and even behavior. It gave students a reason to come to school, creating a sense of ownership and excitement about learning.

And for teachers, it provided structured time for collaboration and professional development.

Celebrating Diversity: A Superpower, Not a Challenge

Richland High School’s diverse student body was another defining feature of Stewart’s leadership.

“That’s our superpower,” he told his students, reminding them that their range of racial and ethnic backgrounds set them apart and made their school special.

Stewart’s approach wasn’t just about getting through the day-to-day struggles. It was about creating a school culture where students felt valued, celebrated and supported — no matter their background. His leadership reinforced the idea that diversity should be celebrated, not managed.

Creating Opportunities: Real-World Learning in Action

A core part of Stewart’s success came from giving students real-world experiences. He didn’t just focus on academics; he wanted to ensure his students left high school with skills they could use.

Whether it was launching career tailgates, where students connected with professionals in their fields of interest, or building a fire academy on campus, he made sure students had pathways to future success.

The fire academy, in particular, was a standout. With partnerships from the local fire department, students at Richland could train for careers in firefighting right on campus, gaining skills that could land them jobs after graduation. Stewart’s dedication to these programs ensured that his students weren’t just preparing for the next test — they were preparing for life.

Conclusion: From Struggling to Thriving

Stewart’s story isn’t just one of success; it’s a testament to perseverance, creativity and the power of evidence-based leadership. By building relationships, relying on data and creating opportunities for his students, he transformed Richland High School into a place where students thrived.

His journey reminds us all that no school is too far gone to be turned around. With the right leadership, a clear vision and a commitment to creating meaningful change, anything is possible.

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