Paterson Schools Chief Has Plan To Succeed
and He's Sticking To It
Monday, November 6, 2006
By DANIELLE SHAPIRO
HERALD NEWS
PATERSON – It was early in the second week of school as
Michael Glascoe walked through School 7, visiting classes,
greeting teachers and checking in with the principal – part of his
plan to transform a troubled school district.
Focused, the city's schools superintendent listened intently,
observing classroom instruction and how students were absorbing
the lesson. It was the second school he had seen that day and one
of the 52 schools and academies in the district of about 30,000
students. Over two weeks, Glascoe visited them all.
When asked why he walked the halls of every school for the
second consecutive year, Glascoe, a pensive man, seemed
surprised at the question.
"If I'm going to be responsible for the district, I have to get a
feel for what's going on," said Glascoe, who repeatedly
emphasized that all of his decisions have student needs as his
foremost concern. It has been his administration's motto.
Emblazoned on colorful lapel pins is "Children First."
"Maybe I'm a foreigner. Where I come from, superintendents do
this," he added.
Although the 59-year-old educator isn't from the city or Passaic
County – he is a Washington, D.C., native who spends time in
Virginia, where his wife, Laura, is an elementary school principal
– he has brought fresh ideas to a district in need of improvement.
Much like the signal-calling days during his collegiate years as a
quarterback, Glascoe expects everyone to carry out their
assignments and is a stickler for accountability.
Since being appointed schools superintendent by the state Board
of Education in July 2005, Glascoe has unveiled an aggressive
vision that includes academic and administrative change: to
enhance student achievement; to improve inadequate, and in
some cases, crumbling school infrastructure; and to better
engage the school district with the entire community.
Vision to succeed
In short, his vision appears to be an attempt to improve
classroom instruction "so that every child in the district will
reach their highest potential," Glascoe said; so that students,
teachers, parents and the community believe academic success is
not only feasible, but a given.
"Our school district, being in the shape it's been in the last few
years, they've just got to believe that this can be a good district,
that we can meet the need of students," he said.
In the 16 months since becoming schools superintendent, Glascoe
has started the Parent Leadership Alliance, Community Advisory
Committee and the Multi-Ethnic Task Force. In the classroom,
he has extended teaching blocks, created measures to monitor
student achievement, developed smaller learning communities
and hired four district instructional superintendents to relieve
principals of facilities responsibility so they can focus on teaching
and enhancing student achievement.
Many of Glascoe's initiatives designed to improve education in
the city's schools are part of districtwide efforts to meet the
guidelines of the federal No Child Left Behind Act, which
mandates greater accountability and performance.
But Glascoe received some criticism from the teachers union
leadership earlier this year when district officials introduced
block scheduling, which increased classroom instruction time to
90-minute sections.
"Block scheduling has been implemented in accordance with state
directives, and extensive training has been provided," he said.
"There have been no complaints that block scheduling has
resulted in any teachers being denied the preparation periods to
which they are contractually entitled."
Irene Sterling, president of the Paterson Education Fund, a
community advocacy organization that promotes improving public
education, called Glascoe's insistence on student success unique
when compared to the performance of five other superintendents
she has known.
"He's brought a focus on improvement that is unparalleled in my
experience of the people I've worked with," she said. "It's the
most laser-like focus."
But significant challenges, which have persisted in the district for
many years, stand between what Glascoe wants to accomplish and
reaching those goals.
"Under his leadership, school administrators are making many
more site visits -- a greater presence in the schools and an
emphasis on data -- decisions to address gaps in comprehension,
curriculum and instruction," said Laura Constable, a school
district spokeswoman.
Paterson, under state supervision since 1991, is one of three low-
performing districts, with Newark and Jersey City, under state
control. Graduation rates hovered at 60 percent for the classes of
2004 and 2005 compared with the 91 percent statewide average,
according to the state Department of Education. Classroom
overcrowding also is a persistent problem. And stagnant state aid
for school budgets, coupled with chilly relations between Glascoe's
administration and some Board of Education members and
teachers union leaders, make the superintendent's task a
daunting one.
Finances and fraud
According to data from 2005 recently posted on the DOE Web
site, Glascoe's annual salary is $200,000, making him the highest-
paid schools superintendent in Passaic County and one of the top-
earning education administrators in New Jersey. Average base
salary in Passaic County for schools superintendents is $160,171,
and $137,000 in Bergen County. When Edwin Duroy, Glascoe's
predecessor, was ousted in June 2004, he was being paid a base
salary of $173,056, but cashed in $24,655 in annuities and
negotiated a $99,587 termination agreement, according to Herald
News reports.
In Paterson, the six senior-level positions listed as assistant
superintendents by the DOE earn about $140,000. The top
classroom teacher compensation for someone with a doctorate
degree and more than 22 years' longevity is about $96,000,
according to district officials.
The school budget in 2004-05 was $442.8 million. In 2005-06 it was
just under $500 million and in 2006-07, it is projected to be $509.8
million, according to the district's published budget. Total state
money for 2004-05 was $379.6 million, compared with $408.5
million for 2005-06, with a projection of $412.8 million for 2006-7,
according to the DOE.
School board meetings can be raucous, marathon affairs with
criticisms sometimes leveled at both the board and Glascoe. One
meeting in October highlighted some of the friction, where
disgruntled cafeteria workers voiced objections over proposed
plans to privatize food service operations in the district to stem
projected budget shortfalls.
In addition, Glascoe came into a district hemorrhaging from fiscal
mismanagement scandals under Duroy. Between 1999 and 2003,
the district misspent about $50 million for school renovations and
construction work by paying contractors' inflated bills or for work
that was never completed, according to Herald News reports.
Duroy eventually resigned amid the turmoil.
The district's former facilities director, James Cummings,
pleaded guilty in February in U.S. District Court to felony
corruption charges, and is scheduled to be sentenced later this
month, according to the U.S. Attorney's office in Newark.
Superintendent emerges
So when Glascoe was appointed schools superintendent, the DOE
was looking for someone who could manage the district's fiscal
affairs, form a strong administrative team, work with the school
board in positive ways, engage in community-building and analyze
how resources were being used, said William Librera, the former
state education commissioner and now an education professor at
Rutgers University.
Librera said the DOE wanted someone with senior administrative
experience in large school districts.
"We were very impressed with him," said Librera, who
emphasized that Glascoe's experience at the Los Angeles-based
Broad Superintendent's Academy, which trains schools
superintendents to work in urban districts, was an important
management credential.
"He was very interested in being superintendent in Paterson. He
had done the homework," Librera said of the former assistant
superintendent of educational accountability for the Fairfax
County, Va., public schools.
Glascoe was one of 22 candidates chosen as a Broad Fellow in
2002 from a field of 360, said Tim Quinn, managing director of
the Broad Superintendent's Academy.
In the final analysis, it was Glascoe's intellect, his passion for
serving children in urban education – "the most underserved
children," Quinn said – and his overall character that impressed
him.
"His absolute and impeccable moral integrity," Quinn added,
describing what struck him about Glascoe's demeanor.
"We heard that consistently," Quinn said of the comments made
by associates who had worked with Glascoe.
Matter of style
As a state-appointed superintendent, Glascoe reports to the state
Board of Education, and the local school board serves as an
advisory body. The Paterson board has no oversight of the
superintendent, and some detractors say Glascoe doesn't seek
enough input from the community and board on decisions
affecting the district.
"Dr. Glascoe needs to communicate more with the board," said
Joseph Atallo, one of Glascoe's more strident critics and a board
member since 2000. "It appears he makes decisions without
consulting the board."
Atallo said, for example, he was concerned that there had not
been sufficient discussion with the schools superintendent about
the district's budget or the possibility of privatizing cafeteria
workers.
Pete Tirri, president of the Paterson Education Association, also
complained that Glascoe has been less accessible than other
superintendents and adopted a generally "adversarial tone"
toward the union.
"It's an issue of the attitude this administration has toward us,"
he said, calling the posture "demeaning."
"They haven't discussed the changes, they told us what to do.
There's no collaboration, there's no consultation," Tirri said. The
last three-year teacher contract was settled in the 2004-05 school
year and will expire on June 30, 2008, Tirri said.
Glascoe repeated that his decisions are always aimed at the best
interest of students and classroom enrichment.
"If my administration's enforcement of the district's rights under
the contract is seen as demeaning to the union, that is
regrettable," he said. "But for years, things have operated in our
district in ways that were contrary to the main thing, which is
teaching and learning."
Continuing the status quo is not an option for Glascoe.
"I was not selected as superintendent to maintain what has gone
on here in the past," he said.
Others who are more supportive of Glascoe say calling the
schools superintendent noncommunicative, distant or aloof
essentially misunderstands his approach to energizing the
learning process in the district.
"What's most important is he's very open and very transparent,"
said Sterling of the Paterson Education Fund. "If you talk to him,
you'll get the answers he has, not necessarily the answers you
want. I've lost arguments to him, but it's a straightforward
conversation."
Melvin Casey, president of the Parent Leadership Alliance, said
Glascoe's community involvement through his school walks,
attending neighborhood events and patronage of local businesses
leads to the opening of broader communication avenues.
But he, like Sterling, said while Glascoe may not say what people
always want to hear, that does not mean he's "inaccessible."
"Maybe it's difficult, they can't have their way with him," Casey
said of the critics who complain Glascoe doesn't communicate
enough with others. "But I find it hard to believe" that the
superintendent is not accessible.
David Lawrence, a parent who attended the Oct. 18 school board
meeting, approved of Glascoe's overall performance.
"He's been making himself visible," Lawrence said. "It seems
he's been making some changes. He seems to be listening to what
people say."
Courting the community
The superintendent highlighted the continuing rapid-fire
community forums he launched at schools around the district last
year – "with no agenda" – as examples of ways he is seeking
public input.
"Fire your questions at me," he said in describing the give and
take forums.
He also described a new principal hiring process for the school
district, in which the superintendent meets with parents and staff
to ask what they want, and then requests that teachers,
community leaders and high school students complete a survey
outlining their suggestions for the new school leader.
Beyond that, Glascoe has hosted about four or five board retreats,
more than under Duroy, Board President Willa Mae Taylor said.
"If that's aloof, I don't know what else I need to do," Glascoe
said.
Before he was ever tapped as chief of New Jersey's third-largest
school district, the trim Glascoe was a self-described jock – a
slick-fielding high school baseball shortstop and a college
quarterback and free safety. These days, he uses a home exercise
machine every morning, enjoys the mellower environs of the golf
links with his wife and tries to watch his diet. But, he admits to a
hankering for chocolate.
As an educator, Glascoe has held almost every role possible at a
school or school district. In 1972, he started as a physical
education teacher in Montgomery County, Md., and in 28 years
there, became a guidance counselor and high school principal.
When he moved to Fairfax County, Va., Glascoe served as an
area superintendent, a regional superintendent and finally the
assistant superintendent of educational accountability.
Glascoe's emphasis on accountability especially impressed Board
member Andre Sayegh during the superintendent's selection
process. The city's public schools were in "dire" need of
educational and fiscal management, he said.
But Sayegh has also come to appreciate Glascoe's more
progressive efforts at communitywide accountability.
"We as a community are responsible for the education of our
students," Sayegh said, describing his understanding of Glascoe's
message. "From parents down to the superintendent, education is
everyone's business. He wants to move away from the politics. He
wants to be an educational leader, not a political powerbroker."
Nonetheless, political savvy is an important element to becoming
a successful schools superintendent in urban districts, said
Quinn, of the Broad Superintendent's Academy. So is having a
thick skin, perseverance and the ability to work with diverse
ethnic and socio-economic groups.
Quinn described Glascoe's leadership style as "collaborative
aggressive" – willing to work jointly with others whose similar
first interests are children's needs and aggressive about standing
up for students.
Glascoe portrayed his own management mode as honest, and if
blunt, only by the necessity of being straightforward in addressing
issues affecting the school district.
"My style is to be as transparent as I can be," Glascoe said.
"That means sometimes to be direct, to say no. Everything I do is
the same song: protect children and learning. I came here with
that premise, and I will leave with that."
Reach Danielle Shapiro at 973-569-7153 or shapiro@northjersey.
com.
* * *
Michael Glascoe
Age: 59
Occupation: Paterson Schools Superintendent
Family: Married to Laura, an elementary school principal in
Arlington, Va. Five daughters, three granddaughters.
Hometown: Washington, D.C. area
Hobbies: Playing golf with his wife and spending time with his
grandchildren.
Favorite sports team: Washington Redskins
Education: Bachelor's degree from D.C. Teacher's College in
Washington, D.C., and master's degree from Trinity College in
Washington, D.C. Glascoe also has a doctorate in education from
Nova Southeastern University in Fort Lauderdale, Fla.
Quote: "We have some of the most horrendous facilities I've
ever seen. These are Third-World conditions. But there's a
positive. Inside those facilities we have principals and teachers
making it work."
and He's Sticking To It
Monday, November 6, 2006
By DANIELLE SHAPIRO
HERALD NEWS
PATERSON – It was early in the second week of school as
Michael Glascoe walked through School 7, visiting classes,
greeting teachers and checking in with the principal – part of his
plan to transform a troubled school district.
Focused, the city's schools superintendent listened intently,
observing classroom instruction and how students were absorbing
the lesson. It was the second school he had seen that day and one
of the 52 schools and academies in the district of about 30,000
students. Over two weeks, Glascoe visited them all.
When asked why he walked the halls of every school for the
second consecutive year, Glascoe, a pensive man, seemed
surprised at the question.
"If I'm going to be responsible for the district, I have to get a
feel for what's going on," said Glascoe, who repeatedly
emphasized that all of his decisions have student needs as his
foremost concern. It has been his administration's motto.
Emblazoned on colorful lapel pins is "Children First."
"Maybe I'm a foreigner. Where I come from, superintendents do
this," he added.
Although the 59-year-old educator isn't from the city or Passaic
County – he is a Washington, D.C., native who spends time in
Virginia, where his wife, Laura, is an elementary school principal
– he has brought fresh ideas to a district in need of improvement.
Much like the signal-calling days during his collegiate years as a
quarterback, Glascoe expects everyone to carry out their
assignments and is a stickler for accountability.
Since being appointed schools superintendent by the state Board
of Education in July 2005, Glascoe has unveiled an aggressive
vision that includes academic and administrative change: to
enhance student achievement; to improve inadequate, and in
some cases, crumbling school infrastructure; and to better
engage the school district with the entire community.
Vision to succeed
In short, his vision appears to be an attempt to improve
classroom instruction "so that every child in the district will
reach their highest potential," Glascoe said; so that students,
teachers, parents and the community believe academic success is
not only feasible, but a given.
"Our school district, being in the shape it's been in the last few
years, they've just got to believe that this can be a good district,
that we can meet the need of students," he said.
In the 16 months since becoming schools superintendent, Glascoe
has started the Parent Leadership Alliance, Community Advisory
Committee and the Multi-Ethnic Task Force. In the classroom,
he has extended teaching blocks, created measures to monitor
student achievement, developed smaller learning communities
and hired four district instructional superintendents to relieve
principals of facilities responsibility so they can focus on teaching
and enhancing student achievement.
Many of Glascoe's initiatives designed to improve education in
the city's schools are part of districtwide efforts to meet the
guidelines of the federal No Child Left Behind Act, which
mandates greater accountability and performance.
But Glascoe received some criticism from the teachers union
leadership earlier this year when district officials introduced
block scheduling, which increased classroom instruction time to
90-minute sections.
"Block scheduling has been implemented in accordance with state
directives, and extensive training has been provided," he said.
"There have been no complaints that block scheduling has
resulted in any teachers being denied the preparation periods to
which they are contractually entitled."
Irene Sterling, president of the Paterson Education Fund, a
community advocacy organization that promotes improving public
education, called Glascoe's insistence on student success unique
when compared to the performance of five other superintendents
she has known.
"He's brought a focus on improvement that is unparalleled in my
experience of the people I've worked with," she said. "It's the
most laser-like focus."
But significant challenges, which have persisted in the district for
many years, stand between what Glascoe wants to accomplish and
reaching those goals.
"Under his leadership, school administrators are making many
more site visits -- a greater presence in the schools and an
emphasis on data -- decisions to address gaps in comprehension,
curriculum and instruction," said Laura Constable, a school
district spokeswoman.
Paterson, under state supervision since 1991, is one of three low-
performing districts, with Newark and Jersey City, under state
control. Graduation rates hovered at 60 percent for the classes of
2004 and 2005 compared with the 91 percent statewide average,
according to the state Department of Education. Classroom
overcrowding also is a persistent problem. And stagnant state aid
for school budgets, coupled with chilly relations between Glascoe's
administration and some Board of Education members and
teachers union leaders, make the superintendent's task a
daunting one.
Finances and fraud
According to data from 2005 recently posted on the DOE Web
site, Glascoe's annual salary is $200,000, making him the highest-
paid schools superintendent in Passaic County and one of the top-
earning education administrators in New Jersey. Average base
salary in Passaic County for schools superintendents is $160,171,
and $137,000 in Bergen County. When Edwin Duroy, Glascoe's
predecessor, was ousted in June 2004, he was being paid a base
salary of $173,056, but cashed in $24,655 in annuities and
negotiated a $99,587 termination agreement, according to Herald
News reports.
In Paterson, the six senior-level positions listed as assistant
superintendents by the DOE earn about $140,000. The top
classroom teacher compensation for someone with a doctorate
degree and more than 22 years' longevity is about $96,000,
according to district officials.
The school budget in 2004-05 was $442.8 million. In 2005-06 it was
just under $500 million and in 2006-07, it is projected to be $509.8
million, according to the district's published budget. Total state
money for 2004-05 was $379.6 million, compared with $408.5
million for 2005-06, with a projection of $412.8 million for 2006-7,
according to the DOE.
School board meetings can be raucous, marathon affairs with
criticisms sometimes leveled at both the board and Glascoe. One
meeting in October highlighted some of the friction, where
disgruntled cafeteria workers voiced objections over proposed
plans to privatize food service operations in the district to stem
projected budget shortfalls.
In addition, Glascoe came into a district hemorrhaging from fiscal
mismanagement scandals under Duroy. Between 1999 and 2003,
the district misspent about $50 million for school renovations and
construction work by paying contractors' inflated bills or for work
that was never completed, according to Herald News reports.
Duroy eventually resigned amid the turmoil.
The district's former facilities director, James Cummings,
pleaded guilty in February in U.S. District Court to felony
corruption charges, and is scheduled to be sentenced later this
month, according to the U.S. Attorney's office in Newark.
Superintendent emerges
So when Glascoe was appointed schools superintendent, the DOE
was looking for someone who could manage the district's fiscal
affairs, form a strong administrative team, work with the school
board in positive ways, engage in community-building and analyze
how resources were being used, said William Librera, the former
state education commissioner and now an education professor at
Rutgers University.
Librera said the DOE wanted someone with senior administrative
experience in large school districts.
"We were very impressed with him," said Librera, who
emphasized that Glascoe's experience at the Los Angeles-based
Broad Superintendent's Academy, which trains schools
superintendents to work in urban districts, was an important
management credential.
"He was very interested in being superintendent in Paterson. He
had done the homework," Librera said of the former assistant
superintendent of educational accountability for the Fairfax
County, Va., public schools.
Glascoe was one of 22 candidates chosen as a Broad Fellow in
2002 from a field of 360, said Tim Quinn, managing director of
the Broad Superintendent's Academy.
In the final analysis, it was Glascoe's intellect, his passion for
serving children in urban education – "the most underserved
children," Quinn said – and his overall character that impressed
him.
"His absolute and impeccable moral integrity," Quinn added,
describing what struck him about Glascoe's demeanor.
"We heard that consistently," Quinn said of the comments made
by associates who had worked with Glascoe.
Matter of style
As a state-appointed superintendent, Glascoe reports to the state
Board of Education, and the local school board serves as an
advisory body. The Paterson board has no oversight of the
superintendent, and some detractors say Glascoe doesn't seek
enough input from the community and board on decisions
affecting the district.
"Dr. Glascoe needs to communicate more with the board," said
Joseph Atallo, one of Glascoe's more strident critics and a board
member since 2000. "It appears he makes decisions without
consulting the board."
Atallo said, for example, he was concerned that there had not
been sufficient discussion with the schools superintendent about
the district's budget or the possibility of privatizing cafeteria
workers.
Pete Tirri, president of the Paterson Education Association, also
complained that Glascoe has been less accessible than other
superintendents and adopted a generally "adversarial tone"
toward the union.
"It's an issue of the attitude this administration has toward us,"
he said, calling the posture "demeaning."
"They haven't discussed the changes, they told us what to do.
There's no collaboration, there's no consultation," Tirri said. The
last three-year teacher contract was settled in the 2004-05 school
year and will expire on June 30, 2008, Tirri said.
Glascoe repeated that his decisions are always aimed at the best
interest of students and classroom enrichment.
"If my administration's enforcement of the district's rights under
the contract is seen as demeaning to the union, that is
regrettable," he said. "But for years, things have operated in our
district in ways that were contrary to the main thing, which is
teaching and learning."
Continuing the status quo is not an option for Glascoe.
"I was not selected as superintendent to maintain what has gone
on here in the past," he said.
Others who are more supportive of Glascoe say calling the
schools superintendent noncommunicative, distant or aloof
essentially misunderstands his approach to energizing the
learning process in the district.
"What's most important is he's very open and very transparent,"
said Sterling of the Paterson Education Fund. "If you talk to him,
you'll get the answers he has, not necessarily the answers you
want. I've lost arguments to him, but it's a straightforward
conversation."
Melvin Casey, president of the Parent Leadership Alliance, said
Glascoe's community involvement through his school walks,
attending neighborhood events and patronage of local businesses
leads to the opening of broader communication avenues.
But he, like Sterling, said while Glascoe may not say what people
always want to hear, that does not mean he's "inaccessible."
"Maybe it's difficult, they can't have their way with him," Casey
said of the critics who complain Glascoe doesn't communicate
enough with others. "But I find it hard to believe" that the
superintendent is not accessible.
David Lawrence, a parent who attended the Oct. 18 school board
meeting, approved of Glascoe's overall performance.
"He's been making himself visible," Lawrence said. "It seems
he's been making some changes. He seems to be listening to what
people say."
Courting the community
The superintendent highlighted the continuing rapid-fire
community forums he launched at schools around the district last
year – "with no agenda" – as examples of ways he is seeking
public input.
"Fire your questions at me," he said in describing the give and
take forums.
He also described a new principal hiring process for the school
district, in which the superintendent meets with parents and staff
to ask what they want, and then requests that teachers,
community leaders and high school students complete a survey
outlining their suggestions for the new school leader.
Beyond that, Glascoe has hosted about four or five board retreats,
more than under Duroy, Board President Willa Mae Taylor said.
"If that's aloof, I don't know what else I need to do," Glascoe
said.
Before he was ever tapped as chief of New Jersey's third-largest
school district, the trim Glascoe was a self-described jock – a
slick-fielding high school baseball shortstop and a college
quarterback and free safety. These days, he uses a home exercise
machine every morning, enjoys the mellower environs of the golf
links with his wife and tries to watch his diet. But, he admits to a
hankering for chocolate.
As an educator, Glascoe has held almost every role possible at a
school or school district. In 1972, he started as a physical
education teacher in Montgomery County, Md., and in 28 years
there, became a guidance counselor and high school principal.
When he moved to Fairfax County, Va., Glascoe served as an
area superintendent, a regional superintendent and finally the
assistant superintendent of educational accountability.
Glascoe's emphasis on accountability especially impressed Board
member Andre Sayegh during the superintendent's selection
process. The city's public schools were in "dire" need of
educational and fiscal management, he said.
But Sayegh has also come to appreciate Glascoe's more
progressive efforts at communitywide accountability.
"We as a community are responsible for the education of our
students," Sayegh said, describing his understanding of Glascoe's
message. "From parents down to the superintendent, education is
everyone's business. He wants to move away from the politics. He
wants to be an educational leader, not a political powerbroker."
Nonetheless, political savvy is an important element to becoming
a successful schools superintendent in urban districts, said
Quinn, of the Broad Superintendent's Academy. So is having a
thick skin, perseverance and the ability to work with diverse
ethnic and socio-economic groups.
Quinn described Glascoe's leadership style as "collaborative
aggressive" – willing to work jointly with others whose similar
first interests are children's needs and aggressive about standing
up for students.
Glascoe portrayed his own management mode as honest, and if
blunt, only by the necessity of being straightforward in addressing
issues affecting the school district.
"My style is to be as transparent as I can be," Glascoe said.
"That means sometimes to be direct, to say no. Everything I do is
the same song: protect children and learning. I came here with
that premise, and I will leave with that."
Reach Danielle Shapiro at 973-569-7153 or shapiro@northjersey.
com.
* * *
Michael Glascoe
Age: 59
Occupation: Paterson Schools Superintendent
Family: Married to Laura, an elementary school principal in
Arlington, Va. Five daughters, three granddaughters.
Hometown: Washington, D.C. area
Hobbies: Playing golf with his wife and spending time with his
grandchildren.
Favorite sports team: Washington Redskins
Education: Bachelor's degree from D.C. Teacher's College in
Washington, D.C., and master's degree from Trinity College in
Washington, D.C. Glascoe also has a doctorate in education from
Nova Southeastern University in Fort Lauderdale, Fla.
Quote: "We have some of the most horrendous facilities I've
ever seen. These are Third-World conditions. But there's a
positive. Inside those facilities we have principals and teachers
making it work."
IN THE NEWS . . .
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ONE PEOPLE.
ONE PURPOSE.
ONE PATERSON.
ONE PURPOSE.
ONE PATERSON.
Sayegh For The Sixth
Bringing Neighbors Together