Spotlight

Lyle Taipale, Ed.D.
Principal/Program director
Mounds View Area Learning Center

Lyle Taipale has been involved in alternative education in Minnesota for over 30 years. He attended the University of Minnesota Duluth where he received a B.S. in art with a minor in psychology and a M.A. in studio art with minors in art education and art history.

Lyle completed the licensure program in special education at the University of Minnesota and has worked as a special education teacher, a program coordinator for Saint Paul Open School and an assistant principal at St. Paul Area Learning Center. In 1997 Lyle completed his dissertation, Organizational Structure of an Alternative School, receiving his Ed.D. from the University of Minnesota. Lyle is currently the principal of Mounds View Area Learning Center, one of the oldest ALCs in the state.

I understand that you have a book, soon to be published, that deals with alternative education programs. Could you tell me about your journey that led to the decision to write this book?

I began my teaching career in 1966 as an art teacher. I didn’t start my career in education with any intention to become an “alternative” educator. I frankly hadn’t heard about alternative education, and it didn’t exist in our school district – at least not officially. I was serious about being an art teacher, and sincerely felt that it was a truly worthwhile and important part of the educational program. I still do. I soon realized, however, that art was often used as an alternative program within the school. Students were frequently enrolled in or transferred into my art class because they weren’t successful in another class. Art was often seen as an alternative to more “academic” or “challenging” courses. I had colleagues who were also teachers of other “alternative” courses in the school. They had teaching positions such as industrial arts, home economics, physical education or other “non-academic” areas. Although we weren’t hired as alternative educators, we found that we were, in fact, the alternative to other courses such as math, English, social studies, world languages, etc., and students would be routinely transferred to our classes, where success would be more likely. We were also used as the mainstream courses for many special education students, again to provide an opportunity for a successful experience in a “regular” class.

In my case, there became a time when it became clear that a good part of my job was no longer teaching art, but rather an option for students who were struggling in other classes. The focus of much of my instruction was not so much art, but rather was focused on engaging and retaining some more challenging students. My class and those offered by other “alternative” educators functioned as an option within the school day for students at risk of success in the traditional course offerings. My job was different than I anticipated, but it was one that I enjoyed very much. I found that I really liked the students that I was serving.

The rationale for these early alternatives or learning options was fairly simple and forthright: We “had a way with kids”, especially those that couldn’t handle more “academic” courses. We seemed to be able to engage difficult students with our more “hands on” approach. We had a more active learning environment where students didn’t need to be in their seats and quiet all of the time. Students saw our classes as attractive or even fun. They were rewarding, where other classes had been frustrating to some students. We eventually were able to articulate other reasons for our success. Some students had a different way of learning than what might more readily assure success in “academic” classes, and we could easily accommodate a variety of learning styles. We said that many of these students were more physical or kinesthetic learners. We designed our classes to a high degree of instructional differentiation with options within options. This allowed empowerment of students. Students referred to our courses were often not considered “good” students in other classes, but we found that they could be highly successful in our more non-traditional courses. This made a great deal of sense at the time. Other options weren’t available. It worked. It still works. These same options continue in comprehensive schools across the nation today, and continue to provide readily accessible options for many learners to find success in school. What we early alternative educators learned is that we needed to develop course options and teaching strategies that were highly attractive, engaging and relevant to students’ interests, skills, learning styles and abilities. Of course, we would readily point out that these courses were every bit as “academic” as all other courses in the school, focusing on higher order thinking skills, reflection, time management, attention to process, group participation, etc.

My experiences as an art teacher eventually led me to a slight career change. I began work as a special education teacher. Many of my “alternative” colleagues were also recruited into special education when the demand for special education teachers increased in the 70’s. I found that many of the same instructional strategies worked in special education that I had found successful in the art classroom. I found that my classes and my lessons had to be attractive to students and had to be designed to actively engage students quickly. I found that I needed to focus on ways to retain students’ interest and assure their success in the class activities, and I learned that I had to offer an appropriate level of educational challenge for each student. I learned that my students were more successful when I was able to establish a relationship with them that was personal and professional, and one that helped them realize that they were valued and welcomed members of my class. I found that I needed to be very flexible with regard to learning options, and that I needed to empower my students in decisions relative to these options. I also found that I needed to establish very clear expectations that were perceived to be fair, equitable and consistent, however individualized.

I continue to believe that these are essential ingredients to a successful learning environment. I have also found that my discoveries were not mine alone. Alternative education has become a real, viable and essential part of the educational program of schools. Alternative education is no longer an art form. Alternative educators have developed and identified highly successful strategies for students who aren’t finding success in traditional schools and classes. I believe finding successful solutions for struggling students is a decision - not a mystery. The decision involves selecting the most effective teaching strategies and program options for every student. I made a decision to write a book as a means of documenting and sharing the successful strategies I have discovered and observed for serving students who are not finding success in more conventional schools.

What do you think are the essentials that ALC leaders need to know?

I believe it is essential that leaders of programs that focus on the provision of educational alternatives or learning options need to assure that programs attract, engage, retain and challenge learners—in that order. I believe leaders need to focus on the fact that the relationship between staff and students is paramount to the success of the students and the program. Leaders must assure that programs have the flexibility of learner options sufficient to empower students in educational decisions affecting them, and must have clear, fair, personalized and consistent expectations.

It is also essential that leaders of educational alternatives are highly accountable to the students, families and communities they serve. Alternative programs are not an alternative education or an alternative to an education. They are an alternative path to an equitable education. They offer alternative learning options to students in order to assure that they succeed in terms of the expectations of the parents, the students, the community, the district and the state. They are focused upon highly differentiated instruction, not alternative outcomes.

Leaders of alternative programs must be client centered, focusing on the multiple personal, social, emotional and educational needs of the target population. They must also assure that the program is cost efficient and cost effective, with precise, accessible systems of resource management as well as effective programming. I have found that it is essential to provide effective leadership in three interdependent categories: instruction, support systems and program administration. It is critical that personnel (including the administrator) is selected for alternative programs who are committed to the educational program and the success of every student.

What are your core beliefs about successful educational leadership?

I believe in leadership that is transformational, collaborative and participatory. Program, curriculum and resource management decisions need to be made as close to the point of service as possible and by those directly concerned. Staff members need to understand how and why decisions are made, and have to have the opportunity to create options within the parameters of the organization. I also believe in closely aligning responsibility with authority. When staff members are given responsibilities, they must also be given the authority to make decisions relative to those responsibilities. I believe an empowered staff is easily engaged in the process of a continually improving organization.

How have you chosen to lead according to those core beliefs?

I believe that my leadership is charged with my energy and sincere passion for my work. I also believe that I consistently demonstrate my high level of commitment to the students and staff of the programs I lead. I have found that my passion, energy and commitment are contagious. The programs with which I am associated have attracted an exceptionally fine staff of teachers and support staff. This has provided continuing and exciting opportunities to lead, as well as occasions to participate in leadership. It has also given many opportunities to follow my staff’s leadership.

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