T.S. Grant is an excellent resource for administrators. He not only has been an administrator in the Baltimore City Public School System, but his superior teaching talents have also been reported in such media as the New York Times (click to read), Baltimore Sun, Baltimore City Paper, Fox News, ABC News,  just to name a few. T.S. was a troubled student, who knows how to reach troubled students and who knows how to inspire other teachers, consequently, bringing out the best in teachers, students and schools.

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Having been in Special Education, kicked out of school and a self-proclaimed knuckled-headed underachiever, his perspective is real. Having been a high school teacher in Baltimore City, where his students' standardized test scores competitively ranked in the city, his message is excellence. Likewise, being a "Highly Qualified" teacher, with a Masters Degree in Teaching from Johns Hopkins University, T.S. believes in inspiring teachers to be the most qualified, educated professionals--from knowledge to dress. Currently, T.S. has a unique perspective into school effectiveness as he is contracted  with the University of Maryland, Baltimore County in supervising teacher-candidates from Anne Arundel County, MD to Baltimore City. 

T.S. Grant is also a highly sought-after commencement speaker and motivational speaker for youth. He understands them because he was and is them. Students love him because he speaks the truth while taking them to another place--higher expectations of themselves.

T.S. speaks to school staff about effective teaching; how to reach the highest scoring student, while reaching the struggling scholar; being an excellent teacher-professional; and, he speaks to young staff about what to really expect when teaching students who are "urban poor." T.S. was both urban and poor. At the University of Maryland, Baltimore County, T.S. Grant is pursuing his Ph.D., with a focus on Critical Pedagogy.

Additional Service

Go where few administrators are willing to go. Find out the true "pulse" of your leadership. Have me come in and get a "pulse" of your leadership's effect on those in your care. Many teachers are conflict avoiders, who, even though you may welcome their advice, would never give it. There are many reasons for this--"intimidation," fear, or, quite frankly, many of them don't think administrators really want to know the truth. One of the biggest complaints from teachers is that they don't feel like the administrators are as responsive as they should be. I know how to get to the thematic areas of strengths and weaknesses, while making everyone feel comfortable during the process.

Recently, I had the pleasure of assisting a Baltimore principal get to the heart of his leadership. In one of my best experiences so far, it gave me joy to report every detail of not only why his staff thought he was an excellent leader, but also what this meant as far as going forward, swatting the weakness aside in his stride to excellence. 

Here's how it works:

1. You have to be out of the building during the school day and return after school to be debriefed by me.
2. Staff is informed that an independent, non-school agency will be around to discuss the direction of the school.
3. I arrive before teachers arrive and speak with the principal or administrators about what they really want to know about how effective their leadership is.
4. I am furnished with staff schedules and student lunch schedules.
5. I am furnished with support staff's schedules.
6. I am given an office for an hour and a half, where I can digest, condense and summarize my findings.
7. We meet at the end of that time for one hour to an hour and a half to discuss the findings (including my own personal observations) and discuss my recommendations on moving forward.
8. Within one week's time, I send you a detailed file, documenting the experience.