This interview appeared on July 18th in the Seattle Medium. Of note, this section about special education:
"Submersing herself into the realities that exist for others is nothing new to Goodloe-Johnson. Upon graduating from high school she was torn between going to school for psychology and teaching so she decided to participate in a summer work experience program — where she stayed in a mental institution for a weekend as she pretended to be a non-verbal, wheelchair-bound patient whose hands were bandaged because she supposedly had a history of hurting herself.
“At that time they still had institutions for youth who were mentally challenged,” recalled Goodloe-Johnson. “No one knew that you (the students who participated in the program) weren’t supposed to be there except for the head nurse.”
The experience wasn’t pleasant for her at the time, but the impact that it would have on her life and life’s work help set the stage for where she is today, as it motivated her to become a teacher and specialize in special education.
“It was an experience that I will never forget,” she said. “It made me want to teach students with special needs because I was so distraught at how people who didn’t have the capacity were treated just because of their lack of ability to participate like the rest of us kids.” "
And about AP and rigor:
"Goodloe-Johnson is a proponent of a rigorous academic curriculum and feels that all students should be challenged to meet high academic standards, and that the educational standards that are in place for advanced academic programs like AP should be the standard level of academic excellence that all students should strive for.
“I believe that all kids benefit from a high quality rigorous curriculum,” said Goodloe-Johson.
“If a student took an AP course and got a “C” in it and that same student took just a regular English course and got an “A” in it, they would be smarter and better challenged with a “C” from the AP course,” she added as she commented about some of the community concerns that quality academic programs and resources are not available throughout the district. “Chief Sealth doesn’t have any AP classes. I think that’s inappropriate, and I think we need to work to fix that!” "
And this example of her to-the-point talk:
"In her mind, principals need to be held accountable — they need to be aware of their school data, they need to be aware of their school performance, and in turn teachers need to be held accountable for performance targets for their students.
“When I used to be a high school principal, I used to have teachers complain that well (Johnny) just doesn’t have the skills or he’s lazy,” she recalled. “I said I’ll tell you what. How about if I pay you for only the kids that you’re successful with, does that change your thinking about what you do in the classroom. Well, quite frankly it did.” "