Grand Rapids — Removing barriers, improving access, rethinking how school systems can help students get the most out of their education — these items are always on the mind of new Grand Rapids Museum High School Principal Tamika Henry.
A lifelong believer in the transformational power of a good educational experience, Henry is laser-focused on making sure that’s what Museum School students get.
As Henry kicked off her first year with the school, SNN spoke to her about her ideas and goals for what’s ahead.
‘Young folks are not cookie cutter, and that’s why we need to be so flexible in the way we deliver education and the frameworks that we use.’
— Tamika Henry, Grand Rapids Public Museum High School principal
Other positions in education:
- Adjunct professor at Davenport University, College of Urban Studies
- Principal, Sherwood Park Global Studies Academy
- Assistant principal, Riverside Middle School
- Principal, New Options High School
- Assistant principal, Evergreen Elementary
- History teacher, Allendale High School
Education/degrees:
- Bachelor’s in secondary education, Grand Valley State University
- Master’s in curriculum and design with a focus on equity and ethics, Concordia University
What drew you to this district? “After being in a rural community for 20 years out in Allendale, I’d always had my eye on Grand Rapids,” Henry said, adding that she had a strong desire to work with students in an urban setting.
As for Museum School specifically, its placed-based model was a big selling point for Henry.
“There’s a lot of scholar voice and choice, and I know that’s a phrase people love to say, but we actually do that. When (students) are doing their projects, when they’re creating their symposium that they will do near the end of the year, it’s their voice that gets heard. They interact with the community.”
Why did you want to become an administrator? “When I first was in a classroom, I thought I’d never leave it — I loved it. I loved interacting with young people and hearing them, and listening to what their grapple is, and assisting them with navigating systems. … Then I had a superintendent at that time who said, ‘You really need to take this mindset on a bigger scale — take it to a building setting.’ And after many conversations with that particular superintendent, I was like, ‘OK. I’ll try this out.’
“When I saw that you could take these ideas and broaden them, I was like, ‘Oh my goodness.’ I didn’t know this existed, where you can make this much of a systems change.”
The realization triggered Henry’s desire to examine transformational leadership, curriculum design and ethics in her academic studies. She said she was asking herself, “How do I make the systems change, and remove barriers for our scholars, so they actually get what we want them to have, which is a phenomenal educational experience?”
What would you like to share about your family? Henry is the married parent of three adult children, each of whom pursued vastly different educational and career paths. Her eldest child is a master barber in North Carolina, her middle child is in medical school in Miami, and her “baby girl” is in finance.
“Even through my own children, I see how young folks are not cookie cutter, and that’s why we need to be so flexible in the way we deliver education and the frameworks that we use.”
That’s why the international baccalaureate model at Sherwood Park, and the “museum way” model of Museum School, were such a big pull for Henry.
“When I see these scholars, I see my own, and how everybody is different, and we have to be flexible enough to make the environment accessible to all sorts of scholars.”
What ideas or strategies will you bring to the building? “I do not believe in classroom management. … I have learned that managing humans is disrespectful. … So what I have introduced (teachers) to is the concept of classroom orchestration — creating an environment where all of your scholars are able to access what’s going on in the classroom.
“It’s like your garden. If you have roses and petunias — everybody doesn’t need the same thing. You have to be very careful when you’re nurturing your garden that each one of your flowers is getting what they need. Some need more sun, some need less. Some need more water, or less. That’s orchestration. If you come in with one rule set, then you’re being disrespectful to the individuality of the scholar.”
What historical figure would you love to spend the day with? “Maybe Socrates. I’m a Socratic learner, and teacher, so I like questions. It’s in the question that you start revising and start thinking about things. So I’d love to hear and be around people who have perspectives of things.”
Did you have any educational heroes? “My two educational inspirations are actually my maternal grandmother and my father. (My grandmother) was not formally educated — just because of her age and the history of our country, she wasn’t formally educated — but all six of her children were. I was around her as a young person and even as an adult, and that’s all she ever talked about: making sure you’re getting an education, and then once you have that education, do something with it and then provide it for someone else.
“My dad worked for the Lansing Public School system forever, and retired from there, and he always talked about how this is the lynchpin. It will make or break your choices in life, and if you don’t get an education, it limits your options.”
Read more from Grand Rapids:
• Governor talks about toll of tariffs on education
• District unveils ‘inspiring and bright’ new home of Southeast Career Pathways
