WESTBROOK – Wendy Harvey, the second of two new assistant principals to start their post at Westbrook High School this month, is a 22-year education veteran.

Harvey, who celebrates her 45th birthday next month, grew up in Maine and Texas, finishing high school in the latter. Her senior English teacher inspired her to become a teacher.

“One day she said to my class, ‘I hope the best and brightest students I teach will decide to become teachers instead of doctors and lawyers. I hope you will use your talents to give back to your community and serve students and families.’ This stuck with me,” she said about the teacher.

Harvey attended Bowdoin College, and once certified as a teacher, got her first job at Thornton Academy in Saco. It translated into a 12-year post as a history teacher and track coach, and during her time, she began working on her master’s degree from the University of Maine. In order to complete the degree, Harvey left Thornton Academy, and conducted a principal internship at Gorham High School. Soon after, she was accepted as an assistant principal at Leavitt Area High School in Turner, part of School Administrative District 52, and worked there from 2005 until just a couple weeks ago. However, Harvey is a proud Westbrook resident.

Beginning her new venture in Westbrook last Monday, Harvey will be working with sophomores and seniors, and says she’s excited to give back to the community she calls home. The American Journal spoke with Harvey following her first few days on the job.

Q: As a resident of Westbrook, you’re transitioning to a job in your home community. What is it about Westbrook that attracted you to live here?

A: I wanted to apply for the job at Westbrook High School because I wanted to serve the school in the community where I live. I have 12 years of experience as a dean of students or assistant principal. I have made it my life’s work to understand students’ stories. If you take time to listen and communicate that you care about a student, you can be more effective at creating a plan with the student to help remove obstacles to accessing an education. The plan created from understanding a student’s story is individualized and addresses the student’s needs for support. This is what I hope to bring to the job. I am hoping to build positive relationships with students, parents, teachers, and the greater WHS community. I hope to gain the respect of the people I serve and work with.

Q: What do you think will be the major differences when transitioning from Leavitt to Westbrook?

A: I do not think there are major differences between Leavitt and Westbrook. I think the two schools have very similar educational philosophies and missions. There is a common belief that all students can learn, and both schools want to provide students with as many pathways to a diploma as possible. I think both schools work toward providing a rigorous education matched with student’s aspirations to create a path to prepare students for college, career, or the military. I like to focus on our similarities and what unites us versus our differences.

Q: Along with another newcomer, Jennifer Mull-Brooks, you are filling the roles vacated by Tim Stebbins and Howard Jack. Did you have any learning experience or job shadowing with them?

A: I have not worked with Tim Stebbins or Howard Jack.

Q: While you weren’t working in Westbrook last year during the controversy surrounding the handling of student-athlete suspensions and the related fallout, if faced with similar situations as assistant principal, what do you think the key is to handling them?

A: I think the key to handling any type of student discipline issue or high profile situation is to complete a thorough investigation providing for due process for all students involved. I also believe in following policy. The more complex the situation, the more time, the more investigation, and the more complex the response needs to be. Also, transparency of the process and clear communication regarding the implementation of policy is important.

Q: What do you think are the biggest challenges facing school administrators across the state presently?

A: Educational leaders are faced with implementing many initiatives mandated by state and national entities. Standards-based grading and diplomas and a new teacher and administrator evaluation process are the two largest. Balancing the implementation of these initiatives with meeting the real time needs of students is the greatest challenge for educational leaders. Working with students is every educator’s focus and priority, but a lot of time, energy, and talent must be used for the implementation of these systems to track student’s and a school’s progress. Finding the balance of time and energy for all of the tasks is the challenge.

Q: While you were in high school, what was your experience with your assistant principals? Did that shape how you approached the job in Leavitt, and now Westbrook?

A: I did not have any real experiences with my high school assistant principals. I work hard to build a positive rapport with all students, so I guess that makes me different from my high school assistant principals. I want all students to see me in their classrooms, at their extra-curricular activities, in the halls, and at lunch. I want to be accessible and approachable to every student.

“I am hoping to build positive relationships with students, parents, teachers, and the greater Westbrook High School community,” says Wendy Harvey, a new assistant principal, at work Tuesday at her high school office.