“Here are my takeaways from Dr. Fischer … be willing to talk about what you were not doing right, to focus on how to improve … understand as Doug Reeves (author on education reform) says, when does polite stand in the way of progress … when you needed to get something done, he was there … when I was hospitalized or someone in my family was ill, he was the first person to visit or call … he called me on using professional language when it got it in the way of being clear … is willing to say what other people may be thinking, but won’t say-he has courage … embodies what Albert Einstein said, ‘Failure is an opportunity to attack a problem with greater precision’… what you did for New London was right.” Tommy Thompson, Principal, New London High School
Nicholas A. Fischer, Ed.D., has a remarkable record of breakthrough educational leadership at local, state and national levels during over four decades in education.
His accomplishments reflect a profound commitment to improving student achievement and delivering effective, innovative programs serving the needs of all students. He has demonstrated significant leadership in the areas of finance, management, human resources, operations and communications; been a key manager in the creation of Facilities Plan and Bond Referendum Programs; celebrated and encouraged diversity, desegregation and integration from the school site to the district and state levels; and worked with school and district advisory councils, and business and community partnerships in Connecticut, Massachusetts, Delaware, Virginia, Iowa and Florida.
Dr. Fischer holds a doctorate and a master’s degree in Administration, Planning and Social Policy from the Harvard University Graduate School of Education; completed graduate coursework in curriculum development, developmental and school psychology at the University of Minnesota; and earned a Bachelor of Science degree in history and Certification as a social studies teacher at the University of Wisconsin.
Many things have become clear to me during the course of my career. They have informed and guided my decisions along the way and offer a window into what drives the delivery of my services as a management coach and consultant.
In schools, you get what you expect from students and staff.
The key to improving student achievement is changing the behavior of adults who work with students.
If you don’t have literacy standards for graduation in English and math, closing the achievement gap is very difficult and potentially meaningless.
• The keys to improving student behavior are: • defining what you want as opposed to what you don’t want ; • clear rules, consistent enforcement of rules ; • changing the behavior of adults and students.
Parent's involvement helps students, but whether parents are involved does not determine whether students can do well in school.
Parents income does not determine whether students can do well in school.
Schools need help with services that students need.
Decreasing class size only makes a difference in student achievement when what students are taught and how they are taught is changed.
There is no such thing as “good” and “bad” kids, there are many kids whose behavior I find unacceptable but that doesn’t make them bad, it makes their behavior unacceptable.