Title:Oral History Interview with Robert Winston, January 26, 1991.
Interview M-0030. Southern Oral History Program Collection (#4007):
Electronic Edition.
Author:
Winston, Robert,
interviewee
Interview conducted by
Wells, Goldie F.
Funding from the Institute of Museum and Library Services supported the
electronic publication of this interview.
Text encoded by
Jennifer Joyner
Sound recordings digitized by
Aaron Smithers
Southern Folklife Collection
First edition, 2007
Size of electronic edition: 60 Kb
Publisher: The University Library, University of North Carolina at Chapel Hill
Chapel Hill, North Carolina
2007.
The electronic edition is a part of the UNC-Chapel Hill digital library, Documenting the American South.
Languages used in the text:
English
Revision history:
2007-00-00, Celine Noel, Wanda Gunther, and Kristin Martin revised TEIHeader and created catalog record for the electronic
edition.
2007-07-10, Jennifer Joyner finished TEI-conformant encoding and final proofing.
Source(s):
Title of recording: Oral History Interview with Robert Winston, January
26, 1991. Interview M-0030. Southern Oral History Program Collection
(#4007)
Title of series: Series M. Black High School Principals. Southern Oral
History Program Collection (M-0030)
Author: Goldie F. Wells
Title of transcript: Oral History Interview with Robert Winston, January
26, 1991. Interview M-0030. Southern Oral History Program Collection
(#4007)
Title of series: Series M. Black High School Principals. Southern Oral
History Program Collection (M-0030)
Author: Robert Winston
Description: 79.0 Mb
Description: 10 p.
Note:
Interview conducted on January 26, 1991, by Goldie F.
Wells; recorded in Raleigh, North Carolina.
Note:
Transcribed by Unknown.
Note:
Forms part of: Southern Oral History Program Collection
(#4007): Series M. Black High School Principals, Manuscripts Department,
University of North Carolina at Chapel Hill.
Note:
Original transcript on deposit at the Southern
Historical Collection, The Wilson Library, University of North Carolina
at Chapel Hill.
Editorial practices An audio file with the interview complements this electronic edition. The text has been entered using double-keying and verified against the original. The text has been encoded using the recommendations for Level 4 of the TEI in
Libraries Guidelines. Original grammar and spelling have been preserved. All quotation marks, em dashes and ampersand have been transcribed as entity
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Interview with Robert Winston, January 26, 1991. Interview M-0030.
Southern Oral History Program Collection (#4007)
Winston, Robert,
interviewee
Interview Participants
ROBERT
WINSTON, interviewee
GOLDIE F.
WELLS, interviewer
[TAPE 1, SIDE A]
Page 1
[START OF TAPE 1, SIDE A]
GOLDIE F. WELLS:
Today's date is January 26, 1991. I am in the home of Mr. Robert Winston
in Raleigh, North Carolina. Mr. Winston is the principal of Wake
Forest/Rolesville High School in Wake Forest, North Carolina. Mr.
Winston, I would like for you to introduce yourself and say that you
know that this is being recorded.
ROBERT WINSTON:
I am Robert Winston and I am aware that this is being recorded.
GOLDIE F. WELLS:
Mr. Winston, I really appreciate you answering my questionnaire. I am
doing some research. I am trying to compare the role perceptions of
black high school principals and I am interviewing principals who were
principals in 1964, and principals in 1989. In 1964, there were over 200
black high school principals and when I called the State Department last
year to ask for a listing of minority principals, they sent me 41 and I
found that some of the principals are not principals of what we call
traditional high schools. Some of them are principals of alternative
high schools. I just want you to share with me. I am going to ask you
some questions and I would like for you to give me information if you
would.
How did you become a high school principal?
ROBERT WINSTON:
I became a high school principal after being a middle school principal
for three years in what I think was a very difficult situation. I became
a middle school principal at a school basically that many principals did
not want and I think that was probably a test to test my administrative
skills. I was a principal for three years and after that I was promoted
to a high school principal. Also I became a high school principal
because at that time the Wake County School System which has 12 high
schools had no black high school principals except one and this person
had already announced that he would be retiring within two years. So I
think that I became a high school principal somewhat because of the need
to have that one token principal, I feel.
GOLDIE F. WELLS:
You told me that you had been a band director before. Did you start as a
band director or were you a classroom teacher?
ROBERT WINSTON:
I was a band director for 15 years in this system and while I was a band
director for about 10 years I took an interim position as an assistant
principal at a high school and decided that I didn't want to continue in
administration until I got my proper credentials. So I went back to
being a band director and went over to the University
Page 2
of North Carolina and picked up my administration certification. Then
I felt that I was truly qualified to be in administration and there
wouldn't be any question of whether I had the proper credentials. After
about the fifteenth year as band director I became a high school
assistant principal again and that was at Wake Forest-Rolesville where I
am now principal. I worked three years as an assistant principal there
and then when the opportunity became available to become a middle school
principal I took that job and stayed there three years and then returned
to Wake Forest-Rolesville.
GOLDIE F. WELLS:
Now I want you to tell me something about the school, Wake
Forest-Rolesville and the composition, the racial composition, the
staff, the community?
ROBERT WINSTON:
Wake Forest-Rolesville was a small high school three years ago when I
came here as a principal. We had 700 students and the makeup was roughly
25% minority, 75% majority and that is changing each year. We went
through a massive student reassignment program here in Wake County
wherein a lot of North Raleigh area students were transferred to Wake
Forest. Incidentally, I live in North Raleigh and students North of that
road just down the street from here attend my school. North Raleigh is
supposed to be the ritzy part of Wake County and Raleigh and it is
supposed to have the best schools. So there is quite a resistenance from
those people to transfe, but we manage. We now have over 1000 students
and next year we have projected we will have 1150 and eventually we will
reach our capacity which is 1500 students. With the transfer of North
Raleigh students to the school, our minority population continues to
decrease. We are right at 20% or just under 20% minority as far as
students are concerned. As far as staff is concerned we are a little
worse off. We are like 18% minority. I have three teachers who are
minority teachers, blacks and all female, here in the academic areas. I
have two black males in the vocational area and of course my being
principal. With that minority figure we have a minority teacher teaching
a reading program and we have two in physical education and that is
basically it.
GOLDIE F. WELLS:
How many staff members do you have?
ROBERT WINSTON:
We have, if you count counselors and all support staff, we have 65
faculty members.
GOLDIE F. WELLS:
What about the community. Is your school a new school?
ROBERT WINSTON:
No, it isn't. It has been in existence since the fifties. and we have a
massive building program and we expanded. The campus is probably three
times the size that it was originally. It is located right in the city
limits of
Page 3
Wake Forest. It used to be the white high
school and then it was integrated with the black school there which was
Duboyd High School. From there in the early seventies Rolesville High
School, which had been a predominantly white high school, was merged
with Wake Forest therefore we became Wake Forest-Rolesville High School.
Most of the minority people in Wake Forest were pretty much at the
poverty level when all this merger took place. Now we are seeing some
emergence of a black middle class but they are very small in number for
a tenure school.
GOLDIE F. WELLS:
Now I am going to ask you something about the responsibilities you have
and how you deal with them at your school. Would you talk about
supervision of personnel and how you select your teachers?
ROBERT WINSTON:
Let's talk about teacher selection first. Wake County has a screening
system wherein all applicants are screened before principals actually
look at applicants and recommend applicants. I personally think the
system is biased and one reason for my thinking that is persons
conducting the interview of anyone applying to Wake County are not
necessarily the same people all the time. None of these people have had
much training on screening applicants. The system pretty much sends out
notices to administrators and say we need help in screening these
applicants. If there is a principal around who wants to help or an
assistant principal, come down and help us and we will give you a bunch
of dates and you can choose. I would imagine that even though most
administrators try to be very objective there is a lot of subjectivity
that comes into play there. We recommend teachers from that list. Of
course we interview them and recommend them from that list that Wake
County has established. The problem that I see is that we don't find
many minorities on that list and if we find them on that list their
ranking may be lower than a lot of the other applicants which creates a
problem for a principal because when we recommend that a person be hired
to the Board of Education they really frown upon recommending people
with a lower rating when you have all these people with a high rating
out there. I have managed in two cases when I was at the middle school
and at the high school last year to get an application through to hire a
minority who was rated real low. In both of those cases they have proven
to be excellent teachers. I think the system creates a problem in the
way that they screen the applicants. As far as supervising personnel I
have two assistant principals, one pretty much in a traditional role of
buses and discipline and this type of thing and then I have a curriculum
and instruction assistant principal and that person does a lot of the
classroom observations and actually completing the TPAI's for teachers.
I do about 25% of that and the teachers that I target basically are the
new teachers. I want to be sure that every new teacher I get a chance to
look at them. I also want to
Page 4
be involved with the
marginal teacher. Those who may have been around forever but need a
little supervision. We are moving toward involving departmental chairs a
lot more. We are a Senate Bill 2 school. We are experimenting with
site-based management and we get department chairs more involved and
hopefully that is going to work out.
GOLDIE F. WELLS:
Curriculum and instruction. You have kind of eluded to that with your
assistant helping you there but how much are you involved?
ROBERT WINSTON:
I am quite involved as far as program implementation, as far as actually
leading the staff and a lot of this leadership is provided again through
departmental chairpersons. I try to make sure that anything that we are
doing in the area of curriculum and instruction that I am on top of it
and that I am aware of it. There is somewhat of a problem when you have
a curriculum and instruction assistant principal who is doing just that.
If you aren't careful, that person can emerge as the instructional
leader in a school especially when that person happens not to be a
minority. So I have to work especially hard to make sure that I am
perceived as the instructional leader. We have done some exciting things
I think. Since I have been there we have implemented the Perdana Program
which is integrating English and social studies. We are experimenting
with something this year we refer to as connections wherein we are
integrating not only English and social studies but also math and
science and we are piloting this program with freshman. We use a lot of
technology to assist in instruction in that area. We try to stay right
in there.
GOLDIE F. WELLS:
Discipline.
ROBERT WINSTON:
Discipline is still a major function of mine. I don't handle the day to
day routine things but the major things involving board policies I am
involved with that. No student can be suspended from my school without
my approval and signature. The assistant principal can recommend but if
it is an offense that is so serious that a suspension is necessary then
the assistant principal must consult with me and bring me up to date
with what is happening with that student and then we will make the
decision as to what to do with that student.
GOLDIE F. WELLS:
Transportation.
ROBERT WINSTON:
Very little involvement. We have transportation supervisors for each of
the twelve high schools in this district and they supervise not only the
high school transportation but the area elementary and middle schools
that feed into that high school. So full time persons are responsible
for recruiting and employing bus drivers responsible for all aspects of
bus transportation
Page 5
with the exception of
establishing the bus route. That is still the principal's responsibility
by law. So that responsibility is delegated to my assistant principal
and I am only involved when there are cases of parent's appealing routes
or bus stops or that type of thing. For the most part I am not that
involved in transportation.
GOLDIE F. WELLS:
Utilization of funds.
ROBERT WINSTON:
Well I am the school's budget manager so I manage all funds available to
us at the school. Quite frankly central office has so much control over
funds so there is not a whole lot of flexibility there and when you
consider the control at the central level plus inflexibility in the past
in dealing with funds. This year has been interesting. As a Senate Bill
2 school we have moved funds around and all of that so that is becoming
an interesting area.
GOLDIE F. WELLS:
Cafeteria management.
ROBERT WINSTON:
I maintain a very good relationship with my cafeteria manager. I find
that the cafeteria manager and the cafeteria workers is a network of
people who can do a lot to help the school. You can learn a lot about
what the perception of the school is from just people in the community
from cafeteria people. So I visit the cafeteria every day that I am on
campus whether I am going to eat or not. I try to stop by there in the
morning when students are having breakfast. Just pretty much my routine
every morning is to start walking and walk until the bell sounds to
begin school and the cafeteria is one of the places I go just to let the
kids know that I am around. Then I come back at lunch. We have some
teachers who have been assigned to cafeteria duty. Also, one of the
assistant principals is assigned to be there every day. Not the whole
time but to be visible.
GOLDIE F. WELLS:
The cafeteria manager though there is a central person.
ROBERT WINSTON:
There is a central person. I do not have to do anything as far as the
operation of the cafeteria. They have their separate bank account and
everything and they are their own division--Child Nutrition Services. In
talking to the cafeteria manager they are trying to make profits
now.
GOLDIE F. WELLS:
Yes, they are, but it is difficult.
ROBERT WINSTON:
Buildings and grounds.
We manage the custodial staff. Most of our buildings and grounds
maintenance is handled at the central level and the trend now at the
central level is instead of employing workers who would maintain the
schools, they are contracting out a lot of the services. We have 84
schools in
Page 6
this system and with that number of
schools and they are spread out--Wake Forest is to the extreme north and
Fuquay to the extreme south and the distance between those two schools
probably is close to 60 miles so when you start dispatching people all
over the place to take care of maintenance problems a lot of it is
contracted out. Our lawn services are contracted out, a lot of the
electrical work, and other things are handled by private companies.
GOLDIE F. WELLS:
Community relations.
ROBERT WINSTON:
That is quite a task. We are involved in a lot of things. We are trying
to establish some partnerships with some local businesses. They haven't
been successful yet. I meet with the Chamber of Commerce. I try to meet
with them at least once each month. The Chamber has established what
they call "Business After Hours", receptions that start around five
o'clock where area business people come in and socialize and then go out
front to attend some of those. Also there is a community council which
our school joined just to keep the community aware of what is going on.
I have a good relationship with the local school newspaper. They don't
zero in on the negatives. They will publish the negatives but they don't
dwell on it. That is completely the opposite of the newspaper in Raleigh
which can be quite negative.
GOLDIE F. WELLS:
With the students coming from North Raleigh and Rolesville and Wake
Forest, do you think that the school community has jelled?
ROBERT WINSTON:
Yes and no. I think it has jelled a lot better than I ever expected. The
majority of our student body is going right along--business as usual and
they get along beautifully and no problems. My greatest problem right
now is some feuding between black students. That is a real problem. It
seems that those students from the North Raleigh area who are, I guess
you would consider "the haves", seem to be harassed quite a bit by some
of the students who live in the town of Wake Forest who are, I guess
"the have nots". Those who live in the projects area and that type of
thing and we have really been wrestling with that. In fact I have been
in a few homes to talk with some parents about the situation. But
overall the communities have jelled.
GOLDIE F. WELLS:
That kind of disturbs me a bit. Do you think it is jealousy or do you
think that the "haves" are trying to assimilate or become a part of the
dominant culture?
ROBERT WINSTON:
I think that may be part of it. In talking with the other high school
principals in Wake County the situation is not just at my school. So
there is something happening and we are not sure what.
GOLDIE F. WELLS:
How much administrative power and control do you
Page 7
think that you have over your school site and your responsibilities?
ROBERT WINSTON:
I think I have quite a bit of responsibility and I am not sure how much
control, if that makes any sense. I think I do set a direction for the
school. There are so many policies, board policies that we have to
adhere to until certainly I can't do everything that I would like to do.
For example, we have an attendance policy where if a student misses more
than 10 days during the semester, the student automatically fails
regardless of what has been accomplished in class. We have a rigid
athletic eligibility policy. These types of things limit the control the
principal has because what I am doing is implementing policy. Probably
the area that I have the least amount of control right now is in the
area of personnel because of teacher tenure. There has been a lot of
talk about eliminating principal's tenure as you know and my response to
that is yes, go ahead and hold the principal accountable but at the same
time eliminate teacher tenure so that the principal has complete control
over the situation. I have one or two teachers who really need to go and
the choice that I have is whether I spend all of my time documenting
trying to get rid of them and whether I want to tackle the political
fallout that is going to occur if I go after them. So the choice is
either to deal with that or ignore it and go on.
GOLDIE F. WELLS:
How did the desegregation of schools affect your role as a principal?
ROBERT WINSTON:
Well, I was a teacher at the time that desegregation occurred. From my
observation as a teacher, I think that desegregation really took a lot
of the power control away from principals. I remember when I taught in
some segregated situations at least I perceived the principal to have
tremendous power. I don't think that that is the case anymore especially
for a black principal. That is not the case.
GOLDIE F. WELLS:
Do you enjoy your job?
ROBERT WINSTON:
Yes, I enjoy it but not as much as I enjoyed teaching. When I taught I
dealt with--everything seemed so positive and upbeat when I taught and
in administration there are those negative things that you have to deal
with and those decisions that you have to make and you are standing out
there alone.
GOLDIE F. WELLS:
Have you found that there is any difference in supervision of black
teachers?
ROBERT WINSTON:
On my part, no. I find that the few black teachers who are fortunate
enough to work in Wake County after going through all that screening
process, I find that
Page 8
they are the cream of the crop.
On my staff I cannot think of a black teacher who is slack. They are a
joy to supervise.
GOLDIE F. WELLS:
What do you consider the major problem of your principalship?
ROBERT WINSTON:
The major problem right now is parent perception of how much control that
they have over the schools. We have a superintendent who has been
here--he is in his second full year and is big on partnerships and big
on the involvement of parents. I think that his philosophy is very good
but given the population that we have in this area I think a lot of
parents have misinterpreted what he perceives as parent involvement. I
have a lot of parents and I am talking basically about middle class on
up who very much believe that they should make the final decisions about
schools--not through their elected school board members but by their
getting on the phone and calling central office and principals at least
in this area. All the high school principals have expressed the concern
and indicated that their moral is sort of low because of intervention
from the superintendent's office in some decisions which we feel have
been sound decisions. Just because enough parents made a lot of noise
they got changed.
GOLDIE F. WELLS:
What do you consider most rewarding about your principalship?
ROBERT WINSTON:
Seeing something good happen to a student. I really get excited about
that. I started something when I was at the middle school but it is hard
to keep doing it now but I try to. I have some little note cards that I
send to students not just to honor students or your top athlete but
anything that happens to a kid. I just drop them a note and tell them
how proud we are of them and I enjoy calling a student into the office
to hand deliver that note to him and teasing that student because a lot
of times they come in and they are just dumbfounded. "What have I done?"
It is just great to say, "Well calm down, you haven't done anything and
I want to tell you something good." I enjoy that. I really enjoy
students. I enjoy seeing teachers have successful students and teachers
share with me something that is great that has happened. I really enjoy
that.
GOLDIE F. WELLS:
Well, I told you that there were less than 40 black high school
principals in the state. If you knew of a young black male or female
that aspired to be a high school principal in North Carolina, what
advice would you give that person?
ROBERT WINSTON:
First of all be sure that he gets sound training. Pay close attention to
any course, any insight to bureaucracy and politics in general. I think
that that
Page 9
person needs to be very much aware of the
many hidden obstacles that are out there. That all of them aren't visual
and you are not going to be able to recognize all of them. The person
must become very much in tune to people. That is the key and if the
person cannot develop any good people skills, they may as well forget
it.
GOLDIE F. WELLS:
Do you have any words of wisdom that you want to give us?
ROBERT WINSTON:
Yes, try not to forget from whence you cometh. That is very important and
at the same time as you reflex back on your own personal experiences and
your background whatever it might be, remember that when you go on the
job that you have to put your personal feelings, your personal
attitudes, even your personal agenda you have to put that in a proper
perspective. For example, I am very much committed to increasing the
number of minorities on my staff. That is a personal agenda of mine. I
will do whatever I have to do. At the same time I won't lose sight of
the fact that I just can't do it for numbers sake. That I have got to be
very methodical in my approach. I have got to be sure that the person
that I bring on board is going to prove to be the highest quality he can
be. The thing that I learned that my teachers drummed into my head years
ago the old saying, that you have to be twice as good. That is still
true. Very much true and I think since integration some times we tend to
forget that and we are trusting people. We tend to trust people and
while we think everything is going fine there are all sorts of little
things happening that will knock us off our feet.
GOLDIE F. WELLS:
What is your main reason for wanting more minority teachers?
ROBERT WINSTON:
To be role models for our kids. Our kids need to see more minority
teachers. Also I think eventually that the educational profession is
going to regain its prestige and respect and people are finally going to
be compensated for what they do. So I think for economic reasons I would
want to get more minorities involved.
GOLDIE F. WELLS:
Well, I enjoyed the interview and I can tell every one of the principals
that I have interviewed, the '64s and the '89s, have been real educators
and I have come to believe that an administrator is an administrator is
an administrator. It doesn't matter about the years, but the way you
answer the questions and I think that everyone that I have interviewed
really loves children. I asked the question, what is the most important
thing in your career and it is seeing something happen with the
children. I think that is something that we have lost by not having as
many black administrators because the role model, setting the stage or
charting the course for the students through your selection
Page 10
of personnel is very important and when that is out of your
hands it is hard to do that. But I have hope and I have a dream that one
day we will regain our place in education with the changing
demographics. We are having more and more minorities. That has happened
in our Statesville City School System. We are almost 50% with the
minority students but we do not have minority teachers. I'm thinking
that some of our problem can be eliminated if we had teachers who
understood the situation. I really appreciate you taking your time on
your Saturday, your day of leisure, to interview with me.
ROBERT WINSTON:
You are quite welcome and I enjoyed it. Good luck to you and your
pursuant of whatever.