THE phe·nom·e·non PROJECT: Cammie Lagene Strong Harris
Stories of Black Greatness, In Spite of Real Experiences of Racism
/fəˈnäməˌnän,fəˈnäməˌnən/
Noun
- a fact or situation that is observed to exist or happen, especially one whose cause or explanation is in question.
- a remarkable person, thing, or event
The Phenomenon project provides a forum to amplify and explore the varied voices of the Black experience. Here, today, be inspired by stories of greatness. Gain an understanding, that despite many achievements and examples of progress, racism has not disappeared. Proactive and intentional steps must be taken to educate, inspire, and build a world without racism.
Please join us as we work to amplify stories and images of Black greatness, in spite of real experiences of racism.
Anyone who knows Ms. Cammie Lagene Strong Harris knows that she has the most perfect balance of intellect, drive, and authentic deep love for all people. Born in Iowa, Cammie and her family moved to a small suburb twenty miles south of San Francisco, called East Palo Alto when she was four years old. At the time the city was largely African American, Asian, and Latinx. As Cammie describes it, “My dad worked for Lockheed Martin. We could have moved to Palo Alto (a predominantly white community), but my dad was literally afraid to move and leave. Being called “boy” at work, thinking about the things he had to do when at work, he felt more comfortable in East Palo Alto. He didn’t want to have to deal with the same things at home.”
Cammie started school at Kavanaugh Oaks Elementary. All of the teachers were white at the time, except for one, her third-grade teacher Mrs. Claire Bailey Rice, an African American teacher, “and the first teacher to really challenge me. She was the first person who actually saw me and inspired me to consider my full potential. Mrs. Rice was tough on me and pushed me with love, grace, and humor.” Years later when Mrs. Rice retired as a principal, Cammie was her colleague (herself a vice principal) and was the M.C. at the retirement party.
When Cammie was ready for middle school her mom did something many in East Palo Alto were doing and joined what was coined the “sneak out program”. Motivated and concerned parents would move their children to the schools on the west side, far away from their local East Palo Alto neighborhood schools. “My mom figured out that I needed to be more challenged. Here she was, the daughter of a sharecropper, with five children of her own. A woman who went back to school to get her nursing and administrator’s degree. A mom who did real cooking, you know, snap the beans, peel the potatoes kind of cooking. All the while managing to find time to still get good grades and ensure her children have the best education possible. She went on to be the administrator of the local Menlo Park VA hospital for decades”
Thus began Cammie’s schooling at Jordan Junior High across the freeway in Palo Alto. There was a group of other EPA families, who came as part of the “sneak out program”. “I didn’t experience any racism. I had a great time. I felt more challenged and I enjoyed that. I had an Algebra class, where I started peer tutoring others. I got involved. I was on the yearbook committee. We would go to Disneyland every year. There were all these different clubs: ski club, yearbook, and just a few miles from home, and yet the inequities were profound, and that had a lasting effect on me.” Cammie reflected on what it was like to go back to her own neighborhood and listen to stories about what school was like for her neighbors, who didn’t have a fraction of the resources and opportunities.
When it came time to decide on a college, Cammie had to do some real soul searching about what she wanted to do. “At the time teaching was not an option because my mom pushed us and didn’t think it was prestigious enough. She pushed me to go to law school, but I wasn’t happy with that. While I was at law school I was working part-time at a law office. I had a company car and everything but realized one day that it wasn’t for me. I realized that I needed to be a teacher. I quit. My boss at the time said, “you’ll be back — a teacher, are you kidding me?” ”
Leaving Law for Education
Cammie realized it was only a matter of time before she followed her heart to her true calling as an educator. “I knew when I graduated from Mills (for my undergraduate degree). They had a 5th year to get a teaching credential, and I felt that tug. I don’t think that was a loss (to go to law school). Those years were valuable as well. When looking at things from a legal point of view, e.g., IEPs (Individualized Education Plans for students with special needs) and students’ rights. However, I knew the classroom was where my purpose was. Even when I was little and playing school with my little brothers, it was always a part of who I was. I did not look back, I have never regretted it. I have enjoyed my career immensely. This is a field where I can actually see that I am making a difference on a daily basis — a tremendous difference in a child’s life. I’m glad I made that move to make that change.”
Cammie deftly made her way from classroom teacher to school principal. “When I first became principal at Cesar Chavez Academy (formerly Kavanaugh Oaks), my first meeting as principal was in my old kindergarten classroom, my first experience of school was in that room.” Cammie went on to distinguish herself as a powerful school leader. “I was the 5th principal in four years when I came to Chavez. Our team was able to make the highest academic growth in San Mateo County. There was a big write up in the paper. My vice-principal and I were so proud of our team. We not only improved the school academically, but we also secured the help of Second Mile who supported us with beautifying our school. It’s hard to believe that the first principalship was in the very same school where I first recognized my potential.”
For the Love of a Brother
Cammie also shared the impact of her younger brother’s unexpected passing. “I remember it was during Christmas time. I got the call that he had passed away. It was upsetting because he never walked across the stage and got a degree because he was dyslexic. My brother had such a hard time coming after me because he was only 11 months my junior. He would beg me, ‘Cammie, please don’t show your report card before I share mine.’ I didn’t understand why he was never good at school. He was kinesthetic, he was good at fixing things. He was a leader. He ended up going to three different high schools until he was diagnosed. My parents were searching for help for him. He never knew his value or his worth, he passed away with low self-esteem. But at the time he passed, he did own his own home and even put in his own swimming pool.”
Cammies goes on to explain that it is her brother’s influence that explains her commitment to integrated learning environments, schools where students with special needs are included in the general education classroom to the maximum extent possible. “I am in an integrated learning school because I think of my brother and what he could have developed. If he came to my school he could express himself in different ways. Students learn by creating, developing, and using this design thinking process. I know he would have excelled at the kind of school that my colleagues and I created.”
It is here that Cammie makes such a simple but poignant remark that illustrates the depth of her empathy and love for her brother. “Even when I did get my masters degree, I never walked across the stage, because I would always downplay it with the family because my brother wasn’t able to do that.” Cammie didn’t want to walk across a stage, not if her brother wasn’t afforded that same recognition.
Alameda Unified School District
After her incredible success in her home town of East Palo Alto, Cammie was lured to the east bay and Alameda Unified School district, ready for a new challenge, joining a working group to bridge the harm and hurt between the African American community and Alameda Unified School District. The district was known as racist. Her new school was 16% African American, with over 30+ languages with students from all over the world. The discrepancy between the resources available on the west side of Alameda Island is in great contrast to the eastside, known as the bayside, with beautiful lagoons. Even public transportation to the eastside has a specific bus, while the westside (the more under-resourced) area requires students to take two city busses to come to school. The PTA on the east side raises as much as $100,000 annually, in stark contrast to the PTA on the westside. As Cammie puts it, “My PTA feels accomplished when raising $10,000!”
When Cammie first came to her new school in Alameda, it had declining enrollment and what she described as “outrageous” discipline problems, with many families opting to attend the private or charter schools. Cammie did her signature move and looked at the data and the subgroups determined that by being intentional they could support all students. When she reflects on the transformation she is clear. “Staff that had been there for years. They were actually harming students. They knew I was there to make change and “you could feel daggers in your back.” ” Cammie made it clear to them, “If you’re not going to be ready for change and support the vision, you can ask to be transferred. To which four teachers took up the offer. Those who stayed signed up for 90 hours of professional development on integrated and engaged learning. Creating learning that gave voice and allowed for different modalities, encouraging creativity, and learning about how students learn. Within months suspension rates went down, attendance went up, teacher morale went up, and students were more engaged.” ”
Cammie is a matter of fact about her approach and her passion for those who need her most. “When you are working with students who are at grade level and motivated, that is not the same kind of work as taking the students who are not proficient and not as motivated. This is how you make a true impact. Let’s turn around individual students.
Asking our families, our African American families, what do you want to see? How can we support you? What are things we can do to make you feel welcome and engaged? How can we transform the school so all families can feel this way?”
Cammie is now in her 10th year. No other African American administrator has lasted this long in Alameda Unified School District. Within two years the school became a California Distinguished School. Her school went from being a program improvement school to becoming a Nationally Recognized Blue Ribbon School, the highest accolade a school can achieve on the national level.
Parenting
Despite all of these challenges and exemplary work improving education for others, she is quick to note that it’s being a parent that has been the most challenging. “As a parent of a black child navigating the educational system, that was always somewhat of a challenge. Both of the girls are so gifted and talented. I noticed how some educators would see them. Sometimes I would wait before telling the teacher I was an educator myself, so I could see their true colors.”
In 3rd grade, they did GATE testing. Cammie’s daughter Maya was tested and identified for GATE (Gifted and Talented Education). Several times, when heading to one of the GATE parent meetings, people would stop Cammie, asking, “Are you lost?” Cammie noticed that they didn’t ask any other parents. “Here’s this black parent who must be in the wrong meeting because it was a GATE meeting. It was a challenge as a mother of girls of color and having to advocate for them every step of the way. Not with all of their teachers, but for some, and it only takes one to cause harm.”
As a mom, she has always wanted to support her daughter and her niece (who has been with Cammie “like a daughter” for years). She urges them to follow their heart and their passions. And like all good mothers, she cannot help but worry. “Here’s this UCLA graduate, on the dean’s list, and now she’s pursuing acting, doing her podcast The Water Girls, A Woman’s Perspective on Sports.” Her niece Ashley went to FIDM (Fashion Institute of Design and Merchandising) and is in L.A. following her passion and making her way as a production assistant working on projects with corporations, commercials, advertising and finds time for a florist business on the side.
We applaud Cammie Lagene Strong Harris
Wife, Dance Mom, Auntie, Graduate of Mills College (Pre Law), Law School at Golden Gate University, San Francisco; Teaching Credential from Cal State Hayward, Administrative Credential and Masters in Education from San Francisco State University, National Blue Ribbon School Principal, Sunday School Teacher for 20 years, Destiny Christian Fellowship in Fremont, California; Member of the Black Women Network supporting women to return back to school; and Girls Inc. of America in Alameda, CA dedicated to supporting young women and girls through after school programming and scholarships to college. Awarded the Girls Inc. Women Who Dare Award in 2018
