It Takes Time and Practice to Be Prepared
Interview with Ada Rosario Dolch and Gregory Thomas
The Number of Human-Caused and Natural Disasters are Increasing at Schools
“When any disaster strikes a school nothing substitutes for the on-the-ground decisions making and critical leadership skills,” emphasizes school safety expert, Gregory Thomas[1]. Critical decision and leadership skills are needed by school leaders tasked with the charge of any school disaster. To gain the confidence and skill to make those types of decisions, Thomas explains that it requires preparedness and training, “It is extremely important that the persons chosen to provide care to children during a disaster are trained, credentialed, experienced and sensitive to the needs of children. The time to determine one’s merit and ability to provide care is not during a disaster but well before a disaster happens.”[2]
“When any disaster strikes a school nothing substitutes for the on-the-ground decisions making and critical leadership skills,” emphasizes school safety expert, Gregory Thomas[1]. Critical decision and leadership skills are needed by school leaders tasked with the charge of any school disaster. To gain the confidence and skill to make those types of decisions, Thomas explains that it requires preparedness and training, “It is extremely important that the persons chosen to provide care to children during a disaster are trained, credentialed, experienced and sensitive to the needs of children. The time to determine one’s merit and ability to provide care is not during a disaster but well before a disaster happens.”[2]
All Staff Need to Understand the Content of their School Safety Plan
Thomas explains that safety plans are critical for school, “ A safety plan is not the plan for how you run the building; it is a plan for how you prepare for and respond to emergencies.” Author Ada Rosario Dolch [3] agrees with Thomas about the importance of school safety planning and preparedness. She explained that school staff members needed to sit down and take a good look at the safety plans that they have in place, “the plans have to be so clearly defined and inculcated into the fabric of the school, staff, and students, that everyone can perform his or her task or take on a responsibility without guidance or direction.”
Dolch goes on to explain that it’s time to take safety plans off the shelves and bring them into the classrooms, “Every school has a safety plan in a binder somewhere, but what value is a big, wordy plan if no one knows what it is? Now we even have an evacuation plan, a lock-down plan, a ‘how to use a defibrillator’ plan, and a plan for an in-house emergency.”
Thomas explains that safety plans are critical for school, “ A safety plan is not the plan for how you run the building; it is a plan for how you prepare for and respond to emergencies.” Author Ada Rosario Dolch [3] agrees with Thomas about the importance of school safety planning and preparedness. She explained that school staff members needed to sit down and take a good look at the safety plans that they have in place, “the plans have to be so clearly defined and inculcated into the fabric of the school, staff, and students, that everyone can perform his or her task or take on a responsibility without guidance or direction.”
Dolch goes on to explain that it’s time to take safety plans off the shelves and bring them into the classrooms, “Every school has a safety plan in a binder somewhere, but what value is a big, wordy plan if no one knows what it is? Now we even have an evacuation plan, a lock-down plan, a ‘how to use a defibrillator’ plan, and a plan for an in-house emergency.”
Students and Staff Need to Train Together
Dolch and Thomas agree that all schools staff and students must practice and train together, “Before September 11, 2001, we had learned that having an evacuation plan means nothing unless everyone is clearly aware of his or her responsibility,” said Dolch, who had served as the principal of the High School for Leadership and Public Service in lower Manhattan for six years when she and her staff confronted the ultimate challenge on September 11, 2001.
Thomas emphasized that training must be on-going and updated, “Staff needs to be re-trained on the specifics if disaster, or incidents, for example, what do responses can changed so staff needs to have current protocols for what to do with a bomb, a sniper, an active shooter, a chemical attack, a tsunami, or even a volcano.”
Dolch and Thomas agree that all schools staff and students must practice and train together, “Before September 11, 2001, we had learned that having an evacuation plan means nothing unless everyone is clearly aware of his or her responsibility,” said Dolch, who had served as the principal of the High School for Leadership and Public Service in lower Manhattan for six years when she and her staff confronted the ultimate challenge on September 11, 2001.
Thomas emphasized that training must be on-going and updated, “Staff needs to be re-trained on the specifics if disaster, or incidents, for example, what do responses can changed so staff needs to have current protocols for what to do with a bomb, a sniper, an active shooter, a chemical attack, a tsunami, or even a volcano.”
It Takes Training and Practice to Be Prepared
“The more times we practice, the better prepared we can be,” emphasized Ada Rosario Dolch. “Still, it is important that staff knows that they must assess the situation at hand and make decisions for themselves and that everyone is expected to take on a leadership role.” She explained that as a learning school community their team made a decision, “We would not allow anyone or anything to take away our belief system, our values, or our goals. We discovered that we were strong, we choose to be invincible, and we would overcome. We served to heal, we served as caretakers, we were innovators, and even today we are and will continue to be the messengers. We will be prepared.”
Gregory Thomas said it’s time to be more pro-active, “I am not saying that this will be easy or fast, I am saying that it is necessary.”
“The more times we practice, the better prepared we can be,” emphasized Ada Rosario Dolch. “Still, it is important that staff knows that they must assess the situation at hand and make decisions for themselves and that everyone is expected to take on a leadership role.” She explained that as a learning school community their team made a decision, “We would not allow anyone or anything to take away our belief system, our values, or our goals. We discovered that we were strong, we choose to be invincible, and we would overcome. We served to heal, we served as caretakers, we were innovators, and even today we are and will continue to be the messengers. We will be prepared.”
Gregory Thomas said it’s time to be more pro-active, “I am not saying that this will be easy or fast, I am saying that it is necessary.”
Foot Notes: This Interview with Ada Rosario Dolch and Gregory Thomas was first published in 2011.
[1] Gregory Thomas has over twenty five years of experience in law enforcement and safety. He was the Director of the New York Board of Education’s Office of Student Safety on September 11, 2001. He was an assistant commissioner at the Fire Department of New York City. He was the former Deputy Director of Deputy Director of Planning and Response in the National Center for Disaster Preparedness at the Columbia University Mailman School of Public Health. In his current role as a private consultant, he continues to work with vulnerable populations to help them prepare for emergencies.
[2] Uncommon Sense, Uncommon Courage: How the New York City School System, Its Teachers, Leadership, And Students Responded to the Terror of September 11th – Published by Columbia University – Mailman School of Public Health, 2004 – page 92. The study was funded by a grant from the EMSC Program of the Maternal and Child Health Bureau, Health Resources Services Administration, Department of Health and Human Services and, The Children’s Health Fund.
[3] Ada Rosario Dolch
served as the principal of the High School for Leadership and Public Service in lower Manhattan for six years when she and her staff confronted the ultimate challenge on September 11, 2001.
[1] Gregory Thomas has over twenty five years of experience in law enforcement and safety. He was the Director of the New York Board of Education’s Office of Student Safety on September 11, 2001. He was an assistant commissioner at the Fire Department of New York City. He was the former Deputy Director of Deputy Director of Planning and Response in the National Center for Disaster Preparedness at the Columbia University Mailman School of Public Health. In his current role as a private consultant, he continues to work with vulnerable populations to help them prepare for emergencies.
[2] Uncommon Sense, Uncommon Courage: How the New York City School System, Its Teachers, Leadership, And Students Responded to the Terror of September 11th – Published by Columbia University – Mailman School of Public Health, 2004 – page 92. The study was funded by a grant from the EMSC Program of the Maternal and Child Health Bureau, Health Resources Services Administration, Department of Health and Human Services and, The Children’s Health Fund.
[3] Ada Rosario Dolch
served as the principal of the High School for Leadership and Public Service in lower Manhattan for six years when she and her staff confronted the ultimate challenge on September 11, 2001.
