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Asked what he thought would be Jim Slemp’s biggest challenge as Berkeley High School’s new principal, BUSD spokesperson Mark Coplan responded, “managing a small city.” 

“We have almost 3,000 students there. When you add the staff and faculty we have over 3,000 at that location. It’s a small city,” said Coplan. 

In the last four years the task of being both mayor and principal of Berkeley High has overwhelmed everyone who accepted the responsibility. Very few principals in Berkeley High’s history have lasted more than two years. 

It’s been a month since Patricia Christa, the fourth principal to be hired in four years, resigned after just one month on the job; the academic year hadn’t even started yet. 

“It’s really intimidating,” said Frank Lynch, a former Berkeley High principal who left in July 2001 to become District Administrator for Del Norte County. “I didn’t think I was going to make it through the first three days.” 

When BUSD asked him to take the position, Slemp had already agreed to a principal position at Gaithersburg High School in Maryland. But he didn’t think twice; Slemp promptly resigned and headed for Berkeley. 

When asked why he chose Berkeley over Gaithersburg, Slemp said among other things “I like the challenge.” 

Before Slemp could begin the interview he had to tie up a few loose ends, or more accurately squeeze a half-day’s work into ten minutes. He seemed to be everywhere at once; having conferences with staff, speaking with assistant Karen Olsen, and trying to locate other staff—all at the same time. Even after the interview had started Slemp continued to manage the office and his paperwork continued to pile up. 

For 2003-2004, Slemp has a full plate in front of him. Along with attempting to solve Berkeley’s ongoing problems of violence, racial tension, and an ailing budget, Slemp will be kicking off a major reform effort that aims to place half of Berkeley High students in a series of schools-within-a-school by the 2005-2006 academic year. 

First up will be the Communications, Art and Science Academy, which will involve new teachers, new classes, and an application process, which Slemp will create and manage. 

The school has also hired new staff, including two more vice principals, for a total of five. Slemp will be teaching the ropes as he learns them himself. 

Is the heavy workload intimidating or stressful? 

“No,” said Slemp. “I like complexity and I like managing people to solve complex problems.” 

When Slemp finally sat down for the interview he seemed calm, relaxed, even a bit cheery. He sat in his office chair like it was his living room couch; he slumped down so far that his head rested on the top of the back support.  

There wasn’t a drop of sweat on him. 

“Slemp has been down this road before. Nothing is new to him,” said Coplan. “He’s a seasoned professional.” 

“Seasoned” is an understatement. Slemp has over 30 years of experience in the education field. 

His career began in Eugene, Ore. as a Social Studies and History teacher at a middle school. Since then he has been an middle school assistant principal, a principal at both the middle school and high school level, and for several years a Deputy Superintendent for the 4-J School District in Eugene. From 1993-95 he was an administrator for the American School in London. 

Every challenge that Slemp faces seems to be old hat. He has already set up smaller school programs in Eugene, among other alternative education programs. Winston Churchill High School in Eugene had the highest crime rate and lowest enrollment in the 4-J district before he became its principal.  

After six years it had the highest enrollment and its crime rate had virtually disappeared. As he puts it, “I probably have dealt with everything I will face while working here, just on a smaller scale.” 

Slemp is 56 years-old, a towering 6 feet 7 inches, yet speaks more like a customer service representative rather than an authority figure. Every word seems to leave his mouth through a smile. 

Removing the intimidation of authority figures is a critical part of Slemp’s educational philosophy. In his many years of experience Slemp has found that building personal relationships between students and adults creates a better connection to school for students, he said. These relationships are achieved in smaller school programs and that’s why Slemp feels they are successful. 

Slemp also feels that this philosophy can also apply to Berkeley’s violence and crime problems. To Slemp, these problems won’t be solved with more rules, but more adult participation. He hopes he can organize a group of community members to help monitor the hallways, and in turn provide more chances for students to bond with adult figures. He doesn’t want to institute a police state, just bring in more adults that are trained in such matters but also care. 

“Students need to feel positive about what’s happening in the school so they help take ownership and make sure the school is safe,” said Slemp. “Adults can’t do it to students.” 

Slemp’s goal as principal is to “bring every student to a level of success, and take it one higher,” he said. “Berkeley is wonderful place, but that doesn’t mean we can’t get better.”