Fact check

Principal at Brooklyn charter school has a long résumé—of faking his résumés

He lied and was forced out of a job for it—and then he did it again. Now a city charter school has hired him to be its principal.

Despite being forced out of jobs in education over the last seven years once employers found discrepancies in his résumé, Lewis Thomas III is now in charge of Urban Dove Team Charter School, a transfer school in Bedford-Stuyvesant where he oversees 182 students at risk of not graduating from high school.

The hiring raises questions about how charter schools screen their leaders, since details that undercut Thomas’s story of his background were readily available.

Some of Thomas’s stories first unraveled in 2005, all thanks to a secret handshake. Thomas was principal of the Cleveland Arts and Social Sciences Academy, a charter school in Ohio. Tim Goler, the head of its board, noticed that Thomas didn’t recognize the handshake for Alpha Phi Alpha—even though Thomas had claimed to be a member of the fraternity.

Goler quickly uncovered a host of false claims on Thomas’s résumé, as detailed by the Cleveland Plain Dealer at the time.

He claimed to have been a senior adviser to Barack Obama as a senator and a consultant to Hillary Rodham Clinton. He said he had served as a deputy chief of staff for Carrie Meek, then a U.S. Representative. He claimed to have a doctoral degree. And he said he was the principal of a school in Washington, D.C. where he was actually a teacher.

Reached on Wednesday, Goler said he was taken aback that Thomas had been hired by another school after such extensive deception.

“He’s a con artist, come on,” Goler said, adding that he asked Thomas to resign quickly after making the discoveries. “People exaggerate their résumé all day. But his stuff was just so blatant, it was almost pathologic.”

Thomas denied having misled anyone when asked about his departure from Cleveland Arts and Social Sciences and his hiring at Urban Dove.

“Was I asked about what happened in Cleveland? No,” he said.

Thomas also denied having been forced out of the Cleveland principalship for résumé discrepancies. He refused to say what other schools he led in the past, though the Urban Dove website says he had “nationally recognized successes” at those schools.

But Urban Dove, where Thomas was hired as principal last summer, isn’t the first place to have taken Thomas in after his chaotic exit from the Cleveland school.

From Feb. 2009 to June 2010, Thomas worked as a program director for Phase 4 Learning Center, a nonprofit that operates alternative education centers in Pennsylvania. The company’s CEO, Terrie Suica-Reed, said that Thomas’s deception while working for her company “was enough that he had to be released from all duties and all association with Phase 4.”

“I would listen to the warning signs,” Suica-Reed said.

In New York City, Thomas served as a “principal-in-residence” for New Visions for Public Schools from March to June 2011. The nonprofit then tapped Thomas to be the principal of its first high school, the New Visions Charter High School for the Humanities.

New Visions spokesman Tim Farrell said that Thomas was a part of the school’s “start-up team” but left before it opened that fall, and would not comment further on his departure.

Between his stints as a principal, Thomas tried to make his mark on the political landscape in his hometown of Philadelphia. In 2008, he ran for the Pennsylvania House of Representatives, though a spokesman for Pennsylvania’s Department of State confirmed that he was disqualified for not meeting residency requirements. He made it onto the ballot but lost in 2010.

A biography circulating during his second campaign also caught the eye of some former employers for stretching the truth. A copy archived on a website that collected election information includes his claim to a doctoral degree from Howard University, which the Plain Dealer debunked years earlier.

Suica-Reed said her company sent Thomas a cease-and-desist letter after he claimed to have served in a number of top jobs at Phase 4, including chief operating officer. In a video from that campaign, Thomas called himself the head of a 75-school charter management organization, though Phase 4 said he only one managed one site.

Thomas’s biography on the Urban Dove website omits educational details. It does say that he was “recognized by the White House as one of the top 50 Innovative Principals in the country,” an award Chalkbeat could find no record of.

On Wednesday, Thomas said he earned the award from the White House by writing to the U.S. Department of Education, though he would not say what school he was recognized for leading.

Thomas’s current biography also says he served as a mentor through the University of Pennsylvania’s Penn Partnership program, though a spokeswoman for the university’s Graduate School of Education said no program exists by that name.

Thomas took the helm at Urban Dove Team Charter School last summer as the school was preparing for its second year. A transfer school, Urban Dove is designed to serve students who started high school but accumulated so few credits that they are no longer on track to graduate.

The school’s philosophy is to engage students through physical activity, and its unique model—three hours of sports to start the day, and heavy involvement from the students’ coaches—has earned the school lots of positive media attention.

But board members said the school faced challenges with both discipline and academics in its first year, including a brawl that brought eight police officers to the school. A review from the state Department of Education four months after the school opened noted that 17 of the 99 students then enrolled had been suspended more than once.

By last May, an independent assessment of the school obtained by Chalkbeat noted that the staff was extremely committed to the school’s vision, but students were completing “low-level work,” there had been no formal professional development for the teachers, and student behavior remained a challenge.

For help, the school’s board turned to Thomas. At a recent board meeting, members credited him with improving the school’s discipline policy and an increase in students passing classes.

But school founder Jai Nanda and board chair Michael Grandis didn’t respond to requests for comment about Thomas’s qualifications.

At least one board member said he was shocked to hear of the principal’s past. Though he said he wasn’t closely involved in the principal search process, board member Patrick Fagan said he was told that Thomas’s references checked out.

“To me, it was more like, this guy does sound like he knows what he’s doing,” Fagan said. “I’m not making any excuses. I’m at a loss for words.”

Thomas deferred further questions to Grandis. But at least during his 2010 campaign, the principal was a staunch advocate of full transparency.

“It is always important when someone stands up before you, that you know who they are, where they’ve studied, what their experiences have been,” he said.

“It’s always important for each and every one of us to know what’s missing from the pieces of the puzzle.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.