that learning is not one-size-fits-all. That includes differentiated instruction to support different learning modalities, but it extends further into a broader strategic view of what students need in today’s economy. Not every student is destined for a traditional college route, he explains, and the district is working to build career-focused experiences that allow students to “chart their path forward” with purpose rather than guesswork. A COMMUNITY THAT HAS CHANGED, AND A DISTRICT THAT REMAINS One of the defining dynamics in this district is the contrast between what the community once was and what it has become. Dr. Scott describes a place that, within his lifetime, shifted dramatically. Where there was once thriving industry, a commercial corridor, and a regional mall, there is now little economic infrastructure remaining. The municipality itself has faced serious strain, including public discussion about the possibility of receivership. In that context, the school district has become more than an education provider. It is one of the most stable institutions left, fiscally sound and capable of acting as a community anchor. That stability matters because it creates the foundation for rebuilding outcomes. Dr. Scott was brought in with a clear mandate: improve academic performance, strengthen staffing stability, and develop meaningful CTE programming that reflects the current reality students are living in. SOLVING THE TEACHER SHORTAGE THROUGH INTERNATIONAL RECRUITMENT When Dr. Scott arrived, one of the challenges was staffing, including a heavy reliance on substitute teachers. To stabilize classrooms, the district moved aggressively on international teacher recruitment, leveraging a model Dr.Scott successfully implemented in prior districts. His approach began years ago after recognizing that traditional teacher recruitment pipelines had dried up. University job fairs were no longer producing enough candidates, and districts were being forced to find creative solutions. Dr. Scott explored J-1 visa programs and piloted international recruitment with two teachers. When it worked, the model scaled, eventually bringing more than 20 licensed international educators into classrooms. He describes the benefits as immediate and multilayered. International teachers often arrive with strong pedagogical preparation and real classroom 185 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 02 WEST HARVEY DIXMOOR PUBLIC SCHOOL DISTRICT
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