Overview:
PE teacher and coach Joe Ferguson helped change the culture of North Pocono High School by implementing the trust-based “Whale Done!” leadership principles through the school-wide PRIDE program that emphasized recognizing good behavior over punishing bad behavior, leading to a significant improvement in attendance and a dramatic reduction in suspensions within one semester.
Joe Ferguson did not intend to change high school.
He just wanted his students to want to come to school every day.
As a physical education teacher and basketball coach at North Pocono High School in northeastern Pennsylvania, Joe had watched a pattern unfold that many teachers see: increased absenteeism, increased suspensions, and increased disengagement. Teaching time was lost. The energy in the building felt heavy.
Research consistently shows that time in the classroom is one of the strongest predictors of academic achievement (Gottfried, 2014). Yet traditional disciplinary systems often remove students from education for behavior, including involuntary suspensions.
As a teacher and coach, Joe began to ask a different question:
What if we focused more on what students do well than what they do poorly?
Lead Coach Without Title
In the spring of 2025, Joe enrolled in the Principal Practicum course at Point Park University. As part of that work, we began to explore how leadership principles based on trust and resilience could be translated into the high school environment.
Joe read The whale is finished! School (Zurchin & Blanchard, 2012), an adaptation of Ken Blanchard’s Whale Done! philosophy in educational leadership. The framework focuses on three key areas:
1. Build trust.
2. Emphasize the positive.
3. Redirect errors with dignity.
These principles are based on behavioral science that shows that behavior that is approved is more likely to be repeated (Skinner, 1953). They are also consistent with research that confirms that good relationships with adults have a significant impact on student engagement and success (Durlak et al., 2011).
As a coach, Joe understands development. Athletes don’t improve just by hearing what they did wrong. They thrive on clear expectations, consistent feedback, and reinforcement of progress.
He decided to apply the same philosophy to the wider culture of the school.
From Team Development to School Culture
With the help of building and district leadership, Joe helped launch a school-wide program called PRIDE. He joined teachers and students in explaining shared responsibilities. PRIDE emerged as an expression of the values students and staff believe represent their community:
• P – Prepared
• R – Respect yourself and others
• Me – I participated in your education
• D – Dedicated to self-improvement
• E – Empowering others to give their best
This was not about the posters in the hallways. It was about renewing the attention of adults.
The teachers’ discussions started from “How do we stop the behavior?” in “How do we intentionally perceive the behavior we want to repeat?”
Recognition was realized and agreed upon. Morning announcements highlighted students demonstrating PRIDE. The staff acknowledged the preparation, effort, and development of specific, descriptive language. Meetings reinforce shared values.
Initial skepticism arose, as it often does in organizational change (Fullan, 2016). Some question whether students should be recognized to meet the requirements. Instead of obeying authority, leaders model the way. Early adopters have shown results. The momentum builds slowly.
More than 1,000 students have been recruited through PRIDE programs. The change was subtle at first. Then there was no mistake.
What Has Changed
At the end of the first semester, measurable indicators showed a meaningful improvement compared to the previous year.
Being there
• Absence days were reduced from 6,924 to 5,987
• 13.5% improvement year on year
Out-of-School Suspension
• Suspended students reduced from 38 to 8 (79% reduction)
• Incidents reduced from 52 to 9 (83% reduction)
Suspension from School
• 14% reduction in incidents.
Although many variables influence school outcomes, the correlation between intentionally building trust and improved engagement was strong.
However, the most important change was cultural.
Teachers begin to notice progress before problems. They intentionally agree to preparation, effort, and growth – even when it’s small. Instead of waiting for behavior to escalate, adults intervene early with recognition, clarity, and dignity.
Discussions changed to “What rule was broken?” in “How do we help you get back on track?”
The work did not end accountability. It strengthened us. When students felt respected, it was easier to receive correction than to be contradicted.
Over time, trust replaced tension. Consistency has been replaced by reactivity. The plot began to feel different – not because expectations were lowered, but because relationships were raised.
Why It Worked
Decades of behavioral science have suggested that reinforcement increases the likelihood of repeated behavior (Skinner, 1953). When adults intentionally identify and describe positive behaviors, they create patterns.
A meta-analysis of school-based social-emotional interventions confirms that strengthening relationships and presence improves both behavior and academic outcomes (Durlak et al., 2011).
The whale is finished! School given structure.
Through training and reflective practice discussions with Dr. Zurchin, Joe worked out how those principles could be lived out faithfully in his building.
The framework provided guidance.
Joe provided consistency.
That combination changed the culture.
Joe didn’t wait for a new title. He assessed what he could influence – his focus – and chose to lead in a different way.
Others followed.
The Takeaway
Culture does not change because a framework is accepted. It changes when adults make a conscious choice to look at what works – and reinforce it.
Our focus is expanding.
When teachers build trust, see progress every day, and redirect mistakes with dignity, students respond.
Joe’s story is not about the show.
It’s about what happens.
Every school has a Joe.
Each building has instructors who influence the weather where they are standing.
Culture change doesn’t have to be perfect.
It requires consistency.
And often, it starts with one teacher – or coach – choosing to see differently.
References
Durlak, JA, Weissberg, RP, Dymnicki, AB, Taylor, RD, & Schellinger, KB (2011). The impact of improving students’ social and emotional learning: A meta-analysis of universal school-based interventions. Child Development, 82(1), 405–432.
Fulan, M. (2016). A new definition of educational change (5th ed.). Teachers College Press.
Gottfried, MA (2014). Chronic absenteeism and its effects on students’ emotional and social outcomes. Journal of Education for At-Risk Students, 19(2), 53–75.
Skinner, BF (1953). Science and human behavior. Macmillan.
Zurchin, CR, & Blanchard, K. (2012). The whale is finished! School. AuthorHouse.
Cindy R. Zurchin, Ed.D., is a former superintendent, classroom teacher, leadership consultant and assistant professor at Point Park University dedicated to strengthening the school’s culture of trust and purposeful leadership. He co-wrote The Whale Done! The school and its partners and teachers nationwide to make measurable progress in engagement with the climate. He continues to teach students ensuring that his work remains focused on the daily challenges and profound rewards of teaching. www.drcindyzurchin.com
