The University of North Carolina at Greensboro
School of Education

Alumni Awards Winners

The UNCG School of Education is pleased to announce our 2013-2014 Alumni Award winners in the following categories:

Early Career Award

Recognizing achievement in an alumni’s profession 8 years since their recent UNCG degree.

Ty-Ron M.O. Douglas, Ph.D.

Josh Goodman, Ph.D.

Distinguished Career Award

Recognizing exemplary service to one’s profession.

Richard Huffine

Teresa Little, Ph.D.

Outstanding Achievement Award

Recognizing alumni that have earned state, national or international distinction in their career.

Wanda Brown

Amanda Northrup

Distinguished Service Award

Recognizing alumni who have continued their service to the UNCG School of Education.

Liliana ‘Lili’ R. Sznaidman, MS, LPCS


Early Career Award

Recognizing achievement in an alumni’s profession 8 years since their recent UNCG degree.

Ty Douglas, Professional Picture copy

Ty-Ron M.O. Douglas, Ph.D.

Dr. Ty-Ron M. O. Douglas is an Assistant Professor in the Department of Educational Leadership and Policy Analysis and an affiliate faculty member of the Black Studies program at the University of Missouri–Columbia. Drawing on his international background, Dr. Douglas’ research explores the intersections between identity, community space, and the social and cultural foundations of leadership and education. In 2012, he earned a Ph.D. in Educational Studies/Curriculum and Teaching with a concentration in Cultural Studies and a Post-Master’s Certificate in School Administration at The University of North Carolina at Greensboro.

He was awarded the 2013 Distinguished Dissertation Award by the Critical Educators for Social Justice Special Interest Group of the American Educational Research Association (AERA) for his dissertation, “Border Crossing Brothas’: A Study of Black Bermudian Masculinity, Success, and the Role of Community-Based Pedagogical Spaces.”

Dr. Douglas serves on the Executive Council of the American Educational Studies Association (AESA) and is the 2014 AERA Division A, Section 4 Program Chair. He was also the 2013 Bermuda College graduation commencement speaker. His most recent publications have appeared in outlets such as Educational Studies, The Urban Review, Race, Ethnicity, and Education, and The Handbook of Research on Educational Leadership for Diversity and Equity.

J. Goodman

Josh Goodman, Ph.D.

Dr. Josh Goodman received his Ph.D. from the Educational Research Methodology department of the UNCG School of Education in 2008, specializing in educational measurement and psychometrics. Since graduation, Dr. Goodman has become a nationally recognized expert in testing and measurement, with a current position of Senior Psychometrician with Pacific Metrics. Prior to joining Pacific Metrics, Dr. Goodman was an Assistant Professor of Psychometrics in the Department of Graduate Psychology at James Madison University (2008-2010) and a Research Scientist at Pearson (2010-2012).

Distinguished Career Award

Recognizing exemplary service to one’s profession.

Richard Huffine

Richard Huffine

Richard Huffine is a 1995 graduate of the University of North Carolina Greensboro’s School of Library and Information Science, now a part of the UNCG School of Education. He received his degree after three years of part-time study as a distant education student from the campus of UNC-Asheville. Richard was in a cohort that included students in Winston-Salem, Charlotte and at a number of sites spread across the state of Virginia. At that time, distance education meant joining classes via satellite and communicating with instructors via an electronic mail system that pre-dated the Internet!

Richard is a third-generation librarian that pursued his Masters Degree after receiving a Bachelors Degree in Business Administration from Appalachian State University in 1991 and while working full time as a bookstore manager in Asheville, NC. Richard left Asheville in 1996 for a professional position in Washington, DC working at the U.S. Environmental Protection Agency.

Richard had a 15-year career in the U.S. Federal Government, starting as a contract “Internet Librarian” and progressing to the “National Library Coordinator” at the U.S. Environmental Protection Agency. He then went on to serve as a “Web Analytics Manager” for the General Services Administration and was most recently the Library Director at the U.S. Geological Survey from 2006-2013. Richard is currently Senior Director for the U.S. Federal Government Market for ProQuest, one of the premier library content and services companies in the world today.

Richard’s career achievements have not been limited to his paid work in the profession. He has taken leadership roles in library professional associations and has been an advocate for public and special libraries locally, nationally and globally. In 2004, Richard was the founding Chair of a new Government Information Division within the Special Libraries Association. He has also served as chair of the American Library Association’s Federal and Armed Forces Libraries Round Table (2009), the District of Columbia Library Association (2010) and currently serves on the Board of Directors of the Special Libraries Association. Richard was also the President of the Mount Pleasant (DC) Friends of the Library (2001-2011) and President of the Federation of Friends of the District of Columbia Public Library (2005-2010).

The highlights of Richard’s career to date include the establishment of the SLA Division in 2004 which gave the profession a new community for discourse on the challenges of managing government information; a 16 million dollar renovation to his former neighorhood branch library completed in 2012 which was accomplished after his work to advocate with local leaders; and the December 2012 announcement of new documentation discovered in the USGS Library that documents the Russian Crown Jewels including four pieces now believed to be lost and seen in photographs for the first time. The Russian Crown Jewels discovery was highlighted on NPR’s Weekend Edition and continues to be a passionate research topic for Richard today.

T. C. Little

Teresa Little, Ph.D.

Teresa Little has dedicated her professional life to preparing pre-service and in-service teachers to make a positive difference in the lives of children and youth with disabilities. Teresa began her career as a special education teacher and has over 16 years of experience teaching students with mild to moderate disabilities in elementary and high school classrooms. As she became interested in curriculum and its effect on students with disabilities, she began coursework at UNCG and completed her Ph. D. in Curriculum and Teaching in 2003.

Upon leaving the classroom setting, Teresa worked as the Special Education Curriculum Coordinator for the Winston-Salem/Forsyth County Schools where she providing staff development and assisted teachers with developing and implementing effective lesson plans. This position also allowed Teresa to job coach students with disabilities as they worked in the community and to provide on-going training for principals, teachers, and teacher assistants. Additionally, she facilitated the development and implementation of the Winston-Salem/Forsyth County Schools’ Functional Curriculum for students with moderate to severe disabilities.

Teresa is currently a Clinical Assistant Professor of Special Education and the Director of Graduate Studies in the Specialized Education Services Department at UNCG. The highlight of her job entails advising graduate students, mentoring doctoral candidates, and teaching undergraduate and graduate special education courses. The most favorite part of her job is getting out in the field to supervise clinical and student teaching experiences because she loves to witness her students making the connections between the concepts learned in class and events which occur in “the real world.”

Teresa lives in Kernersville with her husband Marcel and their daughter SeLena. She also has a stepson, Alex, who lives in Chicago with his wife Suzie and their daughter, Phoenix.

Outstanding Achievement Award

Recognizing alumni that have earned state, national or international distinction in their career.


Wanda Brown

Wanda K. Brown is Associate Dean of the Z. Smith Reynolds Library at Wake Forest University. She joined the Library in 1977 as a library technician and rose through the ranks as Cataloger, Assistant Head of Cataloging, Head of Cataloging, Team Leader for Technical Services and Access Services to her current position. She is a graduate of Winston Salem State University and holds an MLIS from the University of North Carolina at Greensboro.

Brown is immediate Past-President of the North Carolina Library Association, Past President of the Black Caucus of the American Library Association, recipient of the 2013 BCALA Leadership Award, the 2012 BCALA Distinguished Service Award, the 2009 UNC-G Kovacs Award for Outstanding Alumni Achievement, and the 1995 REMCO Road Builders Award for Service in Academic Librarianship. In addition, Wanda was installed as the Southeastern Library Association (SELA) Councilor for NCLA at the recent NCLA Conference.


Amanda Northrup

Amanda Northrup, a 2003 graduate of UNCG’s Elementary Education program, is a National Board Certified teacher who has been a classroom teacher for 10 years. Her students enjoy an engaging learning environment that strengthens their confidence, competence, and enjoyment of all subjects. She serves as a mentor for college students, beginning teachers, and school colleagues. Through her work with Partners for Mathematics Learning and other programs, she enjoys leading dynamic professional development sessions for elementary teachers and administrators across North Carolina. Amanda recently served as Program Chair for the North Carolina Council of Teachers of Mathematics, organizing speakers for an annual conference attended by more than 2,000 teaching professionals. Amanda is the 2010 North Carolina winner of the Presidential Award for Excellence in Mathematics Teaching and recipient of the 2011 Burroughs Wellcome Career Award for Science and Mathematics Teachers.

Distinguished Service Award

Recognizing alumni who have continued their service to the UNCG School of Education.

Lili Sznaidman, MS, LPCS

Liliana ‘Lili’ R. Sznaidman, MS, LPCS

Lili Sznaidman received her Master’s degree from the Department of Counseling & Educational Development at The University of North Carolina at Greensboro in 1996; she is credentialed with NCC and ACS Certifications; is a Licensed Professional Counselor, as well as an LPC Supervisor in North Carolina.

Lili has been serving as a Member of the Advisory Board to the Department of Counseling & Educational Development at UNCG since 2009. She has also served on other local and state-wide organizations, including the Board of Directors of the Licensed Professional Counselors Association of North Carolina (LPCANC) from 2008 through 2012, including in the role of the association’s President. Lili collaboratively spearheaded the first local multi-county “Probono Counseling Network” in 2007, and served as its Advisory Committee Member through 2010. This Program is offered community-wide by locally based psychotherapists, and aims at increasing access to, and serving the mental health needs of uninsured individuals.

Lili has worked in the field for over 16 years providing therapy in English and in Spanish, to adults, couples, & college age individuals at non-profit mental health agencies, as well as in private practice. Lili feels passionate about clinical supervision, and her experience in this capacity began as a field supervisor to UNC-G Masters level Interns. She currently enjoys offering clinical supervision and consultation to LPC Associates and fully licensed mental health professionals.

Dr. Larry D. Coble, Executive Director of the Piedmont Triad Education Consortium and recipient of the 2013 Distinguished Career Award, gave the keynote address during the 2013-2014 Alumni Awards Celebration on October 26, 2013. Below please find Dr. Coble’s remarks on ‘Educational Leadership in North Carolina’.



EFFECTIVE educational leadership in North Carolina has been, and from my perspective continues to be, driven by the educational leader’s ability to create conditions for caring and competent classroom teachers to excel in working with students. The challenge at this time in the history of public education is that there are so many variables external to the system of public education over which educational leaders have little to no control. And most of them land squarely on classroom teachers’ shoulders.

Earlier in the week, I attended a small group meeting of superintendents in our region combined with Region 3. I listened to discussions and concerns about: Home Base/Power School, Accountability and the number of days spent in testing at various grade levels (over 100 days in some instances), observed the concern about embargoed test scores for districts that have dropped from 40 to 80 points; listened to discussions about new standards, new curriculum, and new tests at the same time for the first time; heard discussions about the frustrations districts are having in trying to decide how to identify 25% of their teachers who are to be offered an additional $500. per year if they volunteer to give up tenure (96% of N.C. teachers meet the requirements for consideration and NCAE is about to file lawsuit on behalf of 91,000 teachers based on the belief that tenure is a property right; and finally I learned about a group in the state trying to stop the Common Core.

A favorite one-liner from the classic movie, City Slickers, sums it up— “We’re lost, but we’re making good time.”

It would, however, serve little purpose this afternoon to spend our time listing the litany of demoralizing factors and playing “ain’t it awful.” Instead, let’s consider that educational leadership in North Carolina is a process which consists of the leader plus the followers plus the situation. As educational leaders you may be able to indirectly impact on the situation as you lobby legislators and work with local and State Board Members; you may also be able to stabilize your employees at some reasonable level. Yet in the final analysis, the only significant control that you have is over your own choices about how you attempt to lead in this environment and how you begin to take charge of your own leadership development.

There is a connection between your personal leadership development and your efforts toward organizational development—a higher performing school or a higher performing school district. Leadership is multi-dimensional, but in the final analysis “you lead who you are.” Embedded in the process is:

  • Self-Awareness/Personal Mastery
  • “Know thy self”
  • “Feedback is the breakfast of champions” (Ken Blanchard)


A highly effective leader never lies to himself/herself, especially about developmental needs (weaknesses).

  • 360-degree Feedback
  • Blind Spots
  • Best Developmental Opportunities
  • Developmental Relationships
  • Networking
  • Mentoring
  • Coaching
  • Developmental Experiences (Developing the ability to learn from experiences; to capitalize on personal insight; to pay attention to “how” you learn –REFLECTION ON PRACTICE
  • Bosses
  • Variety of Challenges
  • Hardships
  • Professional
  • Personal
  • Skill Development


Leadership development is Personal development and the connection to organizational development requires:

  • Understanding the World of Your Organization/Considerations about Culture and the importance of linking the future to the past
  • Understanding the world “outside” your organization

After a point, leadership and personal development becomes “purely personal” and you must then “take charge of your own development.”

A few years ago, I sat down and wrote what my criteria are for leadership effectiveness and I want to share my thoughts with you—–


Criteria for Leadership Effectiveness (Coble 2009)


Some leaders or prospective leaders may have been “drafted” into leadership roles, but without a strong desire to want to lead, success as a leader will be elusive. One who does not want to lead in a role that demands a leader will find himself or herself to be person who goes to work every day, but dislikes the job. The leader will be unhappy. The followers will be unhappy. And most of all, the leadership job will not get done resulting in personal and organizational ineffectiveness.

Please know that a desire or even a passion for leading certainly does not guarantee success. Many other variables must be taken into account.



Leaders who want to lead and have a passion for leading are different from those who are addicted to all the “trappings” that go with leadership positions. If your psychological needs and your material wants are so strong that you “have to have” the tangibles and intangibles that go with leadership roles, you may find yourself in leadership for many of the wrong reasons. Leaders with an overdose of these needs tend to become too central to organizational activities and are much too ego driven. Ego overdone becomes arrogance and arrogance can become a derailer.



Fundamental to your effectiveness as a leader is self-understanding or personal mastery (mentioned earlier). In other words, you must know your strengths and you must be aware of your developmental needs. We have all been “shaped” in a way that determines what kind of person we are and the kind of person we are determines how we lead. Understanding what has gone on in one’s life to bring the person to this time and place and recognizing that those experiences impact on both their personal lives and their work lives is critical. This shaping determines how individuals live and lead. Although leaders who want to be more effective recognize that they are works in progress, they must be fundamentally comfortable “in their own skin” as people and leaders.



Highly effective leaders respect and appreciate the differences in the people they lead. Being comfortable involves understanding that one’s followers have been through a shaping process similar to the process that the leader experienced with his or her own shaping and development. This does not mean that you like everything about them; it is more of accepting that people are who they are because they have inherited and acquired certain preferences and predispositions.

Being comfortable with another individual, as a human being does not mean that you are void of responsibility in helping them grow and develop. It does mean that people are fundamentally who they are and you must be comfortable with who they are before you can create conditions that will facilitate their growth in a way that contributes to their personal and organizational effectiveness.




There is no need for leadership if there is no need for change. Managers can be very effective at producing results that tend to maintain the status quo. Leadership is about generating commitment, buy-in, providing a direction for the future, and creating a healthier higher performing organizational culture. This requires both personal and organizational change.

Regardless of the leader’s personal preference for leading change, it is his or her willingness and ability to adapt to a style preference that produces the appropriate results for the given situation. An issue is that our habits have grown out of our shaping and our habits tend to get in the way of effective leadership. For many leaders, the drive to proceed in a certain way or their “right” way limits the range of possibilities. Another way of looking at this is the problem of seeing too much sameness in each situation. The leader adopts the attitude that “I’ve seen this before. I handled it in a way that worked. So, why should I change?”




It has been said many times in recent years that “command and control” styles are out and participatory leadership is in. The demands on today’s leaders are simply too great to “go it alone.”  Two heads are better than one. A team is better than an individual. Research on high performing teams suggests that the only time an autocratic approach to leading is better than a participatory approach is in a crisis. Effective leadership requires a commitment to a team approach and shared decision-making. A strong leader will excel at building and developing high performing teams through a commitment to participatory leadership.



All of us have worked for bosses at one time or another who wanted to create the impressions that they “have never made a mistake” or that it is “always someone else’s fault.” Highly effective leaders see the admission of a mistake as strength not a weakness. Research on highly effective leaders reveals that they admit their mistakes and they learn from them. Making mistakes is a human characteristic. And after all, leaders are supposed to be human. Admitting mistakes tends to build credibility with followers.



Leaders are both growing and developing individuals or they are becoming stagnant and sometimes cynical. Again, research on highly effective leaders suggests that they are lifelong learners. They regularly try to turn their everyday life situations into learning laboratories. They analyze their own successes and failures and they analyze the successes and failures of other leaders around them. Their personal and professional lives become a journey that provides a spiral of growth and development. As they become “better” human beings they become “better” leaders.

There are hundreds of definitions of a leader and leadership in the literature. When it comes to educational leadership in North Carolina, think about yourselves, your situations, and especially your followers. Then, think about this definition of a leader—



How many of the folks you are charged with leading would be willing to go where they are being expected to go with the kind of accountability that is a part of the process? Not many. The only way to get them there, whether or not you agree with the destination, is through highly effective leadership. So.. I want to share several points for your consideration.

As superintendents and principals–Challenge the Process—this means that a strong leader is involved and active in the day to day running of the school and/or school district. Keep your eyes on the horizon. If you don’t know where you are going, you will wind up some place else.

School based and districts level leaders for the 21st century must acknowledge through words and actions that leadership is no longer a privilege, but a responsibility.

Warren Bennis asks the question, Where have all the leaders gone? The turnover rates in leadership positions especially in the superintendency and in the principalship are phenomenal.  Educational leaders, you must cultivate the leadership potential in everyone, from classroom teacher to custodian.

As superintendents and principals, you must Build Bridges–Joel Barker says, “To begin with, more than anything else, leaders build bridges—bridges that help us move from where we are to where we need to be; bridges of hope and ideas and opportunity; bridges wide and strong enough so that all who wish to cross can do so safely. Bridges forge a new path to the future.  These bridges are necessary in an ever-changing world.” As educational leaders, you must take responsibility for the bridges you build, and for the impact those bridges will have on the 21st century.

There will be many people including administrators, many teachers, some board members, and some parents who will not want to move progressively to the future. However, you will have to create strong bridges that are inviting enough for them to try to cross.


Leaders and Followers

A leader is someone you choose to follow. When we delve deeper into this idea we recognize that there is first the idea of CHOICE. The follower must willingly choose to follow the leader. A leader who forces others will get temporary compliance, but not long term commitment. A true leader earns the respect and trust needed for people to follow him or her, even in adverse or risky situations.

If the leadership process consists of the leader, the followers, and the situation, there is obviously a destination… a place toward which the leader is heading. Something about the place requires that the leader go there first; followers may feel that they are taking on some risk of danger in heading toward the place. However the direction and vision of the true leader enables them to believe and trust that the outcome will be far greater than any risk. The command/control type forces followers to a place they don’t want to go—one where potential rewards fail to justify the risk. You, as educational leaders, must psychologically get to this destination before you can lead others.

There are some characteristics of leaders that seem timeless.. those just never change. These characteristics have been present throughout history.  Things like……. “courage, commitment, communication, compassion, trust, loyalty, integrity, and inspiration.”




1.  Superintendents and Principals– FOCUS THE MAJORITY OF YOUR EFFORTS ON THE FUTURE

“The future is the place that leaders lead to. Followers don’t have time to deal with this responsibility, because their time is consumed taking care of today. It is the leader’s responsibility to take care of tomorrow.”

If I were to ask educational leaders how long they can talk about the future of their schools and districts, many will say anywhere from a few minutes to a few hours. If I were to ask how long they can talk about the day to day operations they could go on for days on end. We have a problem when the most important responsibility of leaders is to focus on the future, and yet most can only talk about the future for such a short period of time. REMEMBER THE DIFFERENCES IN LEADING AND MANAGING.



Joel Barker, the “paradigm man” suggests that the popular label for fundamental change is a paradigm shift. But it is surprising how many leaders do not understand some of the key elements of fundamental change. Barker suggests that new paradigms, which almost always drive fundamental change, usually show up before they are needed and that the rules for the new paradigm are almost always formulated by someone who is not a part of the prevailing paradigm. “Someone with little or no credibility; in your field is probably going to be the person or persons who bring you your future.”  DOES THIS SOUND LIKE NORTH CAROLINA?

Leading Change Ideas That Have Worked For Me

Conduct “listening sessions” with people who represent a cross section of the organization; ask them:  What’s working in the school/district? What needs attention/improvement? And if they could change one thing that is changeable to make the school/district more effective what would it be? Then, listen! Listen! Listen! Watch for recurring “common” themes and then when you can ACT on these themes. Write handwritten follow-up notes of thanks for meeting with you.

These listening sessions must become a priority.

Recognize that changes occur through the actions of others and that you can only get others to act (long term/commitment) if you can build high quality relationships. Visit your “troops” on their turf. Shake hands. Respond to invitations to attend to special events. Praise in public. Always try to imagine the impact of your decisions on the teachers and the students in the classrooms.

Make some of the changes that “they” want to make. This is a visible demonstration that you were listening and that you think what they had to say was important enough to act on their concerns/recommendations.

Show them other changes that are needed and explain over and over why the changes are needed. Your followers will follow if you build solid relationships; convince them that there is a need for change by showing them the advantages of changing. Build connections. Less is more. Look for high leverage activities.

Use the power of your office and your leadership skills to “make it safe” for others to act—make changes, take risks, and rebound from “failures.” Utilize symbolic leadership to shape a culture that supports the above.

Have a plan; whenever possible, allow others to share in the development of the plan.



“You must learn to understand and appreciate how complex systems work and how small actions can cause enormous differences over time.”It has been said that for every action there is a reaction. Leaders need to understand that because the world is systemic, the actions they take in one area can affect the other areas.

“You are on stage at all times.” And the higher up you are in the organization, the more people there are in attendance for the performance. Leaders need to recognize that small changes can tremendously affect systemic organizations; therefore, leaders need to understand the consequences of their actions; this includes seemingly insignificant actions that leaders assume won’t have an impact at all.

According to Tor Dahl (University of Minnesota),  a leader’s style can improve follower’s productivity by more than ten times? Leaders can have profound impact, positive or negative, on the productivity of their followers, based on the style of leadership they choose to use.”

Dahl’s research looked at three factors that differentiate leadership styles:

* the use of positive or negative control

* the generation of positive or negative stress

* the degree to which followers express satisfaction or dissatisfaction in their work

For Example–

Charismatic leaders use excitement and enthusiasm to gain support; generate devotion and positive stress by creating challenging goals, holding followers to demanding yet achievable deadlines, and expecting the best from them. Followers express a high level of satisfaction in their jobs, because of the rich work environment. These leaders make sure resources are available and let followers contribute to the decision-making process

Bully leaders use threats, condemnation, fear, and rejection to obtain compliance from followers. They create negative stress through cruel behavior, scornful attitudes, and the alienation of their followers. This type of leader withholds resources and makes it difficult for employees to do their jobs. The environment is filled with risk, and people are set up to fail. As a result, followers express low levels of satisfaction in their work.

According to Dahl’s research, people who work for charismatic leaders are much more productive than those who work for bully leaders.


4. Superintendents and Principals– CREATE A SHARED VISION TO THE FUTURE

“The successful leaders of the 21st century will always use the power of vision to help their followers arrive at the future destination. Vision is an essential leadership tool because, properly shared and with passion and commitment, it helps people and organizations outperform their assets.”

“It matters not whether your organization is a church, a corporation, a hospital, a school, or a nation—everyone benefits from having a powerful vision of the future.”

Throughout most of history, the leader created a vision and handed it down to his/her followers. Today, we know that such an approach doesn’t work. People are better informed and educated, and they want to use their skills and knowledge to contribute to the vision. Therefore, the new way of thinking about vision recognizes that the larger community or organization needs to create it. Creating the vision together allows for a shared meaning and understanding of the vision by followers.


Differences Between Successful and Derailed Leaders (Original Benchmarks Research, Center for Creative Leadership)

Successful Leaders:

  • Had greater variety in background.
  • Maintained composure under stress
  • Dealt with mistakes better.
  • Possessed broader interpersonal skills.
  • Were more interested in problem-solving than blame-placing.
  • Were receptive to useful feedback.
  • Had varieties in leadership experience.
  • Kept learning.


Peak Performers (Charles Garfield)

  • Transcend their previous levels of accomplishment.
  •  Avoid the so-called “comfort zone.”
  • Do what they do for the art of it and are guided by compelling internal goals.
  • Solve problems rather than place blame.
  • Confidently take risks after laying out the worst consequences before hand.
  • Rehearse coming actions or events mentally.



ANN LANDERS Syndicated Columnist

October 3, 1998|ANN LANDERS Syndicated Columnist

.Dear E.F.: The poem that made a big difference in your life was written by a man who died at the age of 24. Here is the letter: Dear Ann Landers: My dear brother died a few months ago. He was only 24. After years of struggling with a drug habit, he finally decided he needed treatment, but it was too late. His body was shot. He wrote this poem when he was drug-free. – Sister of a Great Guy (Louisiana)

The Man in the Glass

When you get what you want in your struggle for self,

And the world makes you king for a day,

Just go to the mirror and look at yourself,

And see what THAT man has to say.

For it isn’t your father or mother or wife

Whose judgment upon you must pass.

The fellow whose verdict counts most in your life

Is the one staring back from the glass.

Some people might think you’re a straight-shootin’ chum

And call you a wonderful guy,

But the man in the glass says you’re only a bum,

If you can’t look him straight in the eye.

He’s the fellow to please, never mind all the rest,

For he’s with you clear up to the end.

And you’ve passed your most dangerous, difficult test

If the guy in the glass is your friend.

You may fool the whole world down the pathway of years,

And get pats on the back as you pass.

But your final reward will be heartaches and tears

If you’ve cheated the man in the glass.


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