Tomlin Sells Opportunity at Alma Mater
July 11, 2013
By Rob Kaminski
MHSAA benchmarks editor
Edward Tomlin had it all. Or, at least, everything he wanted when he left Central State University in Wilberforce, Ohio, to launch himself into the real world.
“I was in sales. My big thing in college was that I wanted a company car, and a laptop, and I wanted to travel. That was it,” Tomlin recalled on a cold February morning this winter. “Well, 25 pounds later, I realized, ‘You know what? This is not all it’s cracked up to be.’ It was a lot of fun for a guy coming right out of college, but it really wasn’t meaningful.”
The erstwhile traveler is now firmly entrenched in a first-floor office at Detroit’s Cass Technical High School, selling the most precious of all commodities: opportunity to student-athletes.
He recalls going into work one day during his prior life and thinking there must be something else to do.
A phone call to his mother was all it took.
“She said, ‘Well then, quit.’ And, I quit, that day,” Tomlin said. “It’s funny because my mom told me before I left college I should get certified to teach, and I said, ‘Nah, I’m going into sales.’”
Well, mother knows best. In Tomlin’s case, both his mother, Jacqueline, and his father, Kern, were lifetime educators.
And, now, so is he.
After beginning as a substitute teacher within a week after retiring his sales briefcase, he landed his first teaching gig at Detroit Crockett High School.
A solid golfer, Tomlin was never at a loss to find people seeking to fill out a foursome during his sales travels. So, he put that talent to use as the Crockett golf coach during that first year.
“I started to coach golf in the fall of 1994 and found that I enjoyed it,” Tomlin said. “Plus I got to hit my golf ball a little bit and show some kids that they could play.”
A year later, his coaching path took a duck-hook if ever there was one when he arrived at his alma mater, Cass Tech. It was then that one of his dad’s friends told Tomlin the Technicians needed help with girls volleyball.
“About all I knew was what I’d seen in the Olympics. So over the next three or four years I learned to coach volleyball, and we went from being a good program to a bad program,” Tomlin laughed, while adding that Cass Tech had just won an MHSAA Regional and had some solid individual talent when he stepped in.
“But, through MIVCA (the Michigan Interscholastic Volleyball Coaches Association), and some additional training and sports performance videos, I’ve turned into a better coach,” he added.
Such is Tomlin’s approach to administration. As he was trying to find his way during the early years, and continues to do to the present, he leaned on the network of people and resources available.
Tomlin had worked closely with long-time Cass Tech athletic director Robert Shannon, and early in his educational career was introduced to the Michigan Interscholastic Administrators Association by Doris Rogers, then AD at Crockett.
“I started going to MIAAA and taking leadership courses and training,” said Tomlin, now in his second year as Cass Tech’s AD. “It really opened up a side of interscholastic athletics that I had not been exposed to. Going to those conferences has really helped me to develop my philosophies and helped establish what we try to do here at Cass.”
There is so much more that he’d like to do, but like all ADs in the Detroit Public School League, there are time limitations.
“One of the things holding us back in the Detroit Public Schools is that our position has turned into a stipend position,” Tomlin said. “I’ve got five Algebra I classes, so I’m in class until 2 (p.m.) every day. The things that I really want to do with this program in terms of moving it forward by finding more sponsorships for new teams and facilities suffer a bit due to time.”
As such, much of the responsibilities placed on athletic directors at other schools statewide fall to the coaches in the PSL. Cass Tech has won two straight MHSAA Division 1 football titles, something other coaches at Cass aspire to do. But, warns Tomlin, there’s a price to pay.
“Everyone likes the end result of a state championship, but the support and the effort it takes to get there is totally on the coaches here. They deserve all the credit,” Tomlin said. “The coaches have huge tasks because, hey, your AD has five classes so you have to be really passionate about what you’re doing; if you’re not, this isn’t the job for you.”
Hiring the right coaches is paramount today, as expectations of parents and students seem to be at odds with reality.
“Parents’ and students’ expectations have changed so much. Everyone wants that scholarship, or this level of athlete, but are they willing to put in the work?” Tomlin said.
Tomlin knows a bit about parental expectations, and hopes to instill all he’s learned in daughter Montana (16) and son Chase (11) as they continue to enjoy athletic participation.
When it’s time, Tomlin might even try to sell them on a career in education, as his mother did to him years ago.
PHOTO: Detroit Cass Tech athletic director Edward Tomlin stands in his school's gymnasium. He returned to his alma mater as volleyball coach in 1995.
This is the fourth installment of a series, "Career Paths," focusing on the unsung contributions of athletic directors. See below for earlier installments.
'Anyone Can Save a Life' Aims to Prepare
July 28, 2015
By Rob Kaminski
MHSAA benchmarks editor
It was 2008 when Jody Redman and staff at the Minnesota State High School League developed an emergency action plan to provide guidance and procedure in the event of sudden cardiac arrest during scholastic athletic competition.
The desired response from schools upon receipt of the plan was, well, less than enthusiastic.
“Only about 40 percent of our schools used the information and implemented the program,” said Redman, associate director for the MSHSL. “Our focus was completely on sudden cardiac arrest, that being the worst-case scenario regarding athletic-related health issues.”
The MSHSL asked the University of Minnesota to survey its member schools, and results showed that the majority of schools not on board simply felt a sudden cardiac arrest “would never happen at their school.” Naive or not on the schools’ parts, that was the reality – so Redman went back to revise the playbook.
“We expanded the plan to deal with all emergencies, rather than specific incidents,” Redman said. “Now it’s evolved so that we are prepared to deal with a variety of situations which put participants at risk. We shifted gears and got more schools to participate.”
Did they ever. And not just in Minnesota.
This summer, the “Anyone Can Save a Life” program, authored by the MSHSL and the Medtronic Foundation, is being disseminated to high schools nationwide with the financial support of the NFHS Foundation. The program will reach schools in time for the 2015-16 school year.
Once received, schools will find that there are two options for implementation, via in-person training or online.
“The in-person method is facilitated by the athletic administrator with the assistance of a training DVD” Redman said. “The important element is the follow through, ensuring coaches return their completed Emergency Action Plan (EAP). With the e-learning module on anyonecansavealife.org, individuals will complete an e-learning module that will walk them through the details of their specific plan, and as they answer questions, the information will automatically generate a PDF of the Emergency Action Plan (EAP) which they can edit at a later date as information changes.”
Schools will find five major components of the program to be received this summer: the first is an implementation checklist for the AD, explaining their role. Next are sections for in-person training, online training and event staff training. The last item contains a variety of resources that will ensure the successful implementation of a comprehensive emergency response to all emergencies.
Generally speaking, the program prompts schools to assemble preparedness teams, broken into four categories: a 911 team, a CPR team, an AED team and a HEAT STROKE team. The groups are made up of coaches and their students who will be in close proximity to all after-school activities.
“The reality about school sports is, at 3:30 every day the office closes and any type of medical support ceases to exist,” Redman said. “We then send thousands of students out to gyms, courts, fields and rinks to participate without systemic support for emergencies. This program puts into place that systemic support.”
Another stark reality is that the majority of schools in any state do not have full-time athletic trainers. Even for those fortunate enough to employ such personnel, it’s most likely the training “staff” consists of one person. That one body can only be in one place at one time, and on widespread school campuses the time it takes to get from one venue to another could be the difference between life and death.
“Athletic trainers can champion the program, but someone needs to oversee that every coach has a completed EAP in place,” Redman said. “For every minute that goes by when a cardiac arrest occurs, chance for survival decreases by 10 percent.”
Thus, it’s imperative to train and grant responsibility to as many people as possible, including student-athletes. In fact, students are a vital component to having a successful EAP. Students will be put in position to call 911, to meet the ambulance at a pre-determined access point, to locate the nearest AED, to make sure emersion tubs are filled for hot-weather practices, and for those who are trained, to assist with CPR. Coaches will identify students at the beginning of the season and prior to an emergency taking place. They will provide them with the details of the job they are assigned so they will be ready to assist in the event of an emergency.
“We have game plans for every sport, and for every opponent on our schedule,” Redman said. “But we don’t have a plan to save the life of a member of our team or someone attending a game at our school.
“This is about developing a quick and coordinated response to every emergency so we give someone in trouble a chance at survival, and then practicing it once or twice a season. We have ‘drop the dummy’ drills where we drop a dummy and evaluate how it went, and how everyone performed. In one scenario, it’s the coach that goes down, and then you have a group of 15- or 16-year-olds standing there. That’s why students have to take ownership of this, too.”
The key to an effective emergency action plan is to utilize and empower students in every sport and at every level to be a part of the response team. Following are brief descriptions of the teams.
The 911 Team
- Two students will call 911 from a pre-determined phone and provide the dispatcher with the location and details of the emergency.
- Two students will meet the ambulance at a pre-determined access point and take them to the victim.
- Two students will call the athletic trainer, if one is available, and the athletic administrator and alert them to the emergency.
The CPR Team
- The coach is the lead responder on this team and is responsible for attending to the victim and administering CPR, if necessary, until trained medical personnel arrive.
- One person is capable of providing effective CPR for approximately two minutes before the quality begins to diminish. Having several students trained and ready to administer CPR will save lives.
The AED Team
- Two students will retrieve the AED and take it to the victim.
- Two students will physically locate the athletic trainer, if one is available, and take him or her to the victim.
The Heat Stroke Team
- Two students identify locations of emersion tub, water source, ice source and ice towels.
- Two students prepare tub daily for practices and events.
For more information, visit anyonecansavealife.org or contact the MSHSL.