McCullen Reaches Milestone: 300 wins
March 7, 2012
Bill McCullen truly earned his 300th coaching victory — the program’s first-ever tournament win as a Class A school — in the first round of MHSAA District action by defeating No. 4-ranked St. Johns on Feb. 27.
After the Redwings hit two free throws, McCullen called a timeout with 9.9 seconds left, down one, and the length of the floor to go. He drew up a play that was introduced to his team only the day before — senior Kalya Hanses to inbound the ball to senior Erica Goodenough, who was to get the ball to sophomore Lexi Banaszak at the division line. Banaszak was instructed to get the ball to left-handed freshmen Claudia Reid on the left wing, giving her a 2-on-1 break with junior Kaylee Schmit.
McCullen finished drawing up the play in the team huddle by saying, “We are going to score, and this place is going to go crazy!”
The play worked as it was drawn up. Reid received the ball and saw an opening to the basket, hitting the layup with 3.3 seconds left. McCullen was exactly right; the score went in, DeWitt won 36-35, and the home crowd did go crazy.
McCullen just completed his 16th season coaching the Panthers, taking the helm of a girls basketball program in 1996 that had struggled with a 28-37 record (14-22 in league play) over its three previous seasons.
The 300-win milestone is an achievement in itself — but more amazing with a closer look.
Under McCullen’s leadership, the program has posted a 150-20 league record (.882 winning percentage) while winning 13 league championships (including seven straight through this season), seven District championships, three Regional championships, and three MHSAA Semifinals appearances.
In a sport with a 20-game regular season, he has averaged 18.75 wins per (to just 4.25 losses). McCullen reached his 100th win in just five seasons, averaging an incredible 20 wins over that span. DeWitt has posted six 20-win seasons in the program’s history; McCullen is responsible for five of them.
In the history of MHSAA girls basketball, McCullen is the 44th coach to reach the 300-win plateau and only the sixth from the Lansing area. His win total and .815 winning percentage places him eighth and second, respectively, among active coaches.
Expectations are just as high in the classroom. McCullen’s squads have averaged a team grade-point average of 3.59 (with a 3.84 team GPA this season), earning top honors in Class B twice during the 2000 and 2010-2011 seasons. Nine players have earned academic all-state honors.
Above all the wins, McCullen is an exemplary role model for coaches, players, and parents. His behavior on the sidelines and how he talks to officials and players exemplifies what is expected of coaches. He has taken teaching and coaching beyond the classroom and hardwood and has created a “basketball family” within his program, building an uncanny rapport with what he calls “my girls.”
McCullen would likely recognize his wife (Denise) and two sons (Carter and Jerod) for their support and countless sacrifices, and he would also quickly shift credit for his success to the many assistant coaches throughout his tenure. His mentor, Jim Lutzke (who coached at DeWitt for six seasons before succumbing to cancer in 1999), had a lasting and profound impact on McCullen; Luztke undoubtedly would be proud.
Click to see the MHSAA record book listing for girls basketball coaches, and e-mail updates to [email protected].
McCullen, by the numbers
(League record in parentheses)
1996: 14-7 (7-5)
1997: 22-3 (10-2)
1998: 17-4 (11-1)
1999: 25-1 (12-0)
2000: 22-5 (11-1)
2001: 20-3 (10-0)
2002: 19-5 (10-0)
2003: 17-7 (7-3)
2004: 13-8 (7-3)
2005: 18-3 (9-1)
2006: 19-3 (10-0)
2007-08: 16-5 (8-2)
2008-09: 25-2 (10-0)
2009-10: 17-4 (9-1)
2010-11: 19-3 (10-0)
2011-12: 17-5 (9-1)
Totals 300-68 (150-20)
Nonfaculty Coaches
June 18, 2012
Since the so-called heyday of school sports in the 1950s, when you could count on more talk in a community about its few high school teams than about all the college and professional sports teams in the country combined, some things have improved – diversity and safety, for example; but some things have not met the high ideals hoped for in educational athletics.
During the explosive growth period of school sports in the 1970s and 1980s, when girls programs were introduced or reintroduced to schools and well-established community programs were added to the school sports curriculum, schools in almost every state had to backpedal from the ideal that only trained educators – certified teachers – could coach interscholastic athletic teams. (In Michigan, except for two years in the mid 1950s when certified teachers were required, the rules only urge that coaches be certified teachers.)
While the number of sports and levels of teams have greatly expanded these past five or six decades, the coaching pool within the faculty of a school district has not. Furthermore, teachers’ salaries improved so much that coaching stipends became less necessary to supplement teachers’ incomes, so teachers “volunteered” less readily to serve as coaches for a second and third sport.
Moreover, the coaching demands for one sport increased out of season, interfering with a person’s availability to help coach second and third sports during the school year. This was commonplace in the sports that moved from the community into schools, but the out of season demands have increased significantly for traditional school sports as well.
There is irony that community youth sports programs not only have provided school districts with a pool of informed and interested people to serve as coaches, but they have also increased the demands on coaches so much out of season that coaches must specialize in a single sport and therefore are less available to assist with the many different sports and levels of teams that school districts struggle to provide students.
It is estimated now that more than half of all high school coaches do not work in the school building where they coach, which can create communications challenges for schools. A smaller but growing number of high school coaches do not work at all in the field of education, which can create philosophical problems as well. Not always, of course; in fact, many nonfaculty coaches are a rich and increasingly indispensible blessing for school sports.