Our world emphasizes teamwork, doing a job well, and being able to lead and follow—all skills students can learn and develop through extracurricular activities. Students who participate in extracurricular activities at my school in Montana have significantly higher GPAs and graduation rates than students who do not. Here are five reasons I encourage students at my school to participate in extracurricular activities: (more…)
Guest post by Renee Trotier
One of our recent Rockwood Summit High School (RSHS) graduates came back for a visit after a few months of college. His observation was that the course content was not a problem, but the most important aspect for success in college was actually time management.
The conversation stuck with me because I learned this same lesson the hard way (more…)
Guest post by Kasey L. Teske
All students have dreams of success after high school, but for some students, their dreams are merely wishes that never come to fruition. How can schools empower more students to aspire higher and reach for their dreams? At Canyon Ridge High School (CRHS) in Idaho, we have made it our mission to help students dream and find success both during and after high school. Our three-part approach focuses on (more…)
Guest post by Abbey Duggins
Saluda High School (SHS) works hard to ensure that all of our 600 students in rural South Carolina receive a high-quality education and possess the world-class knowledge and skills described in the Profile of the South Carolina Graduate. To accomplish this goal, we’ve expanded our academic programing so that all of our students—from the academically motivated to our most at risk—can access appropriate learning experiences that will help them realize their full potential. (more…)
Guest post by Michael Hannon:
It can be easy to overlook specific student populations when the overall student body seems to be doing well. When important metrics have met yearly progress goals, college-going rates are high, and the local National Honor Society chapter has an awesome incoming cohort, it warrants appropriate acknowledgement and celebration. That celebration cannot happen in lieu of school leaders taking steps to more deeply understand the students who may NOT be meeting yearly progress goals, who may NOT be confident in their post-secondary career or educational plans, or who may NOT be eligible for National Honor Society. It’s even more disconcerting if or when those students generally align to a certain racial or ethnic profile.
Many African-American and Latino male students confront educational challenges that school leaders can take an active role in addressing, mitigating, and hopefully eliminating in their school communities. Some of those challenges include overrepresentation in special education, underrepresentation in student leadership/extracurricular activities, overrepresentation in disciplinary referrals, and underrepresentation in honors and/or advanced placement courses. One important question for principals and other school leaders is: “What are we doing about these trends?”
Supporting African-American and Latino male students has been especially rewarding in my career as an educator. The opportunity to engage with them as their counselor is filled with moments of extreme satisfaction, and, at times, significant challenge. Making connections while visiting classes, conferencing with parents, and facilitating student-teacher meetings to clarify misunderstandings have all been par for the course as a high school counselor. This work, OUR work, is not for the faint of heart. School leaders, especially those in principal, assistant principal, and supervisor roles, assume the mantle of leadership to facilitate the educational success of ALL students, including those who are most vulnerable.
One of the best pieces of advice a principal mentor shared with me as a school counselor was to treat every students as if he or she were my own. That is, if a student is acting inappropriately, I should address him or her with the same concern (and intensity) I would if he or she was my own child. If a student isn’t taking advantage of opportunities, I should support him or her in identifying and experiencing those opportunities the same way I would if he or she was my own child.
The Narratives of Success session at Ignite’14 in Dallas will help school leaders gain insight into what over 400 African-American and Latino male students report are the most supportive educational practices and attitudes by school leaders that help them be successful in high school. Their reflections are thoughtful, timely, and noteworthy. I’m excited—and I hope you are, too.
Michael Hannon (@mdhannon) is an Assistant Professor in the Department of School Psychology, Counseling, and Leadership at Brooklyn College. He will be presenting Narratives of Success: School Leadership Implications from the NYC Black & Latino Male Achievement at Ignite ’14 on Saturday, February 8.