Guest post by Ryan Rismiller
With so much going on in education policy these days, it’s easy sometimes to lose focus of what matters most—students. At Graham High School, we are using a program we call Career Gears to provide relevant opportunities for our students district-wide. Working with stakeholders throughout the community, we create relevant experiences that can help students identify their career interests and build professional skills and relationships for the future. (more…)
Guest post by Jay R. Dostal
Last year, my leadership team held a two-day retreat to focus on moving from our current school building into the new one we were building at the time. As you might imagine, moving a 230,000 square foot building, in addition to implementing a new educational model centered on college, career, and life readiness, can be quite stressful and taxing. Many details needed to be coordinated, including developing a communication plan, updating multiple forms with the new address, purchasing new furniture, and much more. My team and I worked diligently to put together a list of things that we needed to get done during our two-day hiatus away from the building, and we had every intention of getting them completed before the second semester started. Then the retreat happened. (more…)
Guest post by Mary Anne Moran
Do you ever stop and wonder what the traditional high school experience is preparing our students for? Are we preparing students for life beyond the high school or college classroom? Do the hours in the classroom have a direct correlation to future success? It is time we begin to reconsider the programming that we are offering in schools to ensure that our students are prepared for their futures rather than the next classroom.
Guest post by Holly Ripley
As you well know, the role of the assistant principal has changed dramatically since the days when our primary responsibility was to serve as the resident disciplinarian. Addressing poor student behavior is of course still a necessary part of the job, but I work to minimize the time I spend on it so I can do the important work of coaching teachers and—sometimes directly, often indirectly—guiding students. If all students are in classes where they feel cared about, comfortable, and confident in learning, then we ultimately have very little misbehavior to deal with. (more…)