Close your eyes and think of an educator who has had a positive effect on your life. What was it that made this person so influential? Chances are he or she was more than a pontificator of knowledge or facilitator of learning; this was likely an educator who also developed meaningful relationships that communicated value, caring, and mutual respect. As education leaders, we must explicitly strive to model this level of personal connection with all members of our school communities. Student voice advocate and researcher Russell Quaglia states, "If we believe it is of paramount importance that each student has self-worth, is actively engaged in their learning, and has a sense of purpose, then we will invest the time it takes to ensure all students reach their fullest potential" (2016).
Student-Led Town Hall Meetings
Research has shown that students' learning is significantly affected by their relationships with their peers, teachers, administrators, and the larger community. As administrators, what steps should we take to transfer this theory to practice and best meet the needs of all students? To begin, administrators must understand and share the effect of this research with the education staff at all levels. In my district, we began this work in September by inviting Dr. Quaglia to share his inspiring message of student voice and its effect on student learning with our 1,200 staff members. He reminded us of the importance of working together to ensure that all students feel connected to their learning community. The message of student voice and relationships has been the theme of our professional development work and has resonated with teachers and administrators across our district.
The second, and a more important step, is to model relationship building and student voice-amplifying behaviors in your actions and leadership practices. Staff, students, and families look up to administrators as instructional leaders and role models. Examine your monthly calendar; how many events focus on fostering relationships with students, staff, and the community? How many meetings incorporate student voice? What you devote your time, energy, and attention to will be seen as the priority.
An example of this kind of practice is our district's model of student town hall meetings. Our superintendent plans and facilitates three town hall meetings at each secondary school. This dedication of time communicates the importance of student involvement and voice. At these town hall meetings, a student cohort representing the entire student body shares authentic and honest feedback about what is working well, requests for new projects, and input on future plans. These conversations are not prompted by adults or predetermined by an agenda; they are driven by students. The town hall meetings can be transformative, as they often translate into action at the building or district level. As a result, students know that they matter, their voices are heard, and actions may be taken.
Positive Recognition
Arguments for establishing strong relationships and a positive culture in a school also suggests that students must feel they are known and cared for by the people they interact with on a daily basis. These personal relationships should occur both in and out of school, embrace student voice, and highlight individual experiences. Students and staff should feel a sense of community, family, and belonging. These positive relationships are evidenced in our schools in several ways:
- Social Media: Hashtag messages in district communications are used to convey our values: #YourYeartoSHINE, #YearofHAPPY, and #TheYearofJOY;
- Friday Five Program: Principals recognize five students per week, nominated by teachers, with a certificate, a positive phone call home, and public recognition via Twitter #YourYeartoSHINE and #GoodNewsCallOfTheDay;
- Weekly Staff Shoutouts: Staff members formally recognize colleagues for exhibiting support or acts of kindness;
- Student Incentives: These include lunch with the principal and a "fine dining" event, where students are formally served lunch by the principal;
- Bucket Filling: Students and staff formally recognize students for actions or words that demonstrate caring and consideration.
What Our Students Say
By amplifying student voice through practices like student town hall meetings, you will have a more accurate gauge of students' connection to school. How students characterize their school leaders—the people who must model and set the tone for all school relationships—can also offer telling insights into a school culture. We informally asked students at one of our district schools, Woodcrest Elementary, to describe how they feel about their principal. Their responses provide a snapshot into the relationship- and student-centered shifts we are engineering across our district:
- "We have a relationship to our principal."
- "Wow, he is really nice. He greets us by name in the cafeteria and on the playground."
- "He is a bit crazy—he just shaved his hair into a mohawk to raise money for the PTA!"
- "I feel happy with our principal, because he smiles at everyone he sees. If I can, I always try to have a conversation with him; he's just so amazing!"
- "Every morning, he opens our car door and gives me a special greeting and a smile."
Putting relationships first creates a culture of value, caring, and mutual respect among all members of the school community. It is through building and fostering these relationships in all aspects of our work that we engage and empower students, staff, families, and community members to reach their highest potential.