LM January 2017

“The one experience that is the furthest from where we are— and probably the one perspective that is the most important— if we truly want to ground all of our decisions based on what is best for students, is the perspective of the student. Gaining that perspective by shadowing a student for a day is an invaluable experience and the most reliable means of gaining that perspective...”

As I got ready for school that morning, I put on jeans and a polo, and as I packed my backpack with my PE uniform for the day, I reflected on how nervous I was to be back “in school” as an actual student in my own district. That morning, my student came to the office to pick me up for the day, and we proceeded to his first hour class. Our schedule for the day included: Biology, Drafting, Geometry, English, Driver Ed, PE and Global Studies. During classes, I took notes, participated in class discussions, played a mean game of dodgeball, and even went to lunch and tried my hand in “Flip the Bottle,” a game that has provided much frustration for building administrators everywhere. Throughout the day, I took various opportunities to ask students questions with regard to their experience as a student in our district. As expected, they were very honest, truly appreciating someone listening. What I heard was enlightening because it shed light on what was working—and what wasn’t. To be honest, I experienced some great learning experiences in the classroom...as well as some experiences that I knew needed immediate attention. By the end of the day, it was 3:15, and I had experienced exactly what it was like to be a student in my high school. I was exhausted, impressed, and excited about what I learned throughout the course of the day. I once again recorded myself in a post-reflection, assessing the same areas as in my pre-assessment and how my perceptions were either confirmed by my experience or

changed. I also had a conversation that afternoon with my building administrators about some immediate areas that could be addressed as well as some long-term areas for consideration. Through this experience I learned:  The day is long, and there are NO breaks outside of lunch.  Traveling from one subject to the next is mentally exhausting.  PE can be a dreadful experience for some students at any age. It is absolutely a necessity to put in measures to alleviate that feeling for every student.  Teachers typically wrap up units before a three-day weekend, which means a typical student has large projects and tests all on one day.  Give students at any age a voice. Our students are honest about their experience as a student in your buildings. Ask them anything and they will tell you! As superintendents, we have experienced, at one time or another, every level within our educational system, beginning with being a student ourselves and then progressing through the ranks of the educational system. The one experience that is the furthest from where we are—and probably the one perspective that is the most important—if we truly want to ground all of our decisions based on what is best for students, is the perspective of the student. Gaining that perspective by shadowing a student for a day is an invaluable experience and the most reliable means of gaining that perspective.

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