|
|
|
The views expressed on this page are
solely
those of the author and do not
necessarily represent the views of County
News Online
|
|
Photo by Alexis Brown on Unsplash
DA District Administration
Leaders: Are You Listening?
Building relationships, setting expectations and showing appreciation
are key to student and staff success. But we can’t get there if we
don’t listen and connect
By: Ericka R. Hursey
February 6, 2020
Nearly 28 years ago, I was a naive, nervous 14-year-old entering Lower
Richland High School in South Carolina’s Richland County School
District One. Fast forward past graduation and another eight years, and
I was back—this time as a teacher and senior class advisor. Another 13
years and I was serving my alma mater as assistant principal. Following
a stint as principal of the district’s Heyward Gibbes Middle School, I
returned to Lower Richland High as principal in 2018. And again, I was
nervous. I was starting the job midyear.
I was skeptical about how the students would receive me and a little
afraid that I would not live up to their expectations. And there were
also 135 adults whom I would be supervising, and just like with the
students, I had to build a rapport with them and address their concerns.
Students’ connectedness to school influences overall learning. Without it, failure or school dropout can result.
My transition was better than expected. The faculty, staff and students
immediately welcomed me and accepted me for the leader I am. Here are
the lessons I learned to establish successful connections.
Building relationships
From all of my leadership experiences and professional reading, I knew
that I needed to spend time observing, asking questions and building
relationships with everyone. I only had five months to get to know my
first graduating class. It was vital to learn about them and all the
students, and to let them know my expectations and that I cared.
I knew the importance of immediately building relationships. Students’
connectedness to school influences overall learning. Without it,
failure or school dropout can result.
I made connections by instituting “Coffee & Conversations” and
“Morning Minute Meetings” and having individual conversations. All
helped me to quickly learn a lot about and from members of the
Diamond-Hornet family.
I took advantage of breakfast and lunchtime to converse with students.
I got to know them—whether it was rushing them out of the cafeteria
each morning to make it to class on time or having lunchtime
conversations over iced coffee, when they constantly asked, “What
snacks do you have?” or told me, “I don’t eat school lunch; I’m
hungry.” And I shared afternoon chats with some, catching up on their
days. The most popular question was: “Can I please decorate my
graduation cap? I paid for it.”
Showing appreciation
It was also important to let students and staff know that I appreciated
them. From holding a “No Tardy Party” to “Junior Jams” in the courtyard
to including a “Dessert Café,” the students quickly understood that
they would be incentivized for good behavior and learn from
inappropriate behavior—all while strengthening their self-efficacy, or
perceptions of themselves and their abilities to achieve. A student’s
perception of their ability to be successful at school may contribute
to their decision to drop out.
The faculty and staff received seeds of support, including sweet treats
and time, for their service. These expressions of gratitude helped me
to lay the foundation for the work that we had to undertake to continue
to transform Lower Richland into a true institution of
excellence.
‘Living proof’
I felt extreme joy and a real sense of pride to be able to graduate
that first set of students from a school where I was once a student. I
grew to love, admire and respect each of the students.
My message to my first graduating class: “I am living proof that
despite obstacles, life’s circumstances and naysayers, you can achieve
anything your heart desires. You are Diamonds. Diamonds are resilient,
and Diamonds are strong.”
|
|
|
|
