More recently, some poignant student voices were raised at Cheltenham High School’s Student Leadership Conference. About 63 students - nominated by their coaches, activities sponsors and staff – participated in this 3rd annual event during school hours in March. Seven school issues of concern to the students were placed on the table for research and problem solving.
At the end of the day, seven study groups presented their work and recommendations to a mock “school board”, comprised of ten adult leaders in the community and two elected student leaders.
“We hope to take the skills we learn forward, to continue research and talk with adults about how to solve these problems,” explained senior class president Delisa Roman. “This is a doorway.”
Roman and Kyle Hellendall, president of the student body, had been preparing for this day for some time. Under the mentorship of district staff Anne Spector and Scott Weinstein, they solicited and refined the topics of concern from homeroom representatives, secured speakers and the mock school board members, and ordered lunch for the conferees. They also conducted preliminary background research on the topics to provide materials so that study teams wouldn’t be starting from scratch.
Both student leaders felt they learned a lot about leadership. “There are different types of leaders, with different perspectives and angles. They’re not always the ones standing at the front talking,” noted Hellendall, who hopes for a career as a Marine officer. “A leader can be quiet and watch,” said Roman, who heads to Hartford University next year for clinical lab study and forensics. Roman expects to stay involved with her community school board.
Learning was taking place on all fronts that day. Study teams presented their findings on the (1) school cafeteria; (2) technology in the school; (3) the tension between PSSA preparation and elective course offerings; (4) alternative discipline; (5) leadership and student voice; (6) facilities; and (7) school cleanliness.
The audience learned, among other tidbits, that CHS students devour 150 pounds of French fries daily. The good news is that it’s the only fried food available and the oil is 100% canola, noted the students, as they pressed for nutritious choices. They were invited by the panelists to participate in the next district Wellness Committee meeting, and to send representatives to meet with the food service director on a monthly basis.
Student proposals on methods to unblock important research sites without permitting students unfettered access to inappropriate Internet use were acknowledged to parallel strategies at area colleges and reflect emerging standards.
Student voices urged that more explicit connections be made between what students are learning for 180 days a year and why. They diplomatically called on educators to address such questions seriously rather than becoming defensive or perceiving them as rude.
“We don’t have a discipline system,” remarked a student summarizing the study on Alternative Discipline, “We have a punishment system.” When students recommended the value of a positive program called Restorative Practices, they learned that the district had recently begun inservice to implement that approach.
Students requested a seat on the school board. In many districts across the country, students have designated seats, serving in advisory capacity, sometimes with separate advisory voting.
The day was constructive in every way. Students took responsibility for many aspects of their school environment and devised strategies to use their voices to catalyze the changes they advocated. Communication with administrators was strengthened.
My particular interest in this Student Leadership Conference stems from my own background and expertise in civic education. I applaud everything I heard and saw, and congratulate all participants.
I offer to readers a few additional challenges and know from my own work statewide and nationally in this field that our mutual educational goals and the public will be well-served as schools across the region rise to meet them.
(1) How will you make the exemplary growth experiences of the students hand-picked for the student Leadership Conference available to the rest of your student bodies? These other students are also citizens in this republic who need apprenticeship with public policy problem solving. All students need experience researching relevant issues; all students benefit from relevant engagement in such issues. All students need to practice formulating thoughtful recommendations for improving their world, presenting these ideas to power, and receiving deliberate responses.
(2) How will you integrate into your standards-based curriculum greater time to research authentic public policy issues, analyze the findings and practice deliberative discussion on the merits of diverse arguments? One day’s research does not build a solid, credible skill base for most citizens.
(3) Where/when will schools and families provide authentic trips to actual school board and municipal meetings so that young citizens can engage in their local governance in action (rather than simulation) and translate what they’re learning in school into powerfully informed civic participation?
Congratulations on a good start. Keep building.
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