To build and maintain excellence for all students. Support existing excellence and prevent loss; push for new effort and initiatives where needed.
That sounds maybe a bit obvious - who doesn't want excellence? - but the key is the 'for all' piece. In particular:
I hope to promote and increase the amount of student scientific research being done. We are just down the street from Regeneron, sponsors of the Science Talent Search - there's no reason why BCHS students should not be competing there. As a lab head at UAlbany, I get a lot of inquiries and research interest from other local high schools, but not from BCHS. I have heard from a couple of parents that their students have had a hard time getting support to conduct such research projects.
Hands-on learning options may need more support. This was something that came initially not from me but from several parents I met while gathering petition signatures: they felt that more needed to be done to support students who might not be best served by a college-oriented, traditional-lecture model and might be at risk of 'falling through a crack'. BCHS does have a range of such classes and options, both through BOCES and through our own CTE program; there may be a need to increase awareness of these, or to make them more accessible, perhaps.
We need to avoid complacency in existing strengths. For example, music is a signature strength of BCSD, but the proposed budget cuts a MS music teaching position, and there are potential space issues (for instance, at Elsmere music classes are to be taught in the gym while gym classes are in progress; far from ideal). Commitment to such strengths aligns with the aim to promote well-rounded students, and I will aim to ensure we don't risk them.
To protect student mental and brain health: take a more active approach to monitoring and supporting well-being especially in early teen years.
This is something that comes from both my professional life and my discussions with students. Teenagers are uniquely vulnerable to mental health conditions such as depression, self-harm, risk of suicide, and low self-esteem; the stresses of adolescence are high and can be overwhelming, and the teen brain is still in a formative and vulnerable state.
The risks can be exacerbated by lifestyle factors. Lack of sleep is one example: we need to find a way to start high school later. The pandemic derailed a plan to do exactly this, with difficulty in finding bus drivers in particular; but we need to work on this until it is solved.
A second lifestyle risk is drug use, especially vaping and marijuana, and especially at the high school level. We should not have "the vaping bathroom"! There are known best, science-based practices for education and intervention in this area; I will push to increase these and be much more proactive in reducing this risk.
In general I would like to see a much more proactive approach to student well-being: scheduled, regular checkins with each student (especially in late MS and early HS grades) rather than only responding in a reactive fashion. Serving as a partner to find additional resources such as therapists when needed - this can be difficult or impossible to do in a timely fashion without such help. Support for all teachers and staff to recognise potential warning signs and have the resources to address them.
There is a direct link to the third point, below: emphasising the benefits to the brain and to mental health of exercise, of music, and of friend groups is critical.
To support well-rounded students. The benefits of sport and music (for example) on class performance and brain health are well documented; Bethlehem does a great job of promoting a multi-faceted education, and I want to ensure that continues.
This goal is perhaps self-explanatory and links back to the 'mental health' point above: one key finding from my own research and that of others is that the brain cannot be healthy and thrive in an unhealthy body. I give talks that are literally titled "Protect your brain by going to the gym"! The more often we can get students out of the classroom and physically active, the better.
Similarly: gaining and practicing skills like music or art benefits all cognitive processes by increasing brain connectivity.
This is a priority for me, but also an area where I have been impressed with our student body and with the atmosphere at BCSD: I've been repeatedly impressed with the level of tolerance and acceptance I've seen over the past few years. On the other hand: I'm white, male, and physically large - I could easily be missing things.
So: maintain and support that inclusive and accepting atmosphere; be open to input about improvement needs.
Aim to increase direct communication between students and the board. Many school boards have a student representative: I'd like to consider having that here (bonus: it would also be a great learning opportunity for the students!)
What else is needed or would be useful?
Communication in general: it should be easy for any parent, any student, to get a response from the Board (or from whomever is most helpful within BCSD) when they want one. I'll work to ensure that - several parents have mentioned frustration on this point.