Shadow A Student

Challenge
Sarita Shaw
Wake Principal Leadership Program
NC State University

Step 1- Prepare
Enloe Magnet High School is one of the most diverse high schools in the district of the
Wake County Public School System. While many students attend for the International
Baccalaureate Programme and Gifted and Talented Magnet experience, many students live in
the neighborhood and attend as a result of district assignment. The Shadow a Student
Challenge will give insight to the vast range of educational experiences offered within the
same school. The findings will inform the next steps of the educational equity initiatives that
have been implemented. I hope to gain a high school perspective on advocacy, instructional
leadership, social intelligence, and equity. The deep understanding of the experience of Enloe
Magnet High School students will ensure that the contributions of my leadership are
meaningful and effective for all students.
Learning Goal
I want to shadow a student without a magnet status to determine whether the
educational opportunities are equitable in rigor, engagement, and college and career
preparedness.

Questions and Challenges:

Are the experiences of students with a base-school assignment rigorous and relevant?
Is concern for student learning evident?
Are the teachers applying the Enloe 5 equity initiatives to instruct all students?
Do the classes demonstrate positive relationships in a positive learning environment?

The Student

Edward Curtis

Grade: 11
Socioeconomic Status: Low
Performance: Low
Passions: Football and Music
Personality: Edward is a student who is respected among his peers, and demonstrates He is
mostly responsive to teacher requests and willing to comply. He plans to graduate from high
school, but has a hard time being motivated to attend his classes. Due to his record, his
success in school and compliance with the law has extreme implications for his future.

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Part 2- Shadow

Breaking the Ice

Prior to requesting the shadow challenge of Edward, I checked in with him daily to
demonstrate my genuine concern for his well-being. He became comfortable with me and
gladly accepted the request to shadow him. He introduced me to his friends, laughed with me,
and shared his favorite songs. The relationship I began to develop provided an authentic
experience where he trusted me to experience his day without feeling his behavior was being
monitored.

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Actions
From the first bell in the morning, to the last bell in the afternoon, students crowded the
hallways in transition to each location. Walking through the halls, I heard several languages spoken
and saw many interactions among students. This highlighted the importance of students’ social
experiences. As an “outsider” I was energized and excited to hear a simple “hello”, or an interest in my
shadowing experience. I also saw a lot of faces I had never seen before. Suddenly, it was easier to
remember names and faces. A sense of belonging has more effects that I anticipated.

Environments
Enloe Magnet High School is large. The school is divided into three main sections: the East
Building, the West Building, and the Towers. Traveling from class to class can take one to six minutes
of walking. Students fill the hallways with little space between them. They do not typically utilize the
lockers. Interactions between classes are minimal unless students hang out or make their way to class
late. The heavy flow of traffic can mask negative interactions between students, though most students
hurry to their next class within the six-minute transition. We stopped frequently to talk to friends and
congregate in the hallways. The teachers greeted us as we walked into the classroom.

Interactions
The interactions varied among many groups of students. Teachers interacted with students
differently. The comments made to certain students had an undertone of frustration. At times, teachers
would allow students who were consistently disruptive to continue to talk out of turn, while others who
would comply to the norms of the classroom were expected to continue to comply. Holding students to
different standards translated throughout the instruction.

Objects
Most classes only required a writing utensil and paper. Some teachers asked students to use
their phones to complete assignments. It was my observation that not all students had a phone,
including Edward. Because of the lack of technology, we got started late on our work and did not feel
that we could finish in time. One teacher offered the computer at the front of the room that was not
turned on.

Users
Administrators were always present during transitions. If a student needed help, they had
access to an administrator. Positive relationships are established among the groups. Also, students
have access to counselors as well as support staff such as the Student Success Coach.

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 Part 3- Reflect
Reflection
The most memorable experience from my shadow day was being surrounded by such a wide
range of cultures, languages, and life experiences in one hallway. I wanted to spend time with each
student to learn more about their lives and find a way to celebrate them. The range of native
languages in one space was surprising, yet pleasant to hear. I just hoped that all students felt a sense
of belonging every day. I discovered a real-world representation among students on the magnet track,
and less of a representation of varying experiences and cultures among the students who were at
Enloe by district assignment.

Turning Observations into Opportunities

Observation Interpret Opportunity

Notice, feel, etc. Why is this happening? What does this make me wonder?

Most classes were conducted with Many teachers still use a traditional I wonder if the higher-level courses
lecture style teaching followed with method of lesson delivery. and magnet-centered are also lecture
an independent activity. style.

It was hard to sit through the block Most classes were not engaging. I wonder if different methods of
schedule classes without wanting to delivery within the same lesson
leave. would help to build the stamina and
passion for the work that is required.

How can responsibilities be

I felt that the teachers did not want
us there.
Building relationships is as simple as
distributed based on student
letting the student know they are
strengths to work towards goals and
important to the class.
a desire to be a part of the class?

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Part 4- Act
Hack
Many students are experiencing a different education and opportunities based on their
academic tracks and magnet status. The rigor, engagement, and expectations are misaligned within
the school. This idea can be tested by observing all courses. I am excited about the potential to
increase attendance, student enthusiasm, and rigorous opportunities which will lead to achievement.

Insight Student engagement in the classroom could increase attendance and achievement.

What? Poster
Engagement Checklist across all disciplines and
level courses at Enloe High School. Energize

How?

1. Survey students to determine the components of

ize
Explain
instruction in which they find themselves most
successful and engaged.
2. Observe the highest achieving classes in the school
for lesson delivery techniques and qualities which
produce achievement.
ize
3. Create a school-wide easy lesson checklist with
components that will be found in every lesson Explore
conducted at Enloe High School with the help of all
instructors.

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 The Shadow Challenge has provided insight to the experiences of students’ daily lives. Social,

emotional, and academic involvements can be perplexing on a daily basis. Many of the students that

receive consequences for skipping class may need a more relevant and engaging education to capture

their attention and investment. The shift in instructional delivery that is necessary for achievement of

all students requires buy-in, innovation, and risk. We will not yield different results by providing the

same education we all had in the past. I look forward to doing the work necessary to close

achievement gaps and witness a positive change in our students’ lives.