my First Year in Middle School

I had the privilege of beginning my career as an adult education counselor, collaborating with local Adult Education programs to support individuals facing barriers to completing their secondary education through traditional means. This experience ignited my passion for supporting students before they reached the point of dropping out. Motivated by this newfound purpose, I enrolled in the Counselor Education Program at South Carolina State University to become a school counselor. During my studies, I transitioned to a position in a school counseling office at a nearby high school within my local school district. After graduating, I became a School Counselor at a large high school in the same district, where Principal Mr. Temoney recognized my leadership potential and provided opportunities to develop my skills. Inspired by this, I pursued a second master’s degree in Educational Leadership.

Following my graduation, I took on roles as an Assistant Administrator and then Assistant Principal, working under the mentorship of Dr. Brenda Mack, who I’ve discussed in a previous blog post (read it HERE). After five years, I was honored to lead my own school, a high school with 800 students, under the guidance of Superintendent Alvin Pressley. Despite the two-hour daily commute, I was thrilled to eventually return to my home district to serve as the Principal of my current school, a large suburban middle school with nearly 1,100 students. Additionally, I am privileged to work as an adjunct professor at Alabama State University.

Dr. Ross kisses a horse after students achieved the school’s fundraising goal.

I share my background to highlight one notable exception: my recent middle school experience from the past school year. There was a time in my career when I was convinced that I only wanted to work with high school and adult learners. Although I have cherished every moment and opportunity in serving older students, I must admit that working in middle school has profoundly impacted my life. I’d like to share my reflections on this experience with you.

My Middle School Transition

When I first transitioned to middle school, I assumed that the systems effective in high schools could be similarly applied. However, veteran middle school educators quickly taught me that middle school operates differently, with “structure” being the crucial word to live by. Initially, I didn’t fully grasp this concept, but it became a recurring theme throughout the school year. I soon realized that middle school students thrive when they have structured routines and systems that provide guidance and organization. This understanding was solidified as I researched the National Forum’s Schools to Watch program, for which our school was recently redesignated.

Launched in 1999, the National Forum's Schools to Watch program utilizes an evidence-based framework to guide schools on the key elements necessary for a successful middle grades education. The mission is to identify exceptional middle-grade schools that serve all students effectively and are on a path to excellence (STW). You can learn more about the program by visiting National Forum’s Schools to Watch.

Through the South Carolina Association for Middle Level Education (SCAMLE), our state organization overseeing the Schools to Watch program, I learned what truly makes middle school work, breaking away from my high school-centric perspective. I am now committed to the Schools to Watch Framework to ensure that we optimally serve middle school students in my current school. 

To remember the pillars of this framework, I use the acronym SODA: Social Equity (S), Organizational Structures and Processes (O), Developmental Responsiveness (D), and Academic Excellence (A). You can learn more about each pillar by visiting Schools to Watch Criteria. As a new middle school educator, these pillars were crucial for my transition. While all are important, I want to discuss the two that were particularly significant for me.

Organized Structures and Processes

I vividly remember my first grade-level assembly to discuss our school’s direction and expectations for the new school year. It was an exciting moment for me as I stood before my 8th-grade students for the first time. I announced for all students to come to the gym, and they eventually found their seats. We had what I believed to be a successful town hall meeting where we discussed the year’s expectations. Students were then dismissed and returned to their classes when prompted.

Afterward, one of the elective teachers approached me and asked how I thought the meeting went. Enthusiastically and without hesitation, I replied, “I thought it went great.” The teacher then mentioned that it was a bit chaotic (LOL). At the time, I didn’t fully grasp what they meant. The teacher later showed me a document detailing how students should transition to the gym, complete with a seating chart and travel directions from their classrooms for special assemblies. I remember looking at it, leaning back in my chair, and not fully understanding the need for such detailed planning. However, I trusted these seasoned middle school educators. Despite being the Principal, I realized that I had never been in a middle school setting before. 

Over the days, weeks, and months, I began to understand that middle school students are in a delicate stage of their development. Middle school is a particularly challenging time for them as they navigate rapidly changing hormones, new thoughts, ideas, experiences, and the development of appropriate social and emotional skills. Because of these changes, it’s crucial to provide students with as much structure as possible, so they aren’t left to figure everything out on their own.

I have greatly benefited from these organizational structures and processes, and I look forward to implementing even more systems in the coming year.

Developmental Responsiveness

Middle school students are often developmentally fragile, positioned at a pivotal stage in their adolescent years. The experiences and guidance we provide during this time significantly shape the high school students and global citizens they will become. Developmental responsiveness gives us the flexibility to address the specific needs of each grade level and the unique needs of individual students. Middle school educators and leaders must exhibit compassion and a deep understanding of the social and emotional challenges that middle school students face.

When I first began my journey in middle school, half of our leadership team was new, and two of us had no prior middle school experience. Anticipating the need to address discipline issues, we decided to dedicate the first eight weeks of school (almost a full quarter) to understanding the challenges and complexities unique to middle school before imposing severe consequences on students. This approach worked to our advantage, helping us comprehend the unique developmental needs of our students. It also provided us with the opportunity to ensure our students understood our expectations clearly. 

This is a key aspect of developmental responsiveness. Middle school educators must be intentional in recognizing and addressing the distinctive needs of middle school students, enabling us to support them effectively and empowering them to Raise the Bar.

Raise the Bar

I am excited about “Raising the Bar” for the 2024-2025 school year, confident in my growing understanding of what makes middle schools thrive. My focus will continually be on fostering social equity, implementing organized structures and processes, enhancing developmental responsiveness, and cultivating academic excellence. I am committed to being the best Principal for my students and their families, answering the call to empower each student to achieve academic and personal success, preparing them to contribute to the advancement of our global community.