Latest News
Empowered Ravens strive for excellence
By MacNeill Secondary School Students
Published 4:26 PDT, Tue July 4, 2017
Last Updated: 2:12 PDT, Wed May 12, 2021
By Tanner March, Angelika Tee and Christine
Jiang
Eight years ago, A.R. MacNeill Secondary
School’s students, teachers and parents selected a set of values to define
school-wide expectations for positive student behaviour. These values form the
acronym POWER (Positive Attitude, Ownership, We not Me, Excellence, Respect) and have become an integral part of the
school’s culture and students’ identity.
Establishing consistent expectations for
positive student behaviour is part of an approach designed by an organization
called Positive Behaviour Interventions and Supports (PBIS) that uses best
educational practices to help all students in a school achieve social,
emotional, and academic success.
While many of Richmond School District’s
elementary schools have adopted this approach, MacNeill was the first PBIS
secondary school in the district. According to Lee Banta, a Vice-Principal,
“POWER guides [students and staff] in a positive way.”
POWER promotes a positive and welcoming
learning environment in which students and staff support and motivate each
other to strive for excellence in everything they do.
As well, it offers staff a framework to help
teach students to be more socially responsible and encourage them to contribute
to the greater school community.
Patricia Urton, a science and learning
resource teacher, suggests that the fundamental concept of POWER creates
“common knowledge and language that all staff and students understand.
Expectations are consistent in all areas of the school. As a teacher, I feel
supported with my expectations and responses to behaviour.”
School-wide events such as pep rallies,
friendly cross-grade competitions, and lessons that focus on various aspects of
POWER strengthen students’ identities as powerful Ravens (the school mascot),
stimulate their personal growth, and give them the tools needed for success
outside of school.
One of the key principles of PBIS is to
acknowledge those individuals who demonstrate pro-social behaviour.
This recognition is important as it gives
students internal motivation to keep making good choices and creates a feeling
of support and unity within the school.
Students are recognized in many ways at
MacNeill but the reward that has the biggest impact on student behaviour and
academic success, according to PBIS research, is teachers taking the time to
personally notice and comment on the positive attitudes and actions of
students.
The values of POWER have become infused into
many of the school’s clubs and student leadership initiatives including:
hosting a Breakfast for Seniors; coordinating The Terry Fox Run; running the
‘Stronger Than Cancer’ basketball tournament, and volunteering to serve food to
the homeless, which is the main focus of the club “MacNeill United Against
Hunger”.
Such ‘We not Me’ activities have a domino
effect creating a spirit of reciprocity amongst students.
That’s one of the many beyond-the-school-wall
benefits POWER has. It gives students a framework for taking action; to have a
positive impact on others’ lives while making themselves better people in the
process.
Catriona Misfeldt, the POWER facilitator at
the school explains, “I think all of (the) aspects (of POWER) are really good
life skills. We talk about POWER in school, but being POWERful is something you
need for success in life.”