Mentee to Mentor
By: Jehannah Seegmiller
She gently perches herself on the chair as she glances around the room. Her own academic achievements pinned across from the wall. Across the room, a poster that sits on top of a shelf, accompanied by a small bear. Inside the shelf, countless books with collages of memories from her school years. Finally, the most important decoraton of Suzanne Woolfolk’s room that makes her feel whole, the wall of students that she cheers on from the beginning of highschool onto the end; in order to reach their goals.
Introduction
The 20th century was a prominent era in history where educaton was exponentally increasing, but however students’ enthusiasm for school was decreasing. In contrast to traditonal schooling, alternatve educaton is “a school specifcally designed to assist them [students] in overcoming difcultes” (Conrath). Accordingly, Woolfolk has experienced multple aspects of traditonal schooling throughout her life as a student and a teacher. Currently, Woolfolk is a principal for alternatve educaton schools. By allowing intricate fexibility and building interpersonal relatonships with staf and students in the community, Woolfolk provides support to guide students who wish to graduate highschool.
How it began
Before college, Woolfolk dedicated herself to her schools’ journalism club and appreciated the community that it brought for her. “It got me riled up and out of my house.” (Woolfolk). To her, it was her outlet that she deeply enjoyed by communicatng with her peers. Of course, Woolfolk knew she’d atend college afer highschool, but didn’t know too much about the process or qualifcatons she needed. Indeed, she had no idea what major she wanted to take on for the rest of her life. She felt the overwhelming pressure of atending a successful university and acquiring a degree. According to a study, “75% of students reported feeling moderately, slightly, or not at all prepared afer their highschool graduaton.” (Hornbuckle). However, she managed to persevere through with the acknowledgment of peers and got accepted into a prestgious college.
Life during College
In Woolfolk’s 4th year at Stanford University, she wished to pursue a medical occupaton while taking an abundant amount of part tme jobs. One of those jobs consisted of assistng in editorial work with a professor, and Woolfolk loved it. Although, juggling from an abundance
of jobs was no easy task. While speaking with her professor, they pitched an idea for Woolfolk to consider obtaining a teaching credental in replacement of her other jobs. With that being said, Woolfolk gave it a try. She obtained her teaching degree at Stanford, and her passion grew stronger with interactng and teaching students. While she taught at a highschool in 2003, she notced the struggles in the educaton system that were negatvely afectng teachers; which trickled down to the students as well. Specifcally, the rato between students and teachers was creatng a domino efect of the teacher not being able to pay atenton to each student; henceforth the student would not receive enough guided support and, in return, resulted in less success. Therefore, she began to think about getng an administratve job in order to create changes. “I really like administraton because I get to be around students, but also make things work beter for teachers so the whole school can run well.” (Woolfolk).
Enhancing her passion
As tme passed, Woolfolk became a Director of Alternatve Programs in 2022. One of the programs that she manages is called Alta Vista. “Alta Vista is designed to ofer a viable alternatve to the traditonal high school for students whose needs have not been met in the traditonal high school setng.” (“Alta Vista High School’’). In her positon, Woolfolk strives to create a positve environment for students that encourages them to graduate highschool. In additon, Woolfolk personally communicates with her students as they begin to open up about their experiences and how it afects their mental health and work efort.
“It’s very important for every student to have a mentor or advisor fgure and not get lost in the crowd.” (Woolfolk)
During Alta Vista’s graduaton of 2023, a student spoke about their experience. “I came here with an open mind and I was very glad that all the teachers here were very friendly, the people here were friendly.” (Morgan). Evidently, highschool is a stage of one’s life that afects their mental health and well-being. In order to aid
Woolfolk’s Degrees at Stanford Woolfolk’s name plate placed in her bookshelf
students to combat negatve stress, Woolfolk provides an easygoing atmosphere so that students are able to fourish on their conversatonal skills with each other. Plus, she creates fexibility for each student to self assess their performance and alleviate the pressure from evaluatons.
“Alternatve school evaluatons have sought systematc parental response on how their youngsters seem at home. Such changes as more cooperatve behavior, enchanted self-esteem, and appearance of a generally happier person are common reports.” (Raywid).
Looking towards the future
In pursuit of her passion, Woolfolk envisions herself working as a principal for alternatve educaton for years to come. Under her guidance, she desires to improve the methods of educaton that recognizes students as individuals with their full potental in mind, despite their hardships and circumstances. Furthermore,
students are seeking more alternatve ways to receive their educaton during their highschool years. Henceforth, Woolfolk is excited for creatve and contemporary accessible opportunites that allow teachers to create a fun and interactve curriculum for students. With an alternatve outlook, “Educators can add individualizaton, adaptatons, basic skills, and a modifed general educaton curriculum…” (Guerin and Dent). Even more important, Woolfolk aims to acknowledge other students to join alternatve programs who feel like traditonal school isn’t working for them.
How it connects
Ultmately, Woolfolk makes an impactul remark on students by guiding students with her support, understanding, and adjustability to her students.
“So when students don’t love waking up early in the morning and the frst thing you do is come to high school and when the kids probably roll their eyes or side glances out, they are probably in need of something diferent.” (Woolfolk)Woolfolk’s origami stars Woolfolk’s decoration on her ofce wall
Jehannah Seegmiller is a junior at Freestyle Academy. She enjoys reading, writng, music, and sightseeing. In the future, she is excited to encounter more hobbies that will interest her.