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Sean Bevan returns to ARHS in the role of principal
By Liz Nolan Contributing Writer
NORTHBOROUGH - Algonquin Regional High School (ARHS) Principal Sean Bevan was no stranger to the school when he accepted the position, which began in July. He taught English for seven years at ARHS before moving to an administrator role at Westwood High School, the previous nine years as principal. He feels privileged to be a part of the school again, but returning during a pandemic has been challenging.
“Coming on board to a new building is hard in any circumstance,” said Bevan. “It’s extra hard during a pandemic.”
He is proud of how hard educators worked over the summer to make sure this year was successful and healthy. Identifying challenges from hallway traffic patterns, protocols and bell schedules took a lot of effort and collaboration.
Data will be reviewed regularly to ensure the high school learning model is working well and the approach will be refined as needed.
Bevan’s familiarity with the school helped with his transition. He said he didn’t have the typical steep learning curve of a new principal. He knew many current staff members from his teaching days, and had an understanding of the school’s culture and traditions.
He maintained contact with the ARHS community over the years through friendships, social media and news. He also subscribed to the school newspaper The Harbinger, which he previously advised.
“I enjoyed working here when I was here,” said Bevan. “When the position opened, I couldn’t pass on an opportunity to come back.”
ARHS Principal Sean Bevan “ What I enjoy about being a principal is to get to know kids, interact and be around the building. My ability to do all those things has been impacted. I am looking forward to getting back to normal.
Sean Bevan ARHS Principal
Challenges during the pandemic
This school year has been challenging with much focus and energy on COVID-19 safety and health protocols.
Something that Bevan misses is the ability to interact with staff and students as he would in a typical year. There are considerable barriers. It’s difficult to get to know students when they are only in school twice a week and are wearing masks. He hasn’t been able to meet with all the faculty in one space as meetings are being held via Zoom.
“What I enjoy about being a principal is to get to know kids, interact and be around the building,” he said. “My ability to do all those things has been impacted. I am looking forward to getting back to normal. My style of leadership is being hampered a bit.”
He continues to enjoy the favorite part of the day—the first 15-20 minutes, usually outside of the school entrance greeting students and staff.
“I have always done that as a principal,” he said. “It’s important that leaders be visible and approachable.”
Extracurricular activities plus review of school’s mascot
Bevan recognizes that the social element of school is important as part of the school experience. Although modified, there are some extracurricular activities being held and the fall athletic season was a success. The winter sports season is underway, but will be more challenging because those sports are held indoors. There is a lot of effort and close monitoring to ensure safety.
Bevan is also facilitating the review of the school’s mascot, the tomahawk. He said it needs to be done well and transparently with a great deal of sensitivity.
He looks forward to when school is more ordinary.
“I am really excited to be back …and look forward to a healthy and strong end of the year,” he said.
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SUPER CROSSWORD Answers to puzzle located on p.19
A collage of the entries
WESTBOROUGH –Forty five entries were submitted in the Zero Waste Westborough logo design contest, with the winners announced on Jan. 7.
“There were so many incredible designs and efforts put forward by all of the students who participated and it was very difficult to pick the three overall winners,” said Nathan Askew, a Zero Waste Westborough member, who served as one of the judges.
The winners in each age group are: Grades 4-6: Nicholas Brainerd; Grades 7-8: Nandita Ganesan; and Grades 9-12: Omshreya Swain.
Swain, a junior at Westborough High School, was also chosen as the overall logo design winner.
All the students who entered the contest will receive a composting bucket with their own logo design on it. All the logo designs including the three top entries are available to view on the Zero Waste Westborough Facebook page.
Zero Waste Westborough was created in 2020 to educate Westborough residents and to promote ideas to reduce waste in Westborough.
School survey airs feelings of inequality, racism
By Susan Gonsalves Contributing Writer
WESTBOROUGH – Like the community and country as a whole, the Westborough Public Schools district has a lot of work to do to address issues of equity and racism. That was the message during the Jan. 20 Westborough School Committee meeting, where members reviewed the results of a recent survey of students, parents and staff.
Sixty-seven % or 1,224 students in grades 7-12 responded to the survey. The majority of student respondents were white (53 %). Other ethnicities represented include Asian/Southeast Asian, Indian (30 %), Hispanic/ Latinx (9 %), Black/African American (3 %) and Middle Eastern (3 %).
Students were asked questions about feeling welcome at school, experiencing or witnessing bullying, being singled out to represent their ethnic background and more.
Assistant Superintendent Daniel Meyer said the data would be used to prompt “thoughtful, informed discussions” about how to rectify problems aired in the results.
Data from students • Forty-seven % of African
American and 23 % Hispanic students indicated they would not feel comfortable telling a staff member about witnessing or being bullied. • Twenty-five % of African
American and 11 % Hispanic students expressed not feeling welcome at school. • Twenty-six % African American and 15 % Hispanic students reported feeling excluded from social events/ gatherings based on race either sometimes or often. • A quarter of African American and 10 % Hispanic students said they felt teachers and other students expected them to speak on behalf of their entire race/ethnic group either sometimes or often.
School Committee member Raghu Nandan said he was concerned that students felt their issues would be “swept under a rug,” and were reluctant to approach staff.
“We need to be sure cultural training is done,” he said. “If they can’t go to staff, who are they going to turn to?”
School Committee Vice Chair Stephen Doret said that he is not surprised by the results because racism and inequality has existed for 400 years in the country. He emphasized that “as a necessity to survive,” action is needed.
“It’s all well and good doing surveys but what is needed (not just in the microcosm of the school district) but in the U.S. as a whole, is a method to solve this problem.”
Data from parents
Sixty-three % or 2,394 parents responded to the survey, with 15 % of African American respondents saying they “sometimes” felt hostility from the school system. • A quarter of African Americans reported being ignored or belittled after sharing their ideas either rarely or sometimes. • Twelve % of Latinx respondents said they did not feel welcome at school while 8 % responded, “not sure.”
Superintendent Amber Bock said this year is unusual because of COVID-19 and less face-to-face interactions with parents. She said that a committee working on revamping the social studies curriculum would present a report later in the year.
“(It’s) broader than social studies, but that plays a role in helping with this,” Meyer said.
Bock noted that making the district more inclusive is anongoing goal. The complete report on survey results was sent to parents this week.
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