Southern California Conference

Last November, 20 students from Antelope Valley Adventist School (AVAS) participated in the 44th annual L.A. County Mock Trial Competition as first-time competitors.

Student teams studied a hypothetical case and conducted their own legal research to prepare for a simulation of a criminal case in which they portrayed attorneys, witnesses, clerks, and bailiffs, as well as support roles: a timekeeper, a courtroom journalist, and a courtroom artist. Samantha Macias, AVAS principal, sixth- to eighthgrade teacher, and mock trial program director, introduced the program this year. “I did mock trial for three years in high school,” Macias shared. “When

I looked back at the same program through the

Constitutional Rights Foundation, I saw they also have a middle school division, so I signed us up.”

For three months, students met weekly after school to prepare. Volunteer attorneys from Parris Law Firm in Lancaster gave guidance on courtroom procedure, the law, and their roles. The students were divided into defense and prosecution teams, with three lawyers and six to eight witnesses per team. Attorneys wrote their own lines of questioning, plus opening and closing statements. The witnesses worked with attorneys to create responses to their questions and memorized their witness statements. Usually held at a courthouse in person, this year’s mock trial was held virtually via Zoom. Each participating school was admitted to assigned virtual courtrooms to present their trials to a presiding judge. “While learning about the legal system and due justice, they’re also developing public speaking, organization, and analysis skills,” Macias said. Most students enjoyed the learning process and seeing the fruits of their labor. “I liked that it was a new experience, something I’d never done before,” said Elise Henderson, seventh grade. “It challenged me and put my mind to work.” “It was great to learn what it’s like to be an attorney and work at a law firm,” said Spence Potot, eighth grade. “I liked finding evidence, questioning suspects, and being confident about my decisions.” The mock trial introduced others to potential careers. “If you’re trying to get into law when you’re older, it’s a good program to try,” said Camila Mira, sixth grade. “I might look into law when I’m older. It taught us how trials are run and what goes on in a courtroom.” Although AVAS students did not move to the next level of competition, Macias is excited to continue this new tradition. “I think it’s a great way to put our Adventist school on the map in our community and to build relationships with prominent members of the community,” Macias said. “As long as I’m here, the mock trial will be annual.”

A volunteer attorney from Parris Law Firm in Lancaster teaches students about the legal system to prepare them for competition. On competition day, students dressed professionally as their chosen roles: attorneys, witnesses, bailiff, clerk, timekeeper, courtroom journalist, and courtroom artist.

___________________ By Araya Moss

LEFT: Jennifer Lew (left), Conejo Adventist Elementary School principal, pictured here with her family, was the 2020 recipient of the Principal’s Retention Fund Hawaii trip. RIGHT: Sheldon Parris (right), principal and religion teacher at Newbury Park Adventist Academy, was selected as the 2022 Principal’s Retention Fund Hawaii trip recipient, pictured here with his family.

Arecent study titled “Principal Turnover: Insights From Current Principals” highlighted five main reasons why principals leave their schools. According to researchers Levin, Bradley, and Scott (2019), reasons included “inadequate preparation and professional development, poor working conditions, insufficient salaries, lack of decision-making authority, and ineffective accountability policies.” Although this was a national study surveying secondary level administrators, these reasons mirror the challenges Adventist school systems face. One of the toughest positions to fill and retain in Adventist education ministry is school principal. No matter the school’s configuration, not many jump at the chance of leading an Adventist school. Recognizing this challenge, Southern California Conference (SCC) Vice President for Education Harold Crook, Ed.D., sought to address some of these key areas. In 2011, Crook implemented what SCC principals know as PEP (Principals’ Enrichment Program) to help new principals understand the nuts and bolts of their roles while creating a community of collaboration among peers. Quarterly meetings focused on topics important to a principal’s success, such as identifying ways to create a positive campus culture from a position of spiritual leadership, understanding policies that help govern schools, managing school boards, evaluating and supporting instructional and ancillary staff, marketing Adventist education, and promoting effective customer service. From this effort, principals have come to feel more empowered, supported, and confident in accomplishing their jobs. A few years later, Crook processed through the SCC Board of Education a couple of programs designed to provide more tangible affirmation of our principals. One of these programs was the Principal Retention Fund, funded through the Education department budget. Under this program, principals who have served one year or more in our field receive a monetary bonus in the fall of each year. For our PK-12 and boarding academy principals, $1,000 is added to their payroll checks. For our PK-8 principals, up to $800 is added. Additionally, each year one principal is awarded a trip to Maui, Hawaii, where he or she spends up to seven days vacationing, courtesy of the SCC Office of Education and private benefactors. The principal selected is one who has served several years at the school, demonstrating spiritual leadership, a high level of administrative competence, and dedication. Since May 2011, turnover has been minimal, lending to a more stable workforce. It requires creativity, effort, and commitment on the part of those who care about holding on to talented Adventist educators; however, tangibly affirming our principals has proven beneficial.

___________________ By James P. Willis II