Building Student Agency

By Richard K. Ramos, Ed.D., MUSD Superintendent  

At Miami Unified School District (MUSD) No. 40, staff members are focused on moving from teacher-centered to student-centered learning environments. In a student-centered classroom, students take charge of their learning and actively participate in the educational process. Obviously, no one can take the place of a classroom teacher so please don’t take these statements out of context. It is still believed the teacher has the greatest influence on student achievement, no doubt. Nevertheless, as educators, we are rallying behind the mission to develop students who take on leadership roles in the community. The changes over the last two years have had a positive impact on Senior Esperanza Zazueta. She explained, “Through various extracurricular activities and projects, I have had the opportunity to develop essential skills such as problem-solving, communication, and teamwork. These experiences have not only helped me to become a more effective leader, but also to better understand the value of perseverance, critical thinking, and innovation.”

As MUSD focuses on building student agency, leadership is taking center stage. Our vision is to ensure our students graduate from Miami Junior Senior High School (MJSHS) with lifelong skills to succeed in college and/or career. MUSD aspires to provide a high quality education in excellent schools by equipping our student with strategies to find opportunities while overcoming barriers in today’s global market. Therefore, we are promoting learning environments where the focus in on the needs of each child. When planning, teachers consider each student’s abilities, interests, and goals for learning. The teacher’s role has shifted to a facilitator by providing support, resources, prompting, and guidance. Students are expected to collaborate, participate actively, think critically, and demonstrate flexibility to be productive leaders in the community no matter what endeavors they pursue.

To build student agency, MUSD has established student leadership conferences at both the junior and high school levels. Each of these conferences have consistently promoted ways for students to experience inquiry methods, stimulate curiosity, and harness their exploration skills while learning inside and outside of the classroom. There is a huge emphasis on fostering student ownership by reinforcing students’ initiative to take responsibility in their environment. According to Coach Brandon Powell, “Our students have developed some very critical skills that have advanced their leadership capabilities such as accountability and integrity as well as communication, and teamwork.” By engaging the students in school pride and belonging, we are listening to their ideas and providing them with a voice to enhance the learning environment where they spend an inordinate amount of time from day-to-day. Listening to our students has been the formula to success over the last two years.

During the leadership conferences, our students learn to work together, define problems and solutions, and reimagine what junior high and high school could look like in the 21st Century. The first leadership conference was held on September 13, 2024 and we are preparing for the next on February 7, 2025. During the first workshop, students worked in teams to develop a definition of a Vandal. One group shared, “A Vandal means to show support within our school and community. Vandals take pride and set examples for others in our community. As a Vandal, we never give up, instead we get back up, and try again. As Vandals we show leadership in our school and community. As a Vandal, we follow our dreams.” Through this team-based exercise, it is obvious to see the maturity and ownership students have in their learning environment and the community at large.

One of the highlights of the student leadership conference back in September was when students began to imagine and redesign what high school could look like in the future. Students had the opportunity to work together and sketch those opportunities on draft paper. While brainstorming ideas in groups, students discussed ways to renovate buildings, offered advice for campus landscapes, and identified staff members who are making a difference in the lives of students. After the first leadership conference, Freshman Andrew Brown said, “The leadership and overall management in Miami has definitely changed the environment. The people are changing with it and you can’t only see it, but you also feel it. Really, it’s changing for the betterment of the students and staff.” This statement reinforces how students feel empowered to lead projects like redesigning the future of their own education.

 The next student leadership conference is February 7th and students will have the opportunity to engage in two significant activities. During the first activity, students will give input using a S.W.O.T. analysis where they will identify the Strengths, Weaknesses, Opportunities, and Threats in MUSD after experiencing the first semester. The results of the S.W.O.T. analysis will provide a chance for school administration and teachers to review the feedback and plan for a more productive 2025-26 school year. For the second activity, leaders will continue redesigning the high school. Students will work collaboratively to identify skills students need most to succeed in today’s competitive world market. In addition, they will design an ideal daily school schedule and identify what personal learning looks like in order to provide an equitable education. Also, students will take a look at school budgets and determine ways to spend district resources to best serve students in academic and extra-curricular activities. Finally, student leaders will give input in the areas of safety, technology integration, family engagement, career and technical education, and dual enrollment. Garnering student input will promote the ownership desired to move MJSHS forward, especially when it comes to creativity and critical thinking. It is easy to see how MUSD is fostering buy-in from its student population to develop a working system.

 Moving from teacher-centered to student-centered classrooms promotes student agency. At MJSHS, students are taking on leadership roles, providing district leaders with feedback, and establishing a sense of belonging at every level of the organization. In addition, students are developing integrity and accountability, skills that will help them succeed now and throughout their lifetime. Senior Nevaeh Figueroa indicated, “Taking ownership is very important, especially in the Town of Miami, where people ignore what needs to be done. I like to get things done as soon as possible, no matter how much time and effort it may take.” Future leadership workshops will serve to further advance student ownership as they contribute ideas to redesign MJSHS for the future. In an effort to meet the needs of every student walking through the door, it is imperative to listen to the children who are living the school experience. Senior Esperanza Zazueta concluded, “My time at Miami Junior Senior High School has taught me that learning and leadership are not just about academics, but about developing a growth mindset, and being committed to continuous improvement. I am excited to take these lessons with me as I move forward, and I am grateful for the foundation and support I have received during my time at this school.” Providing students with leadership opportunities establishes student agency and enhances their 21st Century life skills to succeed in college and/or career which is the purpose of our existence.