The staff at El Cajon Valley High School works extremely hard to give students the support they need, but providing all of the support that students need is a pretty daunting task. To help with this, we have a tradition of having Peer Tutors and Peer Mentors help out in the classroom. Peer Tutors and Peer Mentors mostly consist of upperclassmen who have expressed a desire to give back to the school community.
We have had students helping in classrooms for years at El Cajon Valley High School. When I was an English Language Development teacher at ECVHS, I enjoyed the help of some amazing multilingual Peer Tutors (many of them former ELD students of mine) who helped me provide the language support that my students needed. The Moderate to Severe Special Education Program has been relying on Peer Tutors for years to help students with special needs. And now we have a Teaching and Learning course, which trains students to be Peer Mentors to help students in a variety of learning situations.
As the librarian, I had the privilege of playing host to Liz Castagnera as she trained Peer Tutors to help students in the Moderate to Severe Special Education Program. Mrs. Castagnera is always looking for ways to improve how her Peer Tutors serve our students with special needs. Her training focused on the benefits of a philosophy of inclusion and acceptance, as well as the personal benefits being part of a community where we help each other.
Mrs. Castagnera has had her Peer Tutors use Digital Portfolios in the past to reflect on the different aspects of what it means to provide support to students with special needs. But as a person continuously looking for ways to improve, she worked to develop a sample portfolio in the new Google Sites to show Peer Tutors more clearly what was expected of them.
The thing I admire most about Mrs. Castagnera’s use of technology here is that the point of what she is doing is not the technology itself. The focus of this Peer Tutor training is on goal setting, communication, and documenting progress–technology is simply the tool her students will use to keep track of the work they do with students. And because students are developing their Digital Portfolios in this way, Peer Tutors will leave high school with documented evidence of volunteerism and work experience. And as these Peer Tutors apply to colleges and get started in careers, that documented evidence will be very valuable.
Speaking of Digital Portfolios, we are experimenting by having all 9th grade students in our Brave Adventure classes start Digital Portfolios in the new Google Sites. Students follow this sample, which includes links to a step-by-step guide by Grossmont Union High School District Digital Learning Coach, Reuben Hoffman (@reubenhoffman). As stated above, we have Peer Mentors as part of our Teaching and Learning Course. One example of these Peer Mentors helping our school is that they helped us with this Digital Portfolio roll-out. The Teaching and Learning Peer Mentors were trained in how to create Digital Portfolios in the new Google Sites, then they were assigned to lead Brave Adventure classes in the site creation task. I was able to visit one of the classes during this roll-out, and it was impressive to see our Peer Mentors at work. The class I visited had a substitute teacher, but the Peer Mentors took over and made sure that all students in the class created their Digital Portfolios.
Our Peer Tutors and Peer Mentors are continuing a tradition of giving back to the ECV community. I’m so glad to be a part of a school culture that empowers students to be campus leaders, and I’m excited to see what happens this year as more students embrace leadership roles. We’re building a community of shared responsibility and mutual respect.