English Teacher Chrystal Howard Transitions from Classroom to Administration

Taking initiative and advancing in her career


Kylie Dacquel

Starting off the second semester as student success coordinator, Chrystal Howard settles into her new role. She earned her administrative license two years ago and decided it was time for a change. “I was ready to progress in my career, especially after spending about 20 years in the classroom as a teacher,” Howard said.

Kylie Dacquel, Staff Writer

Looking to advance in her education career, former English 10/11 teacher Chrystal Howard started in her new role as the student success coordinator on January 3.

Principal Donna Levy chose to open the position due to needing additional help to handle student absences and tardies.

“There’s been a lot more absences and tardies since we came back from the pandemic,” Levy said. “We get busy around here with everything else so we need somebody to focus on those, especially student attendance. As coordinator, Howard will work diligently to keep up with students that are putting their education in jeopardy and recommend solutions and remediations.”

As a new member of the school administration team, the role of student success coordinator presented an opportunity for Howard to learn more about the student body.

“I think I’m learning more about students,” Howard said. “As a classroom teacher, we’re on our little islands. We know how students behave in our classroom, but now, I’m able to see how students behave in every classroom.”

Her previous connections and experiences with students also affects how she will take charge as the coordinator.

“I do think my ability to connect with others will factor into how I approach my role as a student success coordinator,” Howard said. “It’s pivotal to how I approach each interaction with students and I hope that it will let others know that I’m a caring administrator and that I’m easy to talk to.”

Howard is still getting used to a position where she has more responsibility.

“It’s a bit intimidating, however, I’m fortunate enough to have the support of an experienced administrative team,” Howard said. “It’s really helpful to have their guidance and I like how everyday is an experience of learning something new.”

In response to her plans for reducing tardies and absences, Howard wants to take a dedicated approach.

“I definitely have to take a stronger stance and kids need to be held accountable,” Howard said. “Whether it be more tardy lockouts or meeting with parents. When it comes to absences, I think that’s a partnership between the school, myself, the counselors, parents and guardians. We have to work together to figure out why they’re absent.”

Howard hopes her plans help to reduce students from suffering avoidable consequences. 

“I hope that my ability to build relationships with students in the classroom can transition into this position,” Howard said. “When students have incidents, they’ll come to me instead of handling them themselves or perhaps, getting in trouble.”