Written by Amy Pashak, Walled Lake Western High School Principal and MASSP Board of Directors President-Elect
As the President-elect of MASSP, I’ve been inspired to get a firsthand look at the student experience. Recently, I spent a full day shadowing a 10th-grade student at Walled Lake Western High School. This impressive student is a positive leader in our school, active in both student leadership and on the cheer team. Shadowing her provided a unique and invaluable perspective on the high school experience.
Setting the Stage
Before the day began, I arranged everything to be fully present. I cleared my schedule, turned on my email autoresponder, and got permission from both the student and her parents. I informed her teachers the day before, encouraging them to proceed as usual. I also came prepared with my backpack, comfortable clothes, and a readiness to engage in every class.
This shadowing project is something I organized with the entire administrative team, which includes three assistant principals and four counselors. Each of us is shadowing a student of a different grade level and demographic by the end of this semester. We’ve selected students from various backgrounds and programs, including CTE, English Language Learners, Special Education, Advanced Placement, General Ed, and those with 504 plans. I also developed a system for documenting our observations and created a Google Form for reflection. Next semester, our eight department chairs will take on this same experience.
This isn’t a new initiative I developed—it’s an approach I first engaged in as the principal of Fowlerville High School and earlier as an assistant principal at Howell High School. Each experience has offered valuable insights into the day-to-day lives of our students, and it’s one I’m excited to bring to Walled Lake Western.
A Day in Class
The student’s schedule included US History, Honors English 10, Leadership, Chemistry, Spanish III, and ended with Geometry after lunch. The morning started with US History, where I took a quiz (and did pretty well!) and joined in a discussion about writing in Honors English. Afterward, I moved to Leadership, where the collaborative atmosphere was inspiring, and then Chemistry, where I placed fourth in a competitive Kahoot review game.
Lunch was a memorable part of the day. I waited in line, purchased lunch just like the students, and was appreciative when my student shadow saved me a seat! The food was tasty, though the lunch break felt fast. Sitting at the table, I enjoyed listening to the students share stories about their lives; they seemed equally happy to chat with me and were amused to have an administrator as their “classmate” for the day.
After lunch, we jumped back into academics with Spanish III and, finally, Geometry—a challenging way to wrap up the day. In each class, I took part in the activities, engaged with students around me, and asked them about their thoughts on school, what brought them joy, and what stressed them out.
What I Learned
Shadowing students brings insights that are hard to gain any other way. The first lesson was just how exhausting the school day is. With six subjects back-to-back, each demanding a different type of focus and energy, it was a challenge to stay engaged. I found myself enjoying classes where I could move around or work with others, as it provided a needed mental shift. It was also clear how much classroom culture matters. In classes where the teacher gave a plan for the hour or started with a connection activity, I felt more prepared for the lesson. Classes that jumped directly into content felt harder to settle into.
It was also fascinating to observe how elements like classroom music impacted focus; I found classical music helpful, while pop music was a bit distracting. My classmates generously guided me through challenging subjects, which I appreciated, especially in subjects like Spanish III and Geometry!
Another significant takeaway came from talking with students about their workload. Most students genuinely enjoy school and want to do well, but many felt that balancing their academic demands with after-school activities and homework left them stretched thin. Several mentioned they rarely get to bed before 11:00 p.m., with most wishing they had less school work to do at home.
Moving Forward
While principals regularly visit classrooms, it’s usually to observe teaching and learning dynamics from a leadership perspective. Shadowing a student shifts that focus, helping us experience school through a student’s lens. This experience reminded me how hard students work and how much they balance each day. I’ll admit, by the end of the day, I had a newfound appreciation for my own desk and a little quiet space—a small but meaningful reminder of how vital it is to have spaces for both focus and reflection.
For fellow administrators: if you haven’t shadowed a student yet, I strongly encourage it. You’ll walk away with new relationships, invaluable insights, and a renewed appreciation for the important work we do in supporting our students’ journey every day.