Empowering Students Through Peer Leadership: The Student Assistant Teachers Program at Friends School

At Friends School of Baltimore, leadership opportunities can be found throughout the three
divisions. In the Upper School, juniors and seniors who have excelled in a specific class and
subject matter, with the interest in helping underclassmen with their academic achievements,
have the option to apply for the Student Assistant Teachers (SAT) Program.

The SAT Program integrates peer support with academic mentorship, allowing students to
assist others while being mentored by a faculty member. Established during the 2016-2017
school year, the program was initially inspired by a similar initiative at the Science Leadership
Academy in Philadelphia. Seeing the potential for success in the Friends community, a
committee of faculty members was formed to develop the structure of the program, focusing on
key components to match students with teaching roles aligned with their interests and strengths.

Students accepted into the SAT program are paired with faculty who teach freshman and
sophomore classes based on their availability and subject matter. This co-operating teacher
acts as a mentor, making sure to properly prepare the students for their role in the classroom.
The SATs help in diverse ways, depending on their specific classroom needs. They will engage
in creative classroom activities, help lead small and large group discussions, and provide built-in
peer tutoring for students who may benefit from individualized attention. The SATs are required
to attend their assigned class, meet with their co-operating teacher once a week to prepare for
upcoming lessons and participate in once-per-cycle seminar meetings with fellow student
teachers run by the Upper School assistant principal. These seminars provide the opportunity to
share their experiences, seek help in working through obstacles, and receive further education
on the teaching methods at Friends.

The SAT program offers multifaceted benefits to students, teachers, and the classroom
environment. Having a teenage collaborator in the classroom introduces a fresh perspective, helping teachers understand how students may perceive and struggle with the material. This insight can be invaluable for tailoring instruction to better meet students' needs. The presence of SATs also enables more specialized group work, allowing teachers to break down classes into smaller, more focused groups. This setup fosters a more collaborative and supportive learning environment. For students, participation in this program challenges them to rise to the occasion, providing space for personal growth, and leadership, as well as teacher-to-student and student-to-student mentoring, enriching the educational experience for all involved. The program also aligns with the Quaker educational philosophy, which emphasizes community oriented learning and promotes equity, collaboration, and reflective practices.

By nurturing student leadership and providing additional support, the SAT program enhances
educational outcomes and personal development. Upper School Assistant Principal Christine
Koniezhny notes the programs' impact: “I love the academic leadership as well as personal and
intellectual growth that this program nurtures in our students.” As the SAT program continues to
evolve, it exemplifies the effectiveness of innovative educational practices in building a
collaborative and supportive learning community.