Schreiber High School - Port Light Yearbook (Port Washington, NY)

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Programs Help Students Look Beyond Graduation Career days aid in planning for future In the past year, Schreiber provided its students with many programs geared to- ward preparing them for life after gradu- ation. The Guidance Department en- couraged students to look ahead by bringing representatives from many col- leges to the school. Career days, during which students were given opportunities to take an inside look at various profes- sions, were organized to aid students in planning their future careers. For those intending to enter the work force imme- diately upon graduation, a work — study program was instituted whereby stu- dents could obtain actual experience in a job situation. Through such special programs, each student was provided with a firm basis for future success in whatever field he might choose.

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Alexander Swaab Is Ap- pointed Schrei- ber Principal Dr. Killeen resigns to as- sume new position By leaving Schreiber in November of 1976 for a superintendent s posi- tion in New Jersey, Gerald Killeen, our principal, created an opening in Schreiber’s leadership. After reviewing the applications of over two-hundred prospective princi- pals, a committee of teachers, par- ents, administrators and students handed down the name of Alexander Swaab for approval by the School Board. Now, whether it is in the cafeteria re-directing kids who have temporarily forgotten where the garbage can is, or in the hall discussing curriculum changes with some concerned stu- dents, our new principal is working hard to close down the Adminis- tration gap. In early March, Port Light reporter Elizabeth Werter interviewed Mr. Swaab in his office. The Interview Port Light: What are your opinions of Schreiber so far? Mr. Swaab: My opinions of Schreiber range from some things that are very outstanding, to some things I find unacceptable, even undesirable. So, I would say that as I learn to deal with, and work with, the kind of situation that exists I can better shape my opin- ions. Port Light: How do you think the stu- dents at this school compare to stu- dents at, say, other schools that you’ve worked in? Mr. Swaab: I don’t think there’s a whole lot of difference in kids. I think the kids sometimes think there’s a lot of difference between them but I’m “I think a principal has to be very much involved with students . .. sometimes in an open authority situation . .. sometimes in a peer sit- uation.” not so sure that there’s that much difference. There’s certainly a large group of bright, gifted, articulate kids, and I think that that's fun to have. There’s a large group of kids that are pluggers, hard workers, that are going to enter the world of work immediately after high school, and I think that makes for a good cross section of American life. Port Light: Do you intend to involve students throughout the year in differ- ent decisions? Mr. Swaab: I think so. Now, in all fairness, there are levels of decision that I'm not going to go to the stu- dents with. You know, we re not going to have kids sitting on the tables, or have people put feet on their tables. I’m not jgoing to ask for a student group to judge that. Port Light: How would you define your role in the school? Do you see yourself as an authority or more as peer? For instance, you’re going to be working with kids. Do you find your- self leaning toward that type of a role? Mr. Swaab: I don’t think of one role. I think a principal has many different roles. Certainly, he has to be very much involved with students, some- times in an open authority situation, and certainly there’s an authority role for the principal. Sometimes he is in a peer situation, where there are cir- cumstances that lead to good inter- action on an equal level. Sometimes he can be in a subordinate situation, where a student performing group or other students are doing something quite beyond the realm of the princi- pal. At that point he’s a spectator. I hope to be actively involved in pro- gram, at all levels, that is to say. de- partmental decisions, curricular deci- sions, building level decisions, etc. Port Light: Do you have any new plans to institute? Mr. Swaab: At this point, I wouldn’t say that we’re working hard on new programs. What we re looking to do is consolidate the existing program, in light of the kind of pressures that have been brought about in the com- munity on modular scheduling and in light of the fact that, in all fairness, the situation was a little loose. Port Light: Would you care to define loose? Mr. Swaab: Well, it’s a little hard to define it, but I’ll do the best I can. We're trying to consolidate some things, and our efforts really are to consolidate creatively — not to just react, but to act intelligently, to see