Michael Powell, High School Principal, The Howard School

In an interview with Focus:, Michael Powell, high school principal at The Howard School, discussed preparing students with learning differences for life beyond the classroom through executive functioning skill building, technology, and community partnerships. “Our mission is to celebrate each student, transform the learning experience, and develop lifelong strengths,” Powell said.

What developments over the past year have most influenced The Howard School and its high school priorities?
The Howard School serves students with learning differences. We’re a K-12 school, and we work with students who need support developing skills related to dyslexia, dysgraphia, executive functioning, and similar areas.

One major shift we’ve experienced, both in the high school and across the institution, is how we use executive functioning skills to prepare students for their next steps. With the rapid evolution of technology and the rise of AI, we’re focused on helping students understand how these tools can support college preparation and lifelong learning.

We even have a task force dedicated to exploring how AI impacts our students and their futures. Across our curriculum, we’re emphasizing executive functioning as the foundation for building independence, self-awareness, and readiness for life after graduation.

How has the school’s approach to technology evolved, particularly with AI?
A few years ago, even something like Wikipedia was considered off limits. Now, things have changed. We recognize that everyone, from students to professionals, uses AI, whether for spell check or drafting proposals. Our responsibility is to teach students how to use these tools ethically and effectively instead of avoiding them.

From ninth through 12th grade, students learn to use AI responsibly. For example, students with dyslexia or other language-based learning differences can use AI for sentence starters or brainstorming ideas. It doesn’t write the paper for them, but it helps them organize thoughts and build confidence in their writing.

What elements make The Howard School’s high school experience unique?
Collaboration is at the core of what we do. Our teaching model includes a team of professionals working together, including teachers, speech-language pathologists, math and literacy specialists, all contributing to classroom learning.

We have three speech-language pathologists in the high school who work with both students and teachers to ensure language comprehension and accessibility in every subject. That teamwork creates the best teachable moments for our students.

Our mission is to celebrate each student, transform the learning experience, and develop lifelong strengths. Part of that transformation means connecting students to the world beyond our bubble. We prepare them for college, technical schools, or the workforce through experiences that promote independence.

Our senior-year internship program is one example. During the spring semester, students spend one day a week working off campus. It’s a graded component of their senior seminar and helps them learn about themselves and the kinds of work that suit them, what doesn’t, and how they can apply their strengths in real-world contexts.

This work is deeply personal to me. My passion for education comes from wanting to be the kind of principal and educator I didn’t have growing up. I think that’s true for many educators today. There’s a shared drive to lift the next generation and reshape what learning can be.

How is the school collaborating with local organizations to expand learning opportunities?
That’s one of the most exciting areas for us right now. We’re building new partnerships with local businesses and nonprofits, and it’s still in the early stages. Previously, seniors participated in a two-week internship at the end of the year, but we wanted something more meaningful.

Now, we’re developing long-term relationships with organizations that can host our students. Last year, we had about 20 partners; this year, about 12, and we’re actively searching for more partners. Inspire Brands is one of them. Students prepare resumes, practice interviewing, and go through a real hiring process. Businesses select interns, and we host a matching day where students are placed with their chosen organizations.

Through this, students learn skills such as interviewing, presenting, and self-reflection. They also experience rejection, which is equally valuable. It teaches resilience and adaptability as they prepare for adulthood.

How is social-emotional learning integrated into the curriculum?
Social-emotional learning is essential for us. We have a high school counselor who collaborates with teachers to develop SEL lessons. Every student participates in an advisory group, about seven or eight students per advisor, where they explore topics like empathy, bullying, vaping, and other relevant issues.

These discussions help students learn how to have meaningful, respectful conversations, even about difficult topics. We emphasize what it means to lean into discomfort in a safe environment. SEL is about more than emotional awareness. It’s also about developing emotional intelligence and responsibility as global citizens.

We also integrate experiential learning. Each class takes a major trip in March to connect classroom concepts to real-world settings. For example, freshmen travel to Space Camp in Alabama to link science lessons to hands-on experiences. These opportunities help students see how learning applies beyond the classroom.

How is The Howard School attracting and retaining specialized educators?
That’s something I think about constantly. It’s crucial that our educators feel valued, balanced, and fulfilled in their work. Many of our teachers are specialists, including speech-language pathologists, literacy experts, and math and science educators, and they come with diverse backgrounds.

We provide strong professional development to help them expand their skills, particularly around language-based learning differences. Collaboration also plays a major role. Teachers aren’t isolated in their classrooms; they’re constantly learning from one another through observation, feedback, and shared planning.

In evaluations, I focus on growth and renewal, especially on how educators can keep their passion alive. Stagnation is easy to spot, and we make sure everyone continues to develop professionally and personally.

How does the school ensure accessibility and individualized support for every student?
Accessibility is central to our mission. As a private school, we’re committed to meeting the needs of every student. Our admissions process is designed to identify each student’s strengths and challenges before they arrive, ensuring we’re ready to support them from day one.

Every student’s profile informs how we structure their learning experience, making sure they receive the individualized attention they need to thrive.

What are your strategic goals for the next two to three years?
We recently launched a new mission statement, and our main goal is to bring it fully to life over the next few years. Each classroom displays a Venn diagram representing the mission: celebrating each student, transforming the learning experience, and developing lifelong strengths.

Our focus now is to embed those principles in every aspect of the school through curriculum design, professional development, and classroom culture.

We’re also committed to staying at the forefront of educational innovation, especially around new technologies. And as always, we want our students to use their learning differences as strengths, helping them grow into capable, confident adults.

Finally, our internship program remains a significant focus. It connects education to real-world preparation and helps students apply what they’ve learned. We also welcome new business partners who want to engage with our students and offer internship opportunities. It’s a collaboration that benefits everyone involved.