Assistant Principal Terry Liggin, Administrator for Freshmen, stands by the Clarke Central High School Ceremonial Entrance on Feb. 6. During his time as an assistant principal, Liggin has worked to instill values of professionalism in the freshman class. “I think over time, hopefully kids are learning they need to be on time,” Liggin said. “(I) hope that I can be very, very repetitive, because eventually when you are not around me, something will jog your memory and you’ll hear me yelling in your ear, ‘Being on time means something, being on time means something.’ Because it does.” Photo by Aza Khan
Assistant Principal and Administrator for Freshmen Terry Liggin describes his own high school experience and his hopes for the future of the Freshman Academy.
Digital Editor-in-Chief Anna Shaikun: How would you describe your high school experience when you were a student?
Assistant Principal and Administrator for Freshmen Terry Liggin: I enjoyed high school. (I went to) Seneca High School (in) Louisville, Ky. I played football, basketball, ran track, a lot of high school experiences. When I talk to kids, I really talk about (how) the decisions you make in high school will affect the rest of your life. I moved in with my uncle when I was 15 and it shaped the rest of my life. Uncle Fred is the reason I’m here today, the reason I’m successful. He made a decision in high school to attend Tennessee State University, and that set him off on a different path. Where he chose kind of helped groom him to the man he was, which helped him get in a position that he could let me come and raise me at age 15, (when) he was 30. He was definitely a father figure in my life, (and) he had order and structure in his life so he could be able to do that. And sometimes a lot of people are not that structured or that ordered at age 30. That was a blessing. So my high school experience was cool, but I also made some adult life decisions that affect the rest of my life.
AS: What drew you to Athens-Clarke County in the first place?
TL: I’ve been teaching for 18 years, but most of my experience have been in special education and coaching. I had a friend that reached out to me who lives in the area, the Atlanta area, and he said, “Hey, you may want to try Athens because I think it’d be a good fit for you.” I applied, and I worked as Behavioral Specialist at the beginning of this year and then I transitioned into the assistant principal role. It was a good transition and I’m thankful for that opportunity.
AS: What did you learn in your time as Behavioral Specialist that transferred over well to your job as assistant principal?
TL: I mean, the work (as Behavioral Specialist) is very similar as an assistant principal. I was able to really get to know the kids, get a name to a face, and really get the school culture and makeup of how things should go. (I learned) the structure in place of Central High School, how things go, how Dr. (Swade) Huffhttps://www.clarke.k12.ga.us wants things ran, his personality, all the things that we already had in place. I think that definitely made an easy transition and a seamless process.
AS: How has your experience in your position been thus far?
TL: Great, I like the Freshman Academy. When I was coaching, kids used to call me, “Daddy Liggin,” and that’s the role I’m comfortable with. I see myself as the “daddy” — like these are my kids. I’m gonna make sure you get right. I like (the role), I think it fits my personality, it fits my skill set, and I’m excited to be here. I’m excited to see some changes that I think will happen in our district and our school and I’m excited to be able to help kids grow and be the best version of themselves.
AS: What’s been the most rewarding part of being Assistant Principal?
TL: Watching things slowly change. When I was first here, (the Freshman Academy) had so many kids being late to class, but today, the bell just rang not too long ago, there’s no kids getting tardy slips right now. I think over time, hopefully kids are learning they need to be on time. (I) hope that I can be very, very repetitive, because eventually when you are not around me, something will jog your memory and you’ll hear me yelling in your ear, “Being on time means something, being on time means something!” Because it does. A lot of times, it’s just showing up and being on time. If you’re not here every day, if you’re late, I can’t do anything with that and a lot of bosses feel that way. My job is to help you to be a successful adult, and those are some of the skill sets that I think will help kids prosper in life.
“Watching things slowly change. When I was first here, (the Freshman Academy) had so many kids being late to class, but today, the bell just rang not too long ago, there’s no kids getting tardy slips right now. I think over time, hopefully kids are learning they need to be on time. (I) hope that I can be very, very repetitive, because eventually when you are not around me, something will jog your memory and you’ll hear me yelling in your ear, ‘Being on time means something, being on time means something!’ Because it does.
— Terry Liggin,
Assistant Principal and Administrator
AS: As you’re looking ahead to the end of the school year and the beginning of next year, what school policies or pieces of school culture would you like to change?
TL: Not necessarily change policies, but more so have a laser focus on the kids that are really struggling in class so that they have a fighting chance to graduate on time. I think that’s one of the main purposes. I think a lot of times in high school, the key to really going to school is, “What’s my niche? What do I like to do? I may not have my five-year plan or know what I’m gonna do when I graduate. But if I found a positive niche, I like going to school, I’m gonna get involved and I’m gonna come every day and I’m gonna try my best because I found something that I really like.” When you don’t really like school, you don’t see the value in it. You’re gonna walk the hallways, skipping class, and it starts a slippery slope and then before you know it, you dropped out. I want to limit the time that can happen and get more kids moving in the right direction. Statistics show (if) you’re moving in the right direction as a freshman, nine times out of 10, you graduate on time. This is a pivotal year to get you heading in the right direction.
AS: In what other ways do you work to help students who are academically at risk?
TL: One of the first things is going into the middle schools and talking to middle school teachers and saying, “Okay, what kids do we have coming over and how can I best help them?” (We’re) perceiving the need, trying to get those kids’ names and meet with those parents and get them accustomed to me before they even get here. They already know, “Hey, there’s Mr. Liggin, we already know, ‘Be on time, it means something.’” I think doing that on the front end, talking with parents, creating a collaborative relationship where we work together as a team is the best approach. In the next couple of months, that’s gonna be my focus, the next group coming in and getting some parent contacts.
AS: What’s your process to make sure students follow your advice?
TL: I do it in stages. I can’t talk about being present and being productive if you’re out of class all the time. So we’re gonna focus on getting you in class, and then once we get in class, and you’re being more consistent in that area, we say, “Alright, so what’s the next step?” We’re here all the time, which is good, it’s a start. Alright, now we got to do some work. We got an hour and a half, let’s grind, let’s work. Then after that, okay, grades look a bit better. We (are) headed in the right direction. Now, what’s our focus? What do we want to do? Because if we can get six credits from our freshman year, then our options open up. We can figure out, “Do I like school? Do I not like school? But if I at least get to six credits, then I can start making some decisions.”
AS: If you could give a piece of advice to your freshman self, what would it be?
TL: Focus on the present. Don’t worry so much about what’s going to happen in the future. “How is this going to happen? How’s that gonna happen?” I can get overwhelmed with looking ahead too much, rather than being focused on the present and being like, “Where are you at?”
