John O’Connell High School prepares students to make meaningful contributions to an ever-changing world. As an equity-focused community, we aspire to prepare students for higher education or the professional working world. We strive to create rigorous classrooms that promote literacy, the use of technology, a sense of independence and commitment to community and self.
Student Learning Outcomes
By the end of their four years, each student at John O'Connell High School will have developed the following skills.
LITERACY AND COMMUNICATION
● We demonstrate mastery of academic and career technical content through oral and written language and
● We utilize and adapt communication tools and strategies for various audiences, contexts, and purposes.
● We demonstrate willingness and ability to work with and learn from diverse peers, experts, and others.
● We take collective responsibility for meeting high standards, taking on different roles, and fulfilling individual
PROBLEM SOLVING AND CRITICAL THINKING
● We engage in cycles of inquiry where we ask significant questions, analyze root causes, consider multiple
perspectives, and use evidence to back up arguments and justify possible solutions.
● We analyze real world challenges and develop well-informed solutions.
REFLECTION AND GROWTH MINDSET
● We monitor the quality of our work and reflect on progress toward academic, career, and personal goals.
● We consciously pursue our own passions, build our skills, and strive for mastery.
COMMITMENT TO SELF AND COMMUNITY
● We recognize mental, emotional, and physical risk factors and respond to them in ways that promote personal
wellness and positive relationships.
● We analyze social, environmental, and other factors that impact our community and respond in a way that helps
address community needs.
This is a working draft of our SLOs. We welcome community feedback!
Rigorous classrooms that promote literacy means that across all disciplines, students will be challenged to engage in complex tasks, to develop communication skills using a variety of media, to evaluate and synthesize information from multiple sources, and to produce evidence of and progress toward mastery.
An equity focused community provides access and resources to meet the needs of our diverse students. All stakeholders recognize the necessity for a diverse range of curricula, practices, and technologies, in order to provide our student body access and opportunity to achieve and demonstrate positive outcomes. Equity demands that high expectations are held for all community members.
Wellness as a foundation for success means building a school community that promotes and supports the physical, mental, and social well-being of students, families, and staff.
Preparation for higher education and professional work means all students have achieved mastery in core academic skills and are empowered to be self-sufficient, adaptive learners who can compete and succeed in college and career.
John A. O'Connell was born June 7, 1873 of Irish Parents, at their home at First and Howard Streets in San Francisco, CA. His Father was a State Legislator.
John O'Connell started off as a plumber's assistant but was dissatisfied with the work and later shipped out on a windjammer, sailing three times around Cape Horn. Upon returning to San Francisco, he entered St. Ignatius College (now the University of San Francisco). He quit school and started driving a team for a local drayage firm. Enduring 16-hour work days led O'Connell to, with others, organize a union, which would later be known as the Teamsters' Union. In 1913, John A. O'Connell became Secretary of the San Francisco Labor Council.
O'Connell described himself as a self-educated man. From his travels, he spoke some of several languages. He was also known for his oratory and debating skills.
John O'Connell died on May 14, 1948. Because of the efforts of Central Labor Council, this school was dedicated to him on September 21, 1951.