House System

We recognize that a student can feel rather overwhelmed in the environment of the large public high school. North Hollywood High School has 3400 students, and although being in the magnet program helps to lessen the sense of insignificance of the individual, we decided that for the emotional and intellectual well-being of each student, something more was needed. Consequently, we designed the house system.

During the entire four-year period students are in the Highly Gifted Magnet, each is a member of a house led by one of the faculty members. The system is rather like an extended homeroom offering a much wider Opportunity to expand one's social and intellectual abilities. Each house meets frequently for one class period and is made up of all grade levels. The upper classmen help the freshmen to orient themselves to the campus and the high school environment. Students are identified who demonstrate expertise in certain subject areas; these students act as peer tutors and advisors.

Each house teacher has a significant opportunity to know the students in the house much better than if they were only in a classroom environment. Teachers have the opportunity to guide students through intellectual and social problems, while encouraging each to make friends with and contribute to the success of all members of the house. Outside activities such as hikes, ice skating, and film excursions are encouraged to create a sense of a shared community.

An informal sports agenda has made the house system a viable outlet for many students who haven't the time nor the inclination towards organized team sports: Intramural games of basketball and football have helped to further meld the sense of community that a house can engender. Guest speakers are at times invited to address a house or all of the houses simultaneously. Such speakers in the past have included politicians, private businesspersons, and unique individuals, such as Rene Firestone, Holocaust survivor.

The house system is designed as a personal focus in an impersonal world. We recognize as a program that both the affective and cognitive needs should be addressed to nurture the whole person. The house system underscores our basic philosophy as a program: Each student is a unique individual, whose special needs warrant attention, direction, and encouragement. While we recognize that a school is not a home, we think our house' system is close to it.