During my career, I was fortunate enough to establish a hall of fame at two distinct high schools – one over 60 years old and the other in its seventh year. The older one had not seen a championship in any sport for roughly a decade but had a very decorated distant past. They showed off almost no visible recognition in their halls, except for a small trophy case. The other school, despite its youth, had already become very accomplished in several sports with multiple state championships and numerous individual state-level accolades. Their full trophy case and first floor walls were covered with pictures of teams, athletes, and national merit scholars. On the surface, these two really could not be more different, but my experience taught me how building a hall of fame is universally worthwhile.
The ideation for the hall of fame began in my first year at each school. While the purpose for launching the projects differed, the outcomes proved very similar. The older school lived in an urban environment with a community who had suffered a significant economic decline over the previous two decades. They desperately needed something to get excited about and rally behind. The best path forward for them was to connect to their past. On the other hand, the younger school had achieved so much success in its early years, we were losing sight of our core values. We needed to define what we truly wanted to honor. Despite these contrasting starting points, the return on investment from the hall of fame was equally substantial in both instances.
I quickly discovered the transformational nature of introducing a hall of fame. It improved the organization of our history, allowed us to develop stronger community engagement, helped us clearly define our mission, and showcased the values we chose to honor. The new tribute gave students and staff something to aspire to and be a part of. Perhaps most importantly, it also provided a mechanism for us to tell our story.
Going through the exercise of organizing and rediscovering the school’s history provided me as the athletic director with an invaluable opportunity. Digging into the past to that degree acquainted me with the school in an intimate way. At both schools, I spoke to alumni, got to know the people who had accumulated artifacts, and engaged with those who had meaningful stories to share. Each piece of information I received got properly stored for easy access in the future by myself and others. Regardless of whether your project spans sixty years or ten, this work is never done as additional information constantly comes to light. Establishing a thoughtful organizational program creates an easily digestible encyclopedia of sorts and allows others to participate throughout the process.
Building a hall of fame, however, is no easy task. The amount of information to process can be enormous, making it the perfect opening to enlist the community. In fact, from conception to implementation the recurring theme of the hall of fame was community connection and engagement. Those who joined in the process became the core group of historians promoting the project as well as the school’s best advocates in general. In addition to those working directly for the hall of fame, other groups also gained a connection to the school. Individuals who nominated candidates as well as all the alumni and stakeholders who attended the induction ceremony became embedded parts of the school through the hall of fame. Many of these people then supported levies, donated, or volunteered to coach. In short, the hall of fame grew into a conduit for community members to develop positive experiences with the school, which led to influential action.
Along with the critical importance of community connections to the vitality of a school, the hall of fame also serves as a messaging tool for the school. As previously mentioned, a hall of fame can refocus a school on its core values. The committee or organizers can prioritize whatever they choose, so it does not have to revolve around wins and losses or state championships. I appreciated how both committees I worked alongside supported liberal criteria for their tributes. Through formal recognition, year after year, we can demonstrate to students the impact of living out values, which boosts the all-around culture.
Each school is different with a diverse set of needs. Yet I found expanding the scope of the hall of fame resulted in an unexpected positive consequence: An increase in participation and visibility. A shared vision was emerging and evolving – one where nearly any student or staff member could envision themselves being inducted one day. The hall of fame provided an opportunity for those who were hardworking and passionate about their community to be honored alongside those who were blessed with competitive success. This approach by no means meant just anyone would be selected. But I believe we ‘raised the water level’ for everyone. The superior athletes along with the truly gifted artists and performers. Our hall of fame encouraged the students at its heart to compete and strive for greatness in everything they did.
Ultimately, the hall of fame becomes an institution unto itself. All the aforementioned elements come together to tell a story. The culture at each of my schools was built around and through storytelling. In a school with a long history, it told stories to inspire the next generation to rebuild traditions of the past. In a young, thriving school, it shared the story of impressive accomplishments accompanied by humility and service. By celebrating the past, the hall of fame helped students aspire to more and focus their future on the values which matter most. In time, once a hall of fame is established and the process is known, an induction ceremony can become as integral a part of the school as graduation.
About the Author
Ryan Walker is currently the Operations Director for Marysville Schools in Marysville, Ohio. Before assuming that role he spent 15 years as a high school athletic director. In 2016 he was named an Athletic Director of the Year by the Ohio Interscholastic Athletic Administrators Association. Ryan is a graduate of Wittenberg University with a Masters Degree from Ashland University.
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