Relocating from Lowell High School—a longtime rival of FHC—new assistant principal Jacob Strotheide could be considered “the enemy.” However, even before his time at CHS, Strotheide has been involved in the school’s community.
While not taking on the demanding role of a high school coach, he can be found behind the scenes of FHC’s athletics. That is, helping grow the district’s softball program from the ground up—starting with elementary schoolers. By getting girls involved at early ages, Strotheide’s impact on CHS athletics will undoubtedly be seen in the coming years.
At Lowell, Strotheide followed a similar pattern of involvement, notably, in his role as a longtime coach of high-school softball, basketball, and track.
“I think a big part of why I was asked to take this job was because everywhere I’ve been. I’ve immersed myself in the community,” Strotheide said. “The community [at Lowell] is very close-knit. We take care of our own. Once you’re in, you’re in forever. I still have Lowell people reach out to me all the time seeing how I am doing, [even though] some people would say I abandoned them.”
In addition to athletics, Strotheide will be involved—or spectate at the very least—in other extracurricular events at FHC.
While an amateur in the world of theater, Strotheide enjoys watching the school productions and seeing students showcase their talents. That being said, his lack of knowledge leaves him with the inability to properly critique performances. Instead, he is okay with sitting back and enjoying the show.
“You can expect to see me at a lot of the events—not only athletic but music and theater [as well],” Strotheide said. “I just enjoy seeing kids do things that they’re passionate about. That is what I’m excited to do [at FHC]: hear students give their opinion about how they can grow certain programs and how I can support [them].”
Strotheide’s emphasis on community engagement played a large part in his selection for FHC’s administration team.
With CHS undergoing an immense staff transformation for the ‘24-’25 school year, having one more new administrator is unnerving. Thus, finding the perfect candidate—someone who both cares about students and institutes beneficial policies—was a prime goal of current principal Jonathan Haga.
“We knew for our students that we wanted somebody who has secondary experience in a like-school,” said Haga, who is in his own first year as CHS principal. “[We wanted someone] who could jump in and support our students and staff. As we went through the process, Mr. Strotheide, time and time again, was able to talk [about] the academic side, the social/emotional side, our work with PBIS [positive behavioral interventions and supports], and pride, as well as bring a lot of great experience around tradition, which is very strong for us here. As we went through the candidates and kept winding down, he rose to the top.”
An assistant principal’s dedication to the job is undoubtedly the most important characteristic to have. However, the ability to form camaraderie with the other leaders of the school takes a close second. Having fun, engaging administrators can make school all the more lively—an element that isn’t lost on students.
While neither have been at CHS for long, it appears as if Haga and Strotheide will be these approachable and high-spirited principals together.
Concerning differing opinions between the two administrators, the most notable lies in none other than their choice of shoe. Even though Strotheide will continue to proudly rock his Costco Skechers, Haga opts for the Nike route. Despite their contrasting fashion opinions, their hopes for the school community remain in accord.
“I think [Haga and I] have similar personalities,” Strotheide said. “I think he takes the cake. He probably has a little bit more charisma than I do, but I do like to have fun. I’ll be humble enough to do random, silly things that he will. I think our personalities mesh that way, and we have similar hopes of supporting our students in a positive way, listening to our students, and trying to implement the things they want within the student community.”
One of these supports that both Haga and Strotheide feel strongly about lies within the world of attendance.
While it may sound like a dull task to take on, attendance is one of the most pressing—and unacknowledged—issues at FHC. Especially as the beginning-of-the-year excitement winds down, and the routine of the school year truly sets in, making sure every student shows up to learn is integral.
Strotheide hopes to counteract the mid-October listlessness through daily meetings with students. By tracking down and talking with all who were marked absent or tardy the day prior, he is undertaking the problem one student at a time.
“I want to make sure that all students are here, learning, every day, and when they’re here, they’re safe,” Strotheide said. “The goal is to make this list [of students marked as absent] much smaller. We don’t want kids skipping. [We want to have] teachers taking appropriate attendance, and we [need to have] parents calling in [if their student is sick]. That’s the goal: this [attendance sheet] is blank every day.”
Upon meeting the many students of the school, Strotheide has taken to asking them about their future plans. Almost every student, he has found, has that plan. While obviously not set in stone, a large number tell him their—at least vague—ideas for the future.
Most critically, Strotheide wants to ensure that all students feel prepared for their futures. Whether pursuing further education or entering straight into the workforce, Strotheide knows the importance of having a roadmap for the future.
For that reason, Strotheide finds that seeing students complete their high school years is one of the most rewarding parts of his job.
“Graduation is always a really special day for me,” Strotheide said. “Just shaking hands with students because every student has their own path, some easier than others. Seeing the kids at the end [of high school] and [their] pivot of success is important to me. [There are] some students, especially in freshman and sophomore year, [who see their futures as] just so daunting and so dark. They don’t see that they can do it. Just getting to [those later] years when they’re seeing the[ir] path, they’re seeing their journey, what comes after school, and feeling confident about where they’re going. Those are all things that stand out to me.”
