The journey to develop a new high school model started at the Philly High School Fair in November. From the beginning we sought to create with, not for. In this series, the methods of stakeholder involvement will be shared in more detail.
1. the high school fair
Our first proactive method of capturing stakeholder needs and feelings took place at the 2013 Philly High School Fair. We set up a table and set out to engage future high school students and their parents/guardians in articulating important elements of secondary the climate and instructional program. The goal of the effort was to succinctly capture stakeholder perceptions and hope about their vision for high school. After vetting a series of statements, we settled on two for both students and parents/guardians:
- I would like high school to be…
- I wish schools would teach students how to…
Responses
The responses were organized into three categories: instructional core, organizational culture and student support. Instructional core refers to the interconnected relationship between the content, educator and learner. Organizational culture embodies the methods by which mission, vision and values manifest themselves in a school. This area includes but is not limited to safety, the ways that discipline is carried out, and other important school-based policies and procedures. Student support represents the elements of a school dedicated to assisting any needs and support in addition to the regular instructional and cultural programming. Transitioning students to high school, Special Education services (SPED), English Language Learners (ELL) and career/college transitions embody examples of student needs.
Parent/Guardian Responses
One hundred and fifty parents completed the two statements. The patterns of the parent/guardian responses provided a window into the elements of school they value. They also illustrate that parents know more about factors of success than schools and school systems give them credit for.
Climate and Safety
Safety represents a baseline desire for parents. In conversation, parents expressed significant concerns about school climate and safety. Rightfully so, the physical well-being of their children minimizes a level of stress and must constitute the foundation of a social contract between schools and stakeholders.
Once the parents/guardians “envisioned” what they want from high school for their child, the responses changed significantly. While nearly 30% of responses related to safety, they included more sophisticated feelings such as “emotionally safe,” “tolerance” as opposed to ones that refer specifically to physical violence. They reflect a nuanced view of safety as an integral aspect of the organizational culture of the school.
Parents/Guardians place significant value in the learning process and learning outcomes (nearly 60%). Responses such as “prepared,” “more interesting,” “hands-on,” “developing critical thinking,” and “collaborative” speak to the great concerns and deep understanding that parents/guardians possess about about the important elements and skills that likely lead to success.
Parent/Guardian responses to the second statement (I wish schools would teach students how to…) show that they have a concern for socio-emotional health, cognitive and perseverance skills as a means to prepare youth for their futures. Parents understand the importance of developing character and socio-emotional cognizance. They want schools to help students, “get along better and stop judging each other so much,” “express their thoughts and feelings in a healthy manner,” “be productive citizens,” “cultural awareness and acceptance,” “respect and teamwork with one another,” and “communicate and work out problems” among others.
Parents also value the development of the skills and practices that will enable youth success in college and careers. They value schools teaching students, “time management,” “critical thinking,” “persevere no matter what,” “think critically and utilize their youthful energy to the utmost,” “think creatively,” “deal with problems,” and “become more independent.” National thought leaders such as Angela Duckworth, Carol Dweck and Paul Tough built careers studying mindsets, grit and self-control to understand their impact on longitudinal student outcomes.
Student Responses
Over two hundred students responded to the two statements at the high school fair. For youth, they responded emphatically that they would like school to be “fun.” This speaks to both the organizational culture and instructional core of the school. Students want class and school to be “exciting,” “interesting,” and “memorable.” The fact that students are saying it is not shocking, adolescents are a difficult group to please, and have ever shifting tastes and sensibilities.
We asked the same students, “I wish schools would teach students how to…” which revealed the depth of understanding they possess about learning. These sometimes rambunctious and uncertain young people might know more than adults give them credit for. Their responses represent their beliefs, needs and wants, and therefore, what is “fun” and “interesting.” They vary from strictly academic responses such as, “read and do basic math,” to desires to “get ready for the real world.”
Students expressed a strong desire to learn how to build community and collaborate, while developing their own person. They would like to learn how to: “be ourselves and don’t follow,” “open to ideas,” “love themselves even though they are different,” “be the best they can,” “work together,” “stay true,” “be a better person,” “express feelings and adjust to things,” and interact with other people.”
Many responses illustrate a strong desire to build their own learning experiences. Students want to: “have self-respect and responsibility,” create their own activities,” “discover science and math,” “achieve their goals,” “make things,” “turn ideas into a business,” “do more project-based learning,” and “learn what they want, not get spoon fed.”
The responses were organized into three categories: instructional core, organizational culture and student support. Instructional core refers to the interconnected relationship between the content, educator and learner. Organizational culture embodies the methods by which mission, vision and values manifest themselves in a school. This area includes but is not limited to safety, the ways that discipline is carried out, and other important school-based policies and procedures. Student support represents the elements of a school dedicated to assisting any needs and support in addition to the regular instructional and cultural programming. Transitioning students to high school, Special Education services (SPED), English Language Learners (ELL) and career/college transitions embody examples of student needs.
Parent/Guardian Responses
One hundred and fifty parents completed the two statements. The patterns of the parent/guardian responses provided a window into the elements of school they value. They also illustrate that parents know more about factors of success than schools and school systems give them credit for.
Climate and Safety
Safety represents a baseline desire for parents. In conversation, parents expressed significant concerns about school climate and safety. Rightfully so, the physical well-being of their children minimizes a level of stress and must constitute the foundation of a social contract between schools and stakeholders.
Once the parents/guardians “envisioned” what they want from high school for their child, the responses changed significantly. While nearly 30% of responses related to safety, they included more sophisticated feelings such as “emotionally safe,” “tolerance” as opposed to ones that refer specifically to physical violence. They reflect a nuanced view of safety as an integral aspect of the organizational culture of the school.
Parents/Guardians place significant value in the learning process and learning outcomes (nearly 60%). Responses such as “prepared,” “more interesting,” “hands-on,” “developing critical thinking,” and “collaborative” speak to the great concerns and deep understanding that parents/guardians possess about about the important elements and skills that likely lead to success.
Parent/Guardian responses to the second statement (I wish schools would teach students how to…) show that they have a concern for socio-emotional health, cognitive and perseverance skills as a means to prepare youth for their futures. Parents understand the importance of developing character and socio-emotional cognizance. They want schools to help students, “get along better and stop judging each other so much,” “express their thoughts and feelings in a healthy manner,” “be productive citizens,” “cultural awareness and acceptance,” “respect and teamwork with one another,” and “communicate and work out problems” among others.
Parents also value the development of the skills and practices that will enable youth success in college and careers. They value schools teaching students, “time management,” “critical thinking,” “persevere no matter what,” “think critically and utilize their youthful energy to the utmost,” “think creatively,” “deal with problems,” and “become more independent.” National thought leaders such as Angela Duckworth, Carol Dweck and Paul Tough built careers studying mindsets, grit and self-control to understand their impact on longitudinal student outcomes.
Student Responses
Over two hundred students responded to the two statements at the high school fair. For youth, they responded emphatically that they would like school to be “fun.” This speaks to both the organizational culture and instructional core of the school. Students want class and school to be “exciting,” “interesting,” and “memorable.” The fact that students are saying it is not shocking, adolescents are a difficult group to please, and have ever shifting tastes and sensibilities.
We asked the same students, “I wish schools would teach students how to…” which revealed the depth of understanding they possess about learning. These sometimes rambunctious and uncertain young people might know more than adults give them credit for. Their responses represent their beliefs, needs and wants, and therefore, what is “fun” and “interesting.” They vary from strictly academic responses such as, “read and do basic math,” to desires to “get ready for the real world.”
Students expressed a strong desire to learn how to build community and collaborate, while developing their own person. They would like to learn how to: “be ourselves and don’t follow,” “open to ideas,” “love themselves even though they are different,” “be the best they can,” “work together,” “stay true,” “be a better person,” “express feelings and adjust to things,” and interact with other people.”
Many responses illustrate a strong desire to build their own learning experiences. Students want to: “have self-respect and responsibility,” create their own activities,” “discover science and math,” “achieve their goals,” “make things,” “turn ideas into a business,” “do more project-based learning,” and “learn what they want, not get spoon fed.”
As a result of the conversations at the High School Fair, many (nearly 40) parents/guardians and youth expressed interest in further participating in discussions about model development.
Below are the responses collected as a Wordle (the top two are parent/guardian responses, and bottom two student responses to the statements above.)
Below are the responses collected as a Wordle (the top two are parent/guardian responses, and bottom two student responses to the statements above.)
2. The Visioning Exercise
In late January, the School Design Leaders of the LINC and U School sent a "Visioning Activity" to educators across the city. We sought to engage more students and educators in a dialogue about their visionary schools. The design of the activity allowed for teachers to capture students’ vision of a high school experience that truly met their needs. A series of emails were sent to educators across the city with a short visioning activity attached. Students drew pictures depicting the components of a high school environment that fostered academic success.
Elementary, Middle and High School students from district and charter schools participated. We received over 350 artifacts from all over the city. Below is a sample of some of the artifacts created by students. They are a wonderful example of the supportive, healthy, challenging and dynamic possibilities. They also wrote poems, created wordles, and wrote essays that captured the key elements they want and need from school. In reviewing the narrative artifacts, some key themes emerged across the students’ work. Positive relationships, valuing multiple perspectives as a way to build a healthy school community, the need to personalize learning for each students, access to help and support, fostering growth habits of mind and teachers as mentors and facilitators of the learning experience were themes evident throughout the narrative artifacts.
Below you will find a random sampling of some of the artifacts created by students from across the city. The individual visions communicate a visceral desire to experience the best that we have to offer one another.
Stakeholder, but particularly student, dreams represent essential building blocks for our schools! We will be a place to facilitate dream-making (the alignment of school systems with passion and purpose). Thanks to the AWESOME educators and students that participated!
Elementary, Middle and High School students from district and charter schools participated. We received over 350 artifacts from all over the city. Below is a sample of some of the artifacts created by students. They are a wonderful example of the supportive, healthy, challenging and dynamic possibilities. They also wrote poems, created wordles, and wrote essays that captured the key elements they want and need from school. In reviewing the narrative artifacts, some key themes emerged across the students’ work. Positive relationships, valuing multiple perspectives as a way to build a healthy school community, the need to personalize learning for each students, access to help and support, fostering growth habits of mind and teachers as mentors and facilitators of the learning experience were themes evident throughout the narrative artifacts.
Below you will find a random sampling of some of the artifacts created by students from across the city. The individual visions communicate a visceral desire to experience the best that we have to offer one another.
Stakeholder, but particularly student, dreams represent essential building blocks for our schools! We will be a place to facilitate dream-making (the alignment of school systems with passion and purpose). Thanks to the AWESOME educators and students that participated!
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