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Deeper Learning: How Eight Innovative Schools Are Transforming Teaching and Learning

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Webinar:


The Alliance for Excellent Education Invites You to Attend a Webinar on

Deeper Learning: How Eight Innovative Schools Are Transforming Teaching and Learning

Panelists
David Grant, Technology Integrator, King Middle School (Portland, ME)
Monica R. Martinez, PhD, Education Consultant and Former President, New Tech Network
Jeffrey D. McClellan, Principal, MC2 STEM High School (Cleveland, OH)
Robert Rothman, Senior Fellow, Alliance for Excellent Education

Please join the Alliance for Excellent Education for a webinar to discuss a new book that explores how schools are transforming teaching and learning to enable all students to demonstrate the knowledge and skills they need for the twenty-first century. Deeper Learning: How Eight Innovative Schools Are Transforming Education for the Twenty-First Century (The New Press, 2014), written by Monica Martinez and Dennis McGrath, examines school practices that support the development of deep content knowledge, critical thinking, problem solving, communication, collaboration, and academic mindsets.

Dr. Martinez will share findings from the book. Jeffrey McClellan and David Grant will discuss how their schools are organized to support deeper learning. Robert Rothman will moderate the discussion. Panelists will also address questions submitted by viewers from across the nation.

With support from
William and Flora Hewlett Foundation

Register and submit questions for the webinar using the registration form below. After registering, you will receive an email confirmation. Please check your email settings to be sure they are set to receive emails from alliance@all4ed.org.

Please direct questions concerning the webinar to alliance@all4ed.org.

If you are unable to watch the webinar live, an archived version will be available at all4ed.org/webinars usually one or two days after the event airs.

>>> GOOD AFTERNOON.
MY NAME IS BOB ROTHMAN AND I’M A
SENIOR FELLOW FOR THE ALLIANCE
OF EDUCATION A NONPROFIT POLICY
AND ORGANIZATION IN WASHINGTON.
I’LL BE YOUR HOST TODAY.
WE ARE VERY GLAD THAT YOU HAVE
IS JOINED US FOR THE NEXT HOUR
AS WE EXAMINE SCHOOLS THAT ARE
TRANSFORMING EDUCATION.
PLEASE JOIN THE CONSERVATION BY
USING THE HASHTAG DEEPER
LEARNING.
A GROWING BODY OF RESEARCH SHOWS
THAT ALL STUDENTS NEED TO
DEVELOP A BROAD SET OF
KNOWLEDGE, AND SKILLS IN ORDER
TO SUCCEED IN THE GLOBAL ECONOMY
AND THE COMPLEX DEMOCRACY, AND
THESE INCLUDE THE ABILITY TO USE
KNOWLEDGE AND THINK CRITICALLY
AND SOLVE COMPLEX PROBLEMS AED
ON THE COMMUNICATE EFFECTIVELY
AND TO COLLABORATE WITH PEERS
AND DEVELOP ACADEMIC SKILLSETS.
THESE ARE NOT NEW, BUT IN MOST
SCHOOLS, THEY ARE ARE RESERVED
FOR THE FEW, BUT NOW TEACHERS
ARE ORGANIZED TO SHOW THEY CAN
BE AVAILABLE FOR MORE STUDENTS,
AND THEY HAVE SHOWING SUCCESS.
NOW, WE WILL DISCUSS SOME OF THE
FACTORS THAT CONTRIBUTE TO THE
SUCCESS.
WE REPLEASED TO HAVE MONICA
MARTINEZ WHO IS LOOKING IN DEPTH
IN HER BOOK “DEEPER LEARNING” AT
LOOKING DEEPER.
AND SHE IS THE NEW INNOVATOR OF
NEW TECH NETWORK AND APPOINTED
TO THE PRESIDENT’S ADVISORY
COMMITTEE FOR EDUCATIONAL
EXCELLENCE FOR HISPANICS.
AND WE ARE FORTUNATE TO HAVE
WITH US THE LEADERS OF TWO
SCHOOLS THAT WERE PROFILED.
WITH US IN THE STUDIO IS DAVID
GRANT, TECHNOLOGY INTEGRATOR OF
KING MIDDLE SCHOOL, PORTLAND,
MAINE.
AND ALSO ON THE PHONE, WE HAVE
JEFFREY McCLELLAN, PRESIDENT,
MC2 STEM HIGH SCHOOL IN
CLEVELAND, OHIO.
WE HAVE A SPECIAL BOX WHERE YOU
CAN ASK QUESTIONS, AND WE WILL
GO TO THE QUESTIONS FROM TIME TO
TIME TO ANSWER WHAT IS ON YOUR
MIND, BUT PLEASE NOTE THAT WE
WON’T BE ABLE TO GET TO SOME
QUESTIONS, AND IN FACT, WE HAVE
RECEIVED QUESTIONS BEFORE THIS
WEB CAST STARTED WHEN YOU
REGISTER AND AGAIN, PLEASE JOIN
US ON TWITTER USING THE
#DEEPERLEARNING.
WE HAVE THE PRELIMINARIES OUT OF
THE WAY.
FIRST, LET’S TURN TO MONICA.
MONICA, THANKS FOR BEING WITH
US.
HOW DO YOU DEFINE “DEEPER
LEARNING” AND HOW DO YOU KNOW IT
WHEN YOU SEE IT?
>> HOW DO YOU KNOW IT WHEN YOU
SEE IT?
I DEFINE DEEPER LEARNING VERY
SPECIFICALLY THE WAY THAT YOU
DEFINED THE DIFFERENT OUTCOMES,
CRITICAL THINKING, COLLABORATION
AND ALL OF THE TRADITIONAL
SENSE, BUT IT IS A SET OF
KNOWLEDGE, DISPOSITION AND
SKILLS THAT THE STUDENTS HAVE TO
HAVE IN THE 21st CENTURY TO BE
SUCCESSFUL IN LIFE, IN COLLEGE,
AND IN CAREER.
>> IN THE SCHOOLS THAT YOU
EXAMINED, WHAT ARE THE FEATURES
THAT FOSTER DEEPER LEARNING?
>> WELL, FIRST OF ALL, I WANT TO
SAY HOW PRIVILEGED I WAS TO
SPEND TIME IN THE EIGHT SCHOOLS,
AND THE AMOUNT OF ADMIRATION AND
RESPECT FOR FOLKS LIKE DAVID,
AND JEFF ON THE PHONE, AND FOR
THE LEADERS AND THE TEACHERS,
BECAUSE I KNOW THEY REPRESENT
BOTH, AND NOT ONLY THE PARENTS,
BUT THE BUSINESSES IN THE
COMMUNITY THAT INTEGRATE THE
LEARNING WITH THE SCHOOLS.
SO, YOU KNOW, IT IS THE SAYING
THAT IT TAKE THES A VILLAGE, AND
THIS IS REALLY ABOUT A
COLLABORATE LEADERSHIP PROGRAM
WITHIN THE SCHOOLS.
MOST IMPORTANTLY WITHIN THE
SCHOOLS, THERE WAS A CLEARER
VISION FOR DEEPER LEARNING, AND
THE SCHOOLS WOULD NOT SAY THAT
WE DO DEEPER LEARNING, MONICA,
BUT THEY COULD IDENTIFY THE
KNOWLEDGE SKILLS AND
DISPOSITIONS THAT THE STUDENTS
SHOULD HAVE AND THEY VERY MUCH
PRIORITIZE COLLEGE SUCCESS SO
THAT THE VISION IS DEEP AND SETS
THE THROUGH-LINE THROUGH WHICH
EVERYTHING IS DONE.
AND THE VISION COMES THROUGH
WITH THE TEACHERS, WITH THE
PARENTS, WITH THE STUDENTS, AND
WITH THE LEADER, OF COURSE, AND
EVERYONE IS ON THE SAME PAGE,
AND BECAUSE OF THAT, THEY CAN
START WITH THE TRUE END IN MIND
AS TO WHAT THEY WANT THE
STUDENTS TO DO AND KNOW.
AND WITH THAT, THEY HAVE REALLY
FOCUSED ON CREATING A CULTURE
THAT SUPPORTS THIS KIND OF
LEARNING THAT IS REINFORCED BY
THE INSTRUCTION.
AND WHAT THEY DO MORE
SPECIFICALLY IS TO CREATE A
CULTURE THAT EMPOWERS AND
ENCOURAGING THE STUDENTS TO BE
SELF-DIRECTED AND CREATIVE AND
COLLABORATE WITH ONE ANOTHER, A
AND TO ESTABLISH A VERY CLEAR
CULTURAL NORMS AROUND TRUST,
RESPECT, AND COLLECTIVE
RESPONSIBILITY FOR LEARNING.
SECOND OF ALL, THEY EMPOWER
TEACHERS BY TRUSTING THEM, AND
RESPECTING THEM AS WELL, BUT BY
CREATING COLLABORATE LEARNING
FROM THE TOP-DOWN AND THE
NATIONAL MODEL THAT WE HAVE
KNOWN IN THE TRADITIONAL SCHOOL
S.
AND THEN MOST IMPORTANTLY, THE
ESSENCE IS OF TEACHING IS TO
ENGAGE THE CURRICULUM AND MAKE
IT MEANINGFUL, AND MEMORABLE AND
CONNECTED.
IT IS CONNECTED THROUGH THE
MEANINGFUL AND REAL WORK OR BY
INTEGRATING THE SUBJECTS.
THEN THEY EXTEND THE LEARNING
BEYOND THE SCHOOL.
AND THE SCHOOL, LEARNING DOES
NOT HAPPEN BETWEEN 8:00 IN THE
MORNING AND 3:00 IN THE
AFTERNOON JUST IN THE SCHOOL.
MANY PEOPLE ARE THE STUDENT’S
TEACHERS WHETHER IT IS MC2 STEM
THAT YOU LEARNED A ABOUT OR ONE
OF THE UNIVERSITIES IN PORTLAND
OR THE NONPROFIT IN PORTLAND,
BECAUSE EVERYONE IS TOUCHING
THAT STUDENT.
MOST IMPORTANTLY, THEY CUSTOMIZE
THE LEARNING EXPERIENCES FOR
STUDENTS.
WE HEAR IT A LOT AROUND
TECHNOLOGY, BUT WE FORGOT THAT
SOMETIMES YOU CUSTOMIZE TEACHING
JUST BY VALUING THE STUDENT, AND
VALUING THE STUDENTS AND
CUSTOMIZING THE LEARNING AND
FIND THAT HOOK THAT IS GOING TO
BE TURNING THE STUDENT INTO
LEARNING.
AED AND THEY INCORPORATE THE
LEARNING ALIGNED WITH THE
INSTRUCTIONAL APPROACH, AND
ALLOWS THE STUDENTS TO DO REAL
WORK, AND RESEARCH, AND TO
COLLABORATE AND COMMUNICATE AND
REALLY TO PRACTICE ALL OF THE
SKILLS THAT THE DEEPER LEARNING
IS EXPANDING, AND SO IT IS A
RICHER EXPERIENCE FOR THE
STUDENTS.
TECHNOLOGY IS NOT AN ADD-ON, BUT
INTEGRATED AS DEEPLY AS THE
INSTRUCTIONAL PIECE AND THE
CULTURE IS, AND JUST AS
CONSISTENTLY AS EVERYTHING ELSE.
>> IS THERE A DEEPER LEARNING
MODEL OR DO THE FEATURES LOOK
DIFFERENTLY IN THE SCHOOLS?
>> WELL, IT IS A GREAT QUESTION,
BECAUSE THERE IS A SET OF DEEPER
SET OF MODELS THAT REPRESENT A
DEEPER NETWORK, AND THESE ARE
VERY EXPLICIT AND CLEAR
COMMONALITIES ACROSS THE
SCHOOLS.
NOW, SOME SCHOOLS DO THE
DIFFERENT PRACTICES BETTER THAN
OTHERS OR THERE IS A SLIGHT
VARIATION ON IT, BUT AT THE END
OF THE DAY, THAT ARE ABOUT
EMPOWERING THE STUDENTS AND THE
TEACHERS AND CREATING THAT
MEANINGFUL EXPERIENCE FOR THE
STUDENTS THAT CAN ONLY HAPPEN IN
A STRONG SCHOOL CULTURE WHERE
THE STUDENTS ARE KNOWN WELL AND
TRUSTED AND RESPECTED.
>> WELL, TURNING TO DAVID AND
JEFF.
FIRST, DAVID, HOW DOES YOUR
SCHOOL EMBODY THE FEATURES THAT
MONICA DESCRIBED?
>> WELL, I HAVE BEEN AT A SCHOOL
CALLED KING MIDDLE SCHOOL IN
PORTLAND, MAINE, FOR 18 YEARS.
AND KING IS OR WAS A TRADITIONAL
MIDDLE SCHOOL WITH 500 OR 600
KIDS IN IT, DEPENDING ON WHERE
YOU ARE BECAUSE OF THE
DEMOGRAPHICS OF THE CITY.
AND THEN IT WAS A SILOED SCHOOL
WITH THE KIDS BASED ON ABILITY
OR PERCEIVED ABILITY IN 19.
8, AND AT THE TIME, WE WERE ONE
OF THE LOWEST PERFORMING SCHOOLS
IN THE STATE OF MAINE.
IN 1992, UNDER THE LEADERSHIP OF
THE PERSON WHO IS STILL THE
PRINCIPAL AT KING, WE BECAME ONE
OF THE FIRST SCHOOLS TO ADOPT
AND USE THE EXPEDITIONARY MODEL
WHICH IS AT 126 SCHOOLS IN THE
COUNTRY, AND THAT MEANT THAT WE
WENT THROUGH THE PROCESS OF LAST
24 YEARS OF FIGURING OUT HOW TO
STRUCTURE AND SET UP THE SCHOOLS
SO THAT OUR TEACHERS COULD HAVE
CONTROL OVER TIME SO THAT THEY
COULD DESIGN AND IMPLEMENT
INTEGRATIVE LEARNING EXPERIENCES
TO ALE LOU THE KIDS TO GO DEEPER
INTO CONTENT AND EXPERIENCE REAL
WORLD CONTENT.
AND SO IT MEANT THAT WE WERE
ABLE TO FIGURE OUT, AND TOOK A
WHILE TO DO IT, BUT BUILD
PRODUCTS WITH THE KIDS BASED ON
THE PROFESSIONAL MODELS, AND
COLLABORATE AND DO THE FIELD
WORK.
AT THE END OF THE DAY, FIVE OR
SIX YEARS INTO THE CHANGE
PROCESS, WE BEGAN TO SEE THE
TURNAROUND IN THE STUDENT’S
PERFORMANCES, AND KING NOW
CONSISTENTLY OUTPERFORMS THE
CITY AND THE STATE IN EVERY
SUBJECT AT EVERY GRADE LEVEL
IRREGARDLESS OF THE BACKGROUND
OF THE STUDENTS.
IS THE STUDENTS COME FROM THE
VARIOUS BACKGROUNDS AND WE HAVE
60% REDUCED AND FREE LUNCHES AND
KIDS FROM SIX DIFFERENT
COUNTRIES AND 26 DIFFERENT
LANGUAGES AND WE COMPARE OUR
SCHOOL TO THE KIDS IN THE STATE
OF MAINE AND OUR KIDS WILL
CONSISTENTLY OUTPERFORM THEM.
>> AND CAN YOU TELL US, JEFF,
ABOUT MC2 STEM.
>> MC2 STEM SCHOOL OPENED IN
CLEVELAND AS A COLLABORATE
BETWEEN THE CLEVELAND
METROPOLITAN SCHOOL DISTRICT AND
OTHER PARTNERS THE CLEVELAND
AREA.
WHEN MC2 STEM OPENED, IT WAS TO
CREATE A STEM FOCUSED LEARNING
ENVIRONMENT.
TODAY, WE ARE A LOTTERY-BASED
ENROLLMENT SCHOOL.
WE ARE EMBEDDED IN STEM
INDUSTRY, AND WE AWARD CREDIT
BASED ON THE STUDENTS’ MASTERY
OF THE COMPETENCIES VERSUS THEIR
SEAT TIME, AND WHAT WE LIKE TO
SAY ABOUT THAT IT IS IS MORE
ABOUT WHAT THEY KNOW WHICH IS
THE CONSTANT VERSUS TIME WHICH
IS THE VARIABLE.
THE 9th AND THE 10th IS
TRANSDISCIPLINARY IN NATURE, AND
WE HAVE A SERIES OF CAPSTONES
THAT THE STUDENTS PARTICIPATE IN
THAT ARE COLLABORATELY DEVELOPED
BY THE TEACHERS AT THE SITES AND
INDUSTRY PARTNERS, AND WE ARE A
YEAR-ROUND SCHOOL, AND AS I
MENTIONED, WE ARE ARE EMBEDDED
IN THE INDUSTRY, AND ON MULTIPLE
CAMPUSES, AND THE NINTH GRADE
SCHOOL LOCATION IS THE GREAT
LAKE SCIENCE CENTER IN DOWNTOWN
CLEVELAND, OHIO, WHERE THE
STUDENTS GET EXPOSURE TO THE
SCIENCE CENTER AS PART OF THE
CAPSTONE EXPERIENCE AND WE WORK
WITH A NATIONAL RESEARCH CENTER,
AND HAVE A FAB LAB, AND A M.I.T.
CONCEPT CALLED THE FAB LAB
INCORPORATED INTO EACH OF THE
SITES.
THE 10th GRADE SCHOOL LOCATION
IS NILA PARK WHICH IS THE
HEADQUARTERS FOR LIGHTING, AND
THE 10th GRADERS GO TO SCHOOL ON
THE GROUNDS OF THE HEADQUARTERS
AND WORK WITH EMPLOYEES ARE FROM
G.E. LIGHTING IN MULTIPLES OF
WAYS INCLUDING SOME OF THE
MENTORSHIPS THAT G.E. LIGHTING
REFERS TO AS LUNCH BUDDIES.
THEY PROVIDE TUTORING AND
SUPPORT FOR SOME OF THE
CURRICULUM THAT IS DELIVERED
THERE AND ONE OF THE MAJOR
PIECES IS A SOPHOMORE ENGINEER
ING AND DESIGN PROJECT THAT ALL
STUDENTS PARER TIS PATE IN, AND
AGAIN, THERE IS A FAB LAB AT THE
10th GRADE SITE.
WHEN THE KIDS GET TO THE 11th
AND 12th GRADE LEVEL, THE CITY
IS THE CAMPUS, AND THE FOCUS IS
FROM BRINGING THE STEM
EXPERIENCES TO THE STUDENTS IN
THE TRANSDISCIPLINARY PROJECTS
WITH THE PARTNERS THIS 9th AND
THE 10th GRADE TO MORE OF AN
INDIVIDUALIZED EXPERIENCE WHERE
THE KIDS ARE PARTICIPATING IN
THE INTERNSHIPS AND TAKING THE
CLASSES ON THE COLLEGE CAMPUSES
OR TAKING THE CLASSES IN THE
HOME BASE WHICH IS ON CLEVELAND
STATE’S CAMPUS.
SO, AGAIN, IN 11th AND 12th
GRADE, EVERY STUDENT HAS THEIR
OWN PATHWAY, A AND SOME OF THEM
SPEND ALMOST ALL OF THE TIME AND
INTERNSHIPS EARNING CREDIT
DEMONSTRATING TO US THAT THEY
HAVE MASTERED CERTAIN CONTENT
STANDARDS THROUGH THE INTERNSHIP
S AND WHILE ALSO TAKING CLASSES
AT THE SCHOOL ON CLEVELAND STATE
CAMPUS, AND OTHER STUDENTS ARE
TAKING THE CLASSES IN THE
COLLEGE ENVIRONMENT, AND THERE
IS A MYRIAD OF OTHER OPTIONS
ANYWHERE IN BETWEEN THERE.
>> FASCINATING.
BOTH OF YOU HAVE DESCRIBED BOTH
THE EXPEDITIONS OF KING AND THE
WAY YOUR MC SQUARED IS
PARTNERSHIPED WITH UNIVERSITIES
AND A WAY OF BRINGING OF
CONNECTING THE SCHOOL WITH THE
REAL WORLD.
HOW IS THAT ENGAGING STUDENTS IN
THEIR LEARNING WAYS THAT YOU HAD
NOT SEEN IN TRADITIONAL SCHOOLS?
>> WELL, I WILL GIVE YOU AN
EXAMPLE.
SO, WE HAD A TEAM OF TEACHERS
WHO DID A 6th GRADE SCIENCE AND
ECOLOGY EXPEDITION WITH THE
STUDENTS, AND WHAT THESE
TEACHERS HAD DISCOVERED IS THAT
OUR TEACHERS ARE OFTEN LOOKING
AROUND IN THE COMMUNITY AND
THINKING ABOUT WHO THEY CAN
PARTNER WITH, AND SO LOOKING FOR
THE THINGS THAT CAN PROVIDE A
SERVICE, BUT ALSO BE OF THE
RIGHT AMOUNT OF ACADEMIC CONTENT
OF THE KIDS, AND THIS PARTICULAR
TEAM DISCOVERED THAT THE CITY OF
PORTLAND WAS IN THE PROCESS OF
CREATING A DATABASE OF ALL OF
THE TREES IN THE CITY.
AND THEY DISCOVERED THAT THE
DATABASE WAS MISSING A LOT OF
THE TREES FROM THE NEIGHBORHOODS
THAT OUR KIDS WERE IN.
AND THE WAY THAT THE DATA WAS
COLLECTED WAS USING APPS, AND
iPAD ON THE WAY THAT THE CITY
WAS COLLECTING IT WAS USING AN
APP ON GPS APP, AND THEY WERE
DOCUMENTING THE TREES THEY WERE
SEEING IN THE NEIGHBORHOODS AND
FOR THE STUDENTS THE TEACHERS
THOUGHT IT WAS A NATURAL FIT SO
THE ENTIRE 6th GRADE TEAM, 90
KIDS, BECAME EXPERTS ON ALL OF
THE TREES IN PORTLAND AND
IDENTIFIED THEM IN ANY SEASON,
BECAUSE IT WOULD TAKE A WHILE,
AND THEY LEARNED HOW TO USE THE
SOFTWARE THEY WOULD USE TO GO
OUT TO ADD THESE TREES TO THE
DATABASE AND THEN AS A FINAL
PRODUCT, THEY NEEDED TO LOOK AT
AREAS IN THE CITY WHERE THERE
WAS NOT ENOUGH FOLIAGE AND BASED
ON WHAT THEY KNEW ON THE TREES,
AND THE TREES THAT WERE
SUCCEEDING, THEY CREATED A MAP
AND WENT OUT WITH A TREE
PROPOSAL TO LOOK AT WHERE THEY
WOULD INVEST IN HAVING TREES AND
PLANTS IN NEIGHBORHOODS THAT
DIDN’T HAVE ENOUGH.
THAT IS THE NEIGHBORHOODS WHERE
THE KIDS ARE FROM AND THIS IS AN
EXAMPLE OF THE LEARNING
EXPEDITION THAT YOU CAN HIT
EVERY CONTENT IN SIXTH GRADE.
NOT ALL OF THEM, BUT YOU CAN HIT
THE IMPORTANT CONTENT STANDARDS,
BECAUSE THEY WILL DO IT FOR PART
OF THE DAY FOR PART OF THE YEAR,
BUT THEY WERE COMPLETELY ENGAGED
AND COMMITTED TO THE WORK, AND
THEY WERE REALLY EXCITED TO
SHARE THE WORK AND THE FINDINGS
AND TO SEE THE TREES BE PLANTED
WHEN THE PROPOSALS MET THE
STANDARDS.
SO THAT IS ONE EXAMPLE.
>> JEFF, YOU ADDRESS THAT?
>> YEAH.
I MEAN, THERE IS A LOT OF
SIMILARITIES BETWEEN WHAT WAS
JUST DESCRIBED AND THE APPROACH
WE TAKE, BUT SOME OF THE, I
THINK, THINGS THAT ARE MAYBE A
LITTLE BIT DIFFERENT ABOUT THE
MODEL IS THAT THE TEACHERS SIT
DOWN WITH THE STANDARDS FIRST,
AND IN 9th GRADE, WE HAVE A TEAM
OF TEACHERS AT EACH SITE SO
ESSENTIALLY ONE TEACHER FROM
EACH CONTENT AREA AT THE GREAT
LAKES CONTENT SITE, AND THEY SAY
THIS IS THE LEARNING OUTCOMES
THAT MY STUDENTS HAVE TO
DEMONSTRATE PROFICIENCY ON
THROUGHOUT THE COURSE OF THE
YEAR.
THEN THEY LOOK AT THE LEARNING
OUTCOMES AND THEY SAY, WHAT ARE
THE POTENTIAL THEMES OR PROBLEMS
THAT WE CAN WRAP AROUND THESE
LEARNING OUTCOMES IN ORDER TO
PROVIDE EXPERIENCES FOR KIDS TO
PARTICIPATE IN, AND THEN, AND
THEN WE REACH OUT TO THE
COMMUNITY PARTNERS AND TRY TO
FIND AUTHENTIC WAYS TO BRING
THAT TO LIFE.
AND SO EVERY NINTH GRADER RIGHT
NOW, THEY ARE PARTICIPATING IN A
CAPSTONE OF WHAT IS REFERRED TO
SUSTAINABILITY, AND ENERGIED A
SUSTAINABILITY ARE TWO OF THE
CORE PRINCIPLES OF THE SCHOOL,
SO WE START OUT BY ASKING THE
9th GRADERS THAT QUESTION, AND
RIGHT NOW, THEY ARE
INVESTIGATING THE PHYSICS AND
THE MATH AND THE LANGUAGE ARTS
AND THE ENGINEERING AND THE
SOCIAL STUDIES THROUGH THIS
QUESTION WITH THE OUTCOME BEING
A POSTER-STYLE PRESENTATION TO
AN AUTHENTIC AUDIENCE AND
PROTOTYPE OF A SPECIFIC DEVICE
THAT CONVERTS RENEWABLE ENERGY
SOURCE INTO ELECTRICITY, AND
THEN THEY ARE REQUIRED TO DO
THESE PRESENTATIONS AT THE END
OF THE 10-WEEK PERIOD TO AN
AUDIENCE.
SO, EVERYTHING THAT THE KIDS ARE
DOING REVOLVES AROUND THIS
QUESTION AND THE SERIES OF
DELIVERABLES THAT THE TEACHERS
HAVE CO-DEVELOPED WITH FROM THE
PEOPLE OF DIFFERENT INDUSTRY OR
HIGHER ED, AND DIFFERENT
PARTNERS THAT ALLOW THE KIDS TO
DEVELOP SOMETHING THAT, THAT HAS
MEANING AND VALUE, AND ANSWERS
THE QUESTION, AND THEN ALSO
ADDRESSES THE TEACHER’S NEED TO
DEMONSTRATE THE UNDERSTANDING OF
THE SPECIFIC STANDARDS, AND THAT
PROCESS REPEATS ITSELF EACH
QUARTER WITH A DIFFERENT TOPIC.
THE TOPICS IN NINTH GRADE ARE
WHAT ARE SUSTAINABILITY,
BRIDGES, COMMUNICATION, AND THE
LAST ONE IS ROCKETS AND ROBOTS
AND THEN A SERIES OF FOUR FOR
THE SECOND YEAR AS WELL.
>> I WANT TO REINFORCE THAT WHAT
HE SAYS BECAUSE I DON’T WANT
ANYBODY TO HAVE THE
MISIMPRESSION, BECAUSE YOU HAVE
TO START WITH STANDARDS IN THIS
THE WORK, AND SO I WANTED TO
ECHO THAT.
>> YES.
OKAY.
BEFORE WE GO ON, WE HAVE A
QUESTION FROM THE VIEWER ROCKY
FROM OREGON.
JEFF, IF YOU COULD CARVE OUT
WHAT IS THE FAB LAB THAT YOU
MENTIONED?
>> WELL, FAB LAB IS A COLLECTION
OF FABRICATING MACHINES, AND
THERE IS AN EPILOG LASER CUTTER,
AND SHOT BOT AND A MODELLA WHICH
IS A 3D PLATTER AND A CUTTER,
AND SO THE TERM COMES FROM
M.I.T. AND THE IDEA WAS TO PUT
THESE PERSONAL FABRICATING
MACHINES TO USE BY PEOPLE WHO
HAVE IDEAS WANT TO INNOVATE AND
TINKER.
AND WE HAVE TAKEN THE CONCEPT
AND BROUGHT IT INTO THE SCHOOL
AND MADE IT AVAILABLE AND
NECESSARY FOR USE IN THE
DEVELOPMENT OF THESE PROJECTS,
SO THE STUDENTS ACTUALLY LEARN
HOW TO USE THE DIFFERENT PIECES
OF EQUIPMENT, AND THEN USE THE
EQUIPMENT TO FABRICATE
PROTOTYPES AND TO SOLVE SOME
PROBLEMS THAT THEY ARE GIVEN
THROUGHOUT THE COURSE OF THE
TIME HERE.
>> ON WHAT CHALLENGES HAVE YOU
FACED IN BOTH CREATING AND
MAINTAINING THE PRACTICES OVER
TIME.
>> WELL, SHOULD I START?
>> I THINK THAT, YOU KNOW, WE
HAVE BEEN WORKING ON THIS STUFF
FOR A LONG TIME.
I THINK THAT THE INITIAL
CHALLENGES THAT WE FACED WERE
BECOMING VERY CLEAR ABOUT WHAT
MADE FOR A QUALITY DEEPER
LEARNING EXPERIENCE VERSUS WHAT
SORT OF HAD THE SUPERSTRUCTURE
OF THIS STUFF.
SO WE SPENT A LOT OF YEARS IN
THE PROFESSIONAL DEVELOPMENT,
AND COMMUNICATION AND
DEVELOPMENT AS A STAFF TALKING
ABOUT IF YOU ARE GOING TO BE
TAKING THE KIDS ON A A 12-WEEK
INTERDISCIPLINARY UNIT AND MAKE
IT HIGH STAKES FOR THEM, IT
BETTER BE HIGH QUALITY AND
MATCHED TO STANDARDS, AND SO FOR
A LONG TIME, WITH WE SPENT A LOT
OF TIME JUST PROBLEM SOLVING AND
FIGURING OUT HOW TO MAKE THAT
WORK FLOW FUNCTIONAL IN A PUBLIC
SCHOOL THAT IS A MEDIUM-SIZED
SCHOOL WITH 600 KIDS AND ALL OF
THE SOME RESPECTS IN PUBLIC
SCHOOLS, AND THAT IS A BIG
CHALLENGE IN THE BEGINNING.
WE ARE FACING ANOTHER CHALLENGE
NOW WHICH IS, I THINK IT IS THE
CHALLENGE THAT ALL SCHOOLS THAT
ARE PAYING ATTENTION OR ARE
THINKING ABOUT NOW WHICH IS THAT
WE USED TO THINK THAT IT WAS
OKAY TO BE IN SOME RESPECTS
SUCCEEDING WITH SOME OF SCHOOLS,
AND NOW WE HAVE HIT A PLACE
WHERE WE DON’T THINK IT IS COOL
ANYMORE AND NOW WE ARE
SUCCEEDING WITH ALL OF OUR KIDS,
AND NOW WE HAVE TO LOOK VERY
CAREFULLY WITH THE INSTRUCTIONAL
PRACTICES, AND WE ARE ENGAGED IN
A WHOLE SET OF PRACTICES AND
PROFESSIONAL DEVELOPMENT IN WHAT
WE CALL THE STUDENT ENGAGED
ASSESSMENT PRACTICES AND THE
KINDS OF THINGS THAT WE KNOW
THAT MAKE A DIFFERENCE FOR THE
KIDS WHO NEED MORE SUPPORT SUCH
AS EXTENDING THE SCHOOL DAY AND
THE THINGS THAT WE NEED TO DO TO
REACH EVERYBODY MORE EFFECTIVE
LY.
>> AND JEFF, YOU ARE IN A NEW
SCHOOL SEVEN YEARS OLD NOW, BUT
YOU STARTED IN A NEW SCHOOL, AND
WHAT CHALLENGES DID YOU
CONFRONT?
>> I THINK THAT, YOU KNOW, THERE
HAS BEEN KIND OF SEVERAL
DIFFERENT KINDS OF CHALLENGES.
ONE AS A NEW-SCHOOL-START-UP, WE
HAD THE CHALLENGES OF THE HIRING
THE RIGHT STAFF.
IDENTIFYING THE COMPONENTS OF
OUR PARTICULAR MODEL, AND
IMPLEMENTING THEM AND BRINGING
THE PARTNERS TO THE TABLE,ED A
FINDING THE APPROPRIATE SPACE TO
MAINTAIN THE SCHOOL OUTSIDE OF
THE TRADITIONAL SCHOOL
ENVIRONMENT.
AND OTHER ASPECTS THAT WE ARE
PART OF THE CLEVELAND
METROPOLITAN SCHOOL DISTRICT
WHICH HAS 100 SCHOOLS IN IT, AND
WE ARE AT THE TIME, THE ONLY
SCHOOL THAT WAS ON A YEAR-ROUND
CALENDAR, AND SO MAKING SURE
THAT, THAT THERE WERE ENOUGH
WAYS FOR US TO INTERFACE AND GET
THE THINGS DONE THAT WE NEEDED
TO GET DONE, AND BOTH
CONTRACTUALLY FOR THE TEACHERS
AND THE MEMBERS OF THE SCHOOL
COMMUNITY AND ALSO FROM TESTING
IN DIFFERENT PIECES, SO THERE
WERE A LOT OF CHALLENGES EARLY
ON, AND LOGISTICAL CHALLENGES
AROUND JUST FIGURING OUT HOW THE
WORK ON THE DIFFERENT CALENDAR
AND IN A COMPLETELY DIFFERENT
ENVIRONMENT IN A DISTRICT, AND
THEN THE OTHER CHALLENGES THAT
YOU FACE WITH ANY KIND OF A
STARTUP, AND NOW SUBSEQUENTLY,
AS WE HAVE GROWN, WE HAVE
EXPERIENCED THE CHALLENGES OF A
DISTRICT THAT HAS HAD TO
DOWNSIZE DUE TO THE REDUCTION OF
THE BUDGET CUTS AND THINGS LIKE
THAT, AND WE ARE NOT EXEMPT FROM
THE CONSEQUENCES THAT THAT BRING
S TO THE SCHOOL.
SO AS A YOUNG STAFF, AS WE
HIRED, WE LOST A LOT OF OUR
TEACHERS AT THE END OF THE
SECOND YEAR WHEN THE DISTRICT
HAD TO CUT HUNDREDS OF TEACHERS
DISTRICT WIDE, AND THEN
REFILLING POSITIONS IN OUR
SCHOOL WAS ALSO A CHALLENGE,
BECAUSE WE WERE BOUND BY THE
SAME CONTRACTUAL OBLIGATIONS OF
THE REST OF THE DISTRICT WERE
AROUND STAFFING SPECIFICALLY
AROUND SENIORITY AND WHO COULD
BE HIRED AND IF YOU CUT 600
TEACHERS, SOME OF THE TEACHERS
HAVE TO GO BACK INTO THE OTHER
SPOTS THAT ARE OPEN, AND SO, YOU
KNOW, WE WERE FACED WITH A LOT
OF CHALLENGES AROUND THE
INNOVATIVE MODEL AND BEING ABLE
TO ENSURE THAT THE RIGHT ADULTS
WERE IN THE CLASSROOMS IN THAT
SITUATION.
>> MONICA, WHAT WERE SOME OF THE
OTHER CHALLENGES OF THE SCHOOLS
THAT YOU STUDIED?
>> WELL, ONE REASON WE HAVE KING
AND MC2 STEM HERE TODAY IS
BECAUSE THEY ARE WITHIN THE
SYSTEM AND WORKING WITH THE VERY
CONSTRAINTS THAT THE SYSTEM HAS
AROUND FUNDING AND HIRING THAT.
REMAINS THE CHALLENGE.
TO REALLY BE ABLE TO HAVE THAT
AUTONOMY AT THE SCHOOL LEVEL TO
BE ABLE TO HIRE YOUNG TEACHERS,
AND TO BE ABLE TO PROVIDE THE
PROFESSIONAL DEVELOPMENT THROUGH
THE COLLABORATE COMMUNITIES AS
THEY WANT INSTEAD OF HAVING TO
DO THE DISTRICT P.D. THAT IS
OFFERED FOR THE DAY AND INSTEAD
OF USING THE P. D-DAY AS A
COLLABORATE NETWORK OF TEACHERS
AND HOW THEY BELIEVE IT SHOULD
BE USED THAN USING THAT TIME TO
HAVE A SPECIFIC PROFESSIONAL
DEVELOPMENT PROGRAM OFFERED BY
THE DISTRICT.
SO A NUMBER OF CHALLENGES COME
AROUND THE AUTONOMY, AND THE
BEAUTY OF THE SCHOOLS HOWEVER IS
DESPITE SOME OF THE HIRING
CHALLENGES IS THAT THEY CAN
RETAIN THE TEACHERS AT A HIGH
LEVEL AND 90% TO 100%, BECAUSE
THE TEACHERS ARE SO SATISFIED
WITH THE GROWTH THEY SEE IN THE
STUDENTS, AND SO THEY FEEL
EFFICACIOUS, AND ALSO THEY ARE
INTEGRATED INTO THE LARGER
COMMUNITY WHERE THERE IS A
SHARED RESPONSIBILITY FOR
STUDENT LEARNING AND SHARED
RESPONSIBILITY FOR SCHOOL AT
LARGE, AND SO THERE ARE
CONDITIONS IN PLACE THAT ALLOW
THE TEACHERS TO STAY.
BUT I THINK THAT THE REAL
DIFFERENCE-MAKER IN ALL OF THE
SCHOOLS WHETHER IT IS JEFF OR
MIKE McCARTHY AT THE KING MIDDLE
SCHOOL OR WHETHER IT IS CHRIS
LEHMAN AT THE SCIENCE LEADERSHIP
ACADEMY, THEY ARE VISIONARIES
INSTRUCTIONAL LEADERS WHO ARE
ALWAYS WILLING TO ADVOCATE FOR
THEIR STUDENTS AND THEREFORE
ADVOCATE FOR THE TEACHERS AND
THE SCHOOLS AND ALWAYS WORKING
WITH THE DISTRICT IN THE MOST
PROACTIVE WAYS TO THE MAINTAIN
THE RESOURCES, AND MOST
IMPORTANTLY TO BE CREATIVE WITH
WHAT THEY HAVE.
>> AND WHAT CONDITIONS DO THE
STATE AND LOCAL LEVEL HAVE TO
HAVE IN PLACE TO HAVE SCHOOLS
LIKE THIS.
>> WELL, A LOT OF IT IS AROUND
THE PRINCIPAL DEVELOPMENT, AND
THE PRINCIPAL PARTICIPATION AND
THE DEVELOPMENT.
AND RIGHT NOW WITH THE NEW
SUPERINTENDENT IN PHILADELPHIA
AND MUCH LIKE CLEVELAND HAS
DONE, HE WANTS TO CREATE A SET
OF INNOVATIVE SCHOOLS JUST LIKE
CLEVELAND METRO SCHOOLS HAS DONE
AND THE FIRST THING HE HAS DONE
IS TO IDENTIFY A SET OF
PRINCIPLES THAT HE IS TAKING
THROUGH THE†– A SET OF
PRINCIPALS THAT HE IS TAKING
THROUGH THE SOURCE IS, AND CHRIS
LEHMAN IS A PART OF THAT AND
WHAT DOES IT LOOK LIKE AND HOW
DO YOU CREATE A SCHOOL TO BE
INNOVATIVE?
AND AGAIN, CLEVELAND IS A LEADER
IN THIS IN CREATING A SET OF
INNOVATIVE SCHOOLS ACROSS THE
DISTRICT.
SO THE DISTRICT HAS TO PROVIDE
SOME ACCOUNTABILITY, AND
FLEXIBILITY, AND AUTONOMY AT THE
SCHOOL LEVEL, BUT A LOT OF IT
RELICE ON THE PRINCIPAL OF THE
INVISIONARY AND THE ENVIRONMENT
OF THE LEADERSHIP AND
INSTRUCTIONAL LEADERSHIP AROUND
THE TEACHERS.
>> WHAT IS THE RESPONSE OF THE
PARENTS IN THE COMMUNITY TO
THESE SCHOOLS?
HAS THE DISTRICT BEEN SUPPORTIVE
IN TRYING TO BUILD SUPPORT IN
THE COMMUNITY?
>> WELL, WHEN WE STARTED THE
CHANGE PROCESS, THERE WAS A
GROUP OF PARENTS WHO WEREN’T
PAYING ANY ATTENTION TO WHAT WAS
HAPPENING IN THE SCHOOL.
THERE WERE A GROUP OF PARENTS
WHO WERE EXCITED THAT SOMETHING
WAS NEW HAPPENING AT THE SCHOOL,
AND THERE WAS A SIGNIFICANT
GROUP OF PARENTS, AND THEY HAD
ALLOWED THE GROUP OF PARENTS TO
THINK THAT THE CHANGE WOULD TAKE
AWAY THE OPPORTUNITY TO ALLOW
THEIR CHILD TO HAVE A
COMPETITIVE EDUCATION.
AND THAT CONCERN CAN LASTED FIVE
OR SIX YEARS INTO THE CHANGE
PROCESS UNTIL EVERYBODY REALIZED
THAT THIS IS THE SCHOOL THEY
WANT THEIR KIDS IN AND NOW WE
HAVE 100 KIDS FROM OUTSIDE OF
THE DISTRICT COMING INTO SCHOOL
AND WE HAVE A WAITING LIST TO
GET INTO THE SCHOOL, AND ONE OF
THE THINGS THAT IS IMPORTANT FOR
US TO BALANCE IS BECAUSE THERE
IS SO MUCH DESIRE TO HAVE YOUR
CHILD GO TO KING MIDDLE SCHOOL,
AS A DISTRICT SCHOOL, AND THERE
ARE THREE MIDDLE SCHOOLS IN
TOWN, WE ARE QUITE, AND WE ARE,
THE PRINCIPAL IS MINDFUL AND THE
DISTRICT IS MINDFUL ABOUT MAKING
SURE THAT WE, THAT WE DON’T
BECOME A SCHOOL FOR JUST FOR
FAMILIES THAT ARE PAYING
ATTENTION TO WHAT IS GOING ON IN
THE SCHOOL.
THE GOOD NEWS IS THAT IT IS
GOING GREAT, AND THE FAMILIES
LOVE IT.
YOU COULD ASK MOST EVERY FAMILY
IN PORTLAND IF THEY COULD CHOOSE
A MIDDLE SCHOOL, FOR THE MOST
PART THEY WOULD WANT TO BE AT
KING MIDDLE SCHOOL.
>> YES.
AND JEFF, YOUR SCHOOL IS A
SCHOOL OF CHOICE?
>> OUR SCHOOL, IT IS A†– YES, A
SCHOOL OF CHOICE WITH A LOTTERY
BASED ADMISSION POLICY, SO THAT
THE STUDENTS DON’T HAVE TO HAVE
A CERTAIN GPA AND THEY DON’T
INTERVIEW OR DO ANYTHING TO GET
IN, BUT IT IS A SCHOOL CHOICE,
AND THEY DO DRAW ALMOST 20% OF
OUR STUDENTS COMING FROM
SURROUNDING COMMUNITIES AND SO
THE PARENTS ARE ACTIVELY SEEKING
OUT THE SCHOOL, AND WE DO HAVE
AN ACTIVE WAITINGLASE FOR THE
9th AND 10th GRADE, AND FOR THE
MOST PART, THE FEEDBACK THAT WE
GET FROM THE PARENTS IS
POSITIVE.
I’D SAY THAT WE DON’T DO ENOUGH
FOR THE PARENTS.
THEY WOULD BE MORE INVOLVED IF
WE HAD MORE OPPORTUNITIES FOR
THEM TO BE INVOLVED.
THEY DO PARTICIPATE IN TEACHER
INTERVIEWS, AND WE HAVE PARENTS
INVOLVED IN THE INTERVIEW
COMMITTEE, AND THE PARENTS ARE
INVOLVED IN DIFFERENT WAYS OF
THE SCHOOL.
BUT FOR THE MOST PART, IT IS AN
AREA THAT WE CAN IMPROVE JUST
NOT NECESSARILY THAT THEY DON’T
APPRECIATE THE SCHOOL, BUT JUST
THAT WE DON’T DO ENOUGH TO
INCLUDE THEM IN THE ACTUAL DAILY
OPERATIONS OF THE SCHOOL.
>> ALL RIGHT.
ANY OF THE SCHOOLS THAT YOU
STUDIED SEEN SOME RESISTANCE TO
THIS TYPE OF THE EDUCATION THAT
THEY WANT SOMETHING MORE
TRADITIONAL THE WAY THAT THEY
WENT TO SCHOOL?
IS.
>> YEAH, I MEAN, THAT IS, I
THINK IN MANY WAYS IS THE
PUSHBACK IS REALLY WHAT DAVID
WAS TALKING ABOUT IS WHAT?
WHAT IS THIS EXPEDITION.
AND ONE NIGHT WHEN I WAS
PRESIDENT OF NEW TECH, IT WAS
WHAT?
GROUP WORK?
I DON’T WANT MY STUDENT’S GRADES
TO BE DEPENDENT ON ANOTHER
STUDENT’S GRADES, AND EVERYBODY
BELIEVES THEY ARE AN EXPERT IN
EDUCATION, BECAUSE THEY HAVE
BEEN THROUGH SCHOOL AND HAVE A
HIGH SCHOOL DEGREE AND SO WE ARE
ROOTED IN THE TRADITIONAL VISION
OF WHAT SCHOOL IS, AND SO I
THINK THAT CHANGE, AND DAVID
HINTED TO THIS IS SCARY FOR
FOLKS, BECAUSE THEY DON’T KNOW
WHAT IT REALLY MEANS.
THAT IS THE PUSHBACK THAT WE ARE
CONSTANTLY GOING UP AGAINST, BUT
IN ALL OF THE SCHOOLS, ONCE
DAVID’S POINT, PEOPLE LOOK AT
THE SUCCESS, THE SCHOOL IN
PORTLAND EXPANDED BY 100
STUDENTS, AND AVALON IN
MINNEAPOLIS ADDED ANOTHER GRADE,
AND GOING DOWN, BECAUSE THEY
USED TO BE A HIGH SCHOOL, AND
NOW THEY ARE A MIDDLE SCHOOL AND
ADDING THE SIXTH GRADERS AS
WELL.
SO YOU SEE THE TREMENDOUS GROWTH
ONCE PEOPLE UNDERSTAND THE MAYBE
NEW PRACTICES AND THE
EFFECTIVENESS ON THE STUDENT
OUTCOMES, BUT MORE IMPORTANTLY
WHEN YOU SEE THE HOLISTIC
STUDENTS WHO CANNOT ONLY PASS
THE STATE EXAM, BUT THEY CAN
HAVE LIKE A VERY SERIOUS
DISCOURSE WITH ADULTS.
AND ARE ABLE TO PRESENT MATERIAL
WELL, AND BE VERY PARTICIPATORY
IN A MATURE CONVERSATION AND
REALLY RESPECT OTHERS BECAUSE
THEY HAVE LEARNED TO
COLLABORATE, AND THAT IS WHEN
PEOPLE ARE GOING TO GO, WOW,
THAT STUDENT HAS MORE THAN THE
AVERAGE HIGH SCHOOL GRADUATE OR
THE AVERAGE MIDDLE SCHOOL
STUDENT THERE, BECAUSE THEY SEE
THE STUDENT MORE WHOLISTICALLY
AND NOT AN ACADEMIC NUMBER AT
THAT POINT.
>> GREAT.
>> LET’S TURN TO SOME OF THE
VIEWER QUESTIONS.
PAUL FROM EUGENE, OREGON, ASKS
HOW THE SCHOOLS MEASURE DEEPER
LEARNING AND HOW DO YOU ASSESS
THIS BROAD SET OF COMPETENCIES
BEYOND THE STANDARDIZED TESTS?
>> WELL, IF YOU ASKED THE KIDS
HOW THEY ARE DOING WITH DEEPER
LEARNING, THEY WOULDN’T KNOW
WHAT YOU ARE TALKING ABOUT, SO
WE DON’T HAVE A TEST FOR DEEPER
LEARNING.
BUT WE DO, WE DO GIVE OUR KIDS
REGULAR FEEDBACK AND WE DO ASK
THEM, AND I THINK THAT MONICA
SAYS SO IT WELL IN THE BOOK WHEN
SHE SAYS THAT THE KEY TO DEEPER
LEARNING IS THAT YOU CAN BOIL IT
DOWN TO ONE THING, AND IT IS
TEACHING PEOPLE HOW TO LEARN.
AND SO OUR KIDS ARE DOING A TON
OF SELF-ASSESSMENT IN THE
BUILDING.
THEY TRACK THEIR OWN LEARNING,
AND THEY SET GOALS FOR
THEMSELVES, AND THEY KNOW THE
STANDARDS AND THE TARGETS THAT
WE ARE GOING AFTER AND THEY
CREATE INDIVIDUAL PLANS A LOT OF
THE TIME WITH THE PERSON THAT
THE ADULT THAT THEY KNOW BEST
AROUND GOALS AND LEAD THEIR OWN
CONFERENCES WITH THE PARENTS AND
THE FAMILIES.
AND SO, THAT I THINK IS THE BEST
INDICATOR FOR US, ARE THEY
REALLY ABLE TO STICK TO THE
STANDARDS AND CRAFT PLANS THAT
HELP THEM TO SUCCEED.
AND THEN OF COURSE, WE DO HAVE
TO REPORT ON HOW THEY ARE DOING
RELATIVE TO THE STANDARDS.
OUR STANDARDS ARE ALIGNED WITH
COMMON CORE, AND I WILL SAY THAT
A LOT OF TO STANDARDS HAVE
ACTUALLY CHANGED SINCE WE HAVE
BEEN PAYING ATTENTION TO COMMON
CORE, BECAUSE COMMON CORE IS
ASKING THE STUDENTS TO SHOW
COMPETENCY AND NOT JUST FACTUAL
INFORMATION, BUT IN THE WAY THEY
THINK.
SO THAT THE INSTRUCTION AND THE
ASSESSMENT IS DESIGNED AROUND
THINKING AND SKILLS AND PROBLEM
SOLVING AND ANALYSIS AND THINGS
LIKE THAT, AND SO WE ARE GETTING
THAT TO THE EXTENT THAT WE CAN
CAN BE CONFIDENT OF WHAT PEOPLE
CAN REPORT ABOUT, AND, YOU KNOW,
WHERE KIDS ARE RELATIVE TO THE
STANDARDS THAT WE ARE REPORTING
OUT ON THE STANDARDS AS WELL.
SO WE ALSO SEPARATE IN OUR
SCHOOL, WE SEPARATE THE ACADEMIC
STANDARDS FROM WHAT WE CALL THE
HABITS OF WORK AND LEARNING, AND
THAT IS ALL REPORTED OUT AS
WELL.
IT IS REPORTED OUT WITH AS MUCH
EMPHASIS AND VALUE AS WE REPORT.
THINGS LIKE PERSEVERANCE,
COLLABORATION, BEING READY AS A
LEARNER, AND ALL OF THOSE THINGS
THAT ARE ELEMENTAL IN BEING ABLE
TO DO DEEPER LEARNING OR BE IN A
DEEPER LEARNING CONTEXT, AND ALL
OF THAT STUFF IS BEING REPORTED
OUT AS WELL.
>> AND JEFF, HOW ARE YOUR
STUDENTS ASSESSED AND HOW DO YOU
KNOW THAT THEY ARE MEETING THE
STANDARDS?
>> WELL, THE STANDARDS THAT WE
ARE MEASURING THEM AGAINST
ACADEMICALLY ARE ALSO COMMON
CORE BASED, AND ALL OF THE
DIFFERENT PROJECTS THAT STUDENTS
DO, AND THE SUSTAINABILITY
CAPTION THAT I DESCRIBED BEFORE,
AND THE WAY THAT THE QUESTIONS
ARE CRAFTED, AND IT IS NOT A
SCIENCE QUESTION OR MATH
QUESTION, BUT IT IS ABOUT
SUSTAINABILITY THAT REQUIRES
THEM TO THINK CRITICALLY AND
COMMUNICATE WITH EACH OTHER, AND
WORK TOGETHER, AND THEN COME UP
WITH A SOLUTION THAT THEY CAN
JUSTIFY AND DEFEND AND
ARTICULATE TO AN EXTERNAL
AUDIENCE AND A LOT OF OF THE
THINGS THAT MONICA DESCRIBES AS
COMPONENTS OF THE DEEPER
LEARNING ARE EMBEDDED INTO THE
ACTUAL A ASSESSMENTS THAT THE
KIDS ARE DOING FOR THEIR WORK.
YOU KNOW, IN, YOU KNOW, I LIKE
TO THINK THAT THE WAY THAT THE
SCHOOL IS SET UP, WE KIND OF
SCAFFOLD THE SELF-DIRECTED PIECE
FROM A MORE GUIDED APPROACH, AND
THE NINTH GRADE WHERE EVERYBODY
IS WORKING ESSENTIALLY ON THE
SAME QUESTIONS TO AN OPEN-ENDED
END WHERE THE KIDS ARE
PARTICIPATING IN THE SENIOR
PROJECTS TO WHERE THEY HAVE TO
IDENTIFY AN ISSUE IN THE
COMMUNITY, AND GO OUT TO WRITE A
GRANT AND ATTEMPT TO SECURE
FUNDS TO ADDRESS THAT ISSUE IN
THE COMMUNITY.
AND SO, WE DON’T EXACTLY MEASURE
THOSE NONACADEMIC OR THE 21st
CENTURY SKILLS SPECIFICALLY, BUT
IT IS EMBEDDED INTO THE WORK
THAT THE KIDS ARE DOING IN ALL
OF THE DIFFERENT AREAS.
>> WITH THAT, WE STILL LIVE IN A
STANDARDIZED TEST WORLD, AND SO
NANCY FROM COLORADO SPRINGS
ASKS, WHAT IMPACT ARE YOU SEEING
ON THE STANDARDIZED TEST SCORES?
>> THE IMPACT IS REALLY CLEAR.
OUR STUDENTS HIT EVERY GRADE
LEVEL IN EVERY SUBJECT AREA, AND
THEY ARE THE TOP PERFORMERS IN
THE STATE OF MAINE AND I THINK
THAT I MENTIONED AT THE TOP OF
THE SHOW THAT WE WERE BOTTOM
THIRD OF THE START OF THE
PROCESS.
SO WE DONE WORK AROUND THE
INSTRUCTION WHICH IS ALIGNED
WITH THE DEEPER LEARNING
PRINCIPLES AND LEARNING HOW TO
EMBED IT ON THE DAILY LESSON
LEVEL.
WE ARE ACTUALLY MAKING GREAT
STRIDES WITH POPULATION OF
STUDENTS THAT WE HAVEN’T BEEN
SUCCESSFUL WITH, AND USING THOSE
TEST LEVELS WITH THE SUCCESS
NOW, AND WE ARE EXCITED ABOUT
THAT NOW.
>> AND JEFF?
>> YES, THE KIDS DO WELL IN THE
STANDARDIZED TESTS AS WELL.
WE DON’T SPEND A LOT OF TIME
EMPHASIZING THOSE IN THE
CLASSROOMS, BECAUSE WE ARE, WE
ARE CONFIDENT THAT WITH THE
PROPER ALIGNMENT TO THE
STANDARDS THAT THOSE TESTS ARE
GOING TO BE MEET, THE WORK IS AT
SUCH HIGHER LEVEL IN THE
THINKING AND THE COMMUNICATING
PART, THEY ARE GOING TO BE DOING
OKAY ON THE TESTS WHEN THEY ARE
FACED WITH THEM.
WE KNOW THAT WE ARE, YOU KNOW,
WE ARE MUCH MORE INTERESTED IN
HOW WELL KIDS CAN ARTICULATE AN
ARGUMENT ON A SPECIFIC POSITION
ALIGNED TO THE STANDARDS THAN WE
ARE IN MAKING SURE THEY THEY
WILL ANSWER THE QUESTION ON THE
TEST WELL.
ULTIMATELY, THEY HAVE BEEN DOING
FINE ON THE TEST AS A RESULT.
>> YES, A COUPLE OF SCHOOLS ARE
PROBABLY AT THE SAME LEVEL AS
THEIR COMPARABLE SCHOOLS IN THE
STATE, AND SOME OF THEM ARE
ACTUALLY ANYWHERE FROM, AND MOST
OF THEM ARE ABOVE THE COMPARABLE
SCHOOLS IN THE STATE, AND THIS
IS NOT JUST ON THE STANDARDIZED
TEST SCORES, BUT IT IS ON
GRADUATION RATES AND ALSO ON THE
COLLEGE GOALS, AND ALL TOGETHER
THESE SIGNS ARE POSITIVE THAT IT
IS NOT AN EITHER/OR AND I LIKE
TO CALL IT DEEPER LEARNING IS
COMMON CORE PLUS MORE, AND SO
THEY CAN DO THE CRITICAL
THINKING AND THE PROBLEM SOLVING
THAT COMMON CORE IS ASKING THEM
TO DO AND THE SCHOOLS ARE SET UP
FOR THAT THE BUT THEY CAN DO
MORE AND THAT IS WHY YOU HAVE
THE HIGH SCHOOL GRADUATION RATES
THAT YOU HAVE AND THE COLLEGE
GRADUATION RATES THAT YOU HAVE.
>> AND THE COUPLE OF QUESTIONS
ABOUT THE TEACHERS AND ALL OF
YOU HAVE TALKED ABOUT HOW
TEACHERS’ ROLES ARE SOMEWHAT
DIFFERENT IN THELE SCHOOLS.
GORDON FROM IOWA ASKS, WHAT ARE
THE KEY STEPS AND THE MILESTONES
IN YOUR DEVELOPMENT FOR THE
STAFF?
>> WELL†– FIRST OF ALL, THEY
HAVE TO COME INTO OUR SITUATION
WITH THE RIGHT MINDSET IS AND IT
IS A GROWTH MINDSET AND BOTH
PERSONAL GROWTH AND A GROWTH
MINDSET FOR THE STUDENTS.
I MEAN, OUR COMMITMENT IS THAT
EVERY STUDENT CAN DEMONSTRATE
PROFICIENCY ON THE OUTCOMES THAT
HAVE BEEN ESTABLISHED, AND IT IS
A MATTER OF WHETHER THE
DIFFERENT STRATEGIES OF WHAT
THEY HAVE HAD, AND THE DIFFERENT
OPPORTUNITIES THAT WE ARE GOING
TO BE SHOWING US WHAT WE CAN DO
IT, AND I MEAN, THE MINDSET IS
IMPORTANT, AND SO HELPING
TEACHERS UNDERSTAND WHAT
MOTIVATES STUDENTS IS REALLY
CRITICAL, AND THEN SPECIFICS
AROUND FORMATIVE ASSESSMENT, AND
HOW YOU USE THE ASSESSMENT TO
BOTH GET DATA ABOUT WHERE THE
KIDS ARE, AND HOW YOU USE IT TO
CONTINUE TO CHECK THEIR PROGRESS
TOWARDS PROFICIENCY, AND THEN
WITH THAT COMES A NEED TO REALLY
EMPHASIZE DIFFERENTIATION.
SO THOSE ARE SOME OF THE JUST
KEEP BUCKETS TO KEEP TEACHERS
READY FOR OUR KIND OF
ENVIRONMENT.
>> WHERE DO YOU FIND THE
TEACHERS LIKE THAT?
DO YOU SEEK THEM OUT OR DO THEY
COME TO YOU?
>> WELL, IT IS A KIND OF
OCOMBINATION, AND ONCE THE WORD
GETS OUT TO THE SCHOOL, PEOPLE
WHO HAVE THAT MINDSET ARE
LOOKING FOR THAT KIND OF
EXPERIENCE, AND ARE WILLING TO
APPLY, AND SOME OF THE
CHALLENGES HAVE BEEN JUST BEING
ABLE TO INTERVIEW AND HIRE THE
PEOPLE THAT ARE LOOKING FOR
THOSE KINDS OF OPPORTUNITIES
GIVEN THE WAY THAT THE DISTRICT
IS HIRING TEACHERS RIGHT NOW.
AND THE OTHER THING IS THAT
THERE ARE A LOT OF GOOD TEACHERS
IN THE DISTRICT WHO HAVE NOT HAD
THE KIND OF OPPORTUNITY OR
SUPPORT TO GET TO THIS LEVEL.
SO GETTING THEM TO TAKE THE LEAP
AND TRY THIS, BUT THEN ALSO TO
PROVIDING THEM WITH THE SUPPORT,
AND THE ONGOING FASHION.
AND PROFESSIONAL DEVELOPMENT FOR
US IS NOT SOMETHING THAT HAPPENS
IN AN EPISODIC NATURE.
OUR TEACHERS MEET COLLABORATELY
AT EACH SITE TWICE A WEEK IN THE
MORNING, AND MEET TUESDAY TODAY
MORNING FOR 50 MINUTES AND
WEDNESDAY MORNINGS FOR 50
MINUTE, AND EACH WEEK, TWO HOURS
OF COLLABORATION TIME TACKED ON
TO THE END OF THE DAY ON
THURSDAY.
THE FIRST THURSDAY THAT IS GOING
TO BE A TEAM AT A SITE, SO ALL
OF THE NINTH GRADE TEACHERS ARE
MEETING WITH THE NINTH GRADE
SITE LEADER TOGETHER, AND THEN
THE NEXT WEEK ALL OF THE SITES
COME TOGETHER, AND THE CONTENT
OF PEOPLE FROM EACH ONE OF THE
SITES WILL WORK TOGETHER.
SO I MEAN, PROFESSIONAL
DEVELOPMENT, CLEARLY, THERE ARE
THINGS THAT PEOPLE NEED TO
LEARN, BUT IT IS MORE ABOUT THE
ONGOING PROCESS OF DIALOGUE AND
SUPPORT THAT THE ENVIRONMENT
PROVIDES THE ADULTS THAT IN TURN
PROVIDES A SIMILAR ENVIRONMENT
FOR THE STUDENTS.
>> AT OUR SCHOOL, I MEAN, I CAN
SAY THE SAME THING THAT YOU
SAID, BUT I THINK THAT I WILL
SAY THAT THERE’S FACTOR THES
AROUND†– FACTORS AROUND THE
CRAFT OF TEACHING AND JEFF WAS
TALKING ABOUT THEM SPECIFICALLY
ABOUT HOW WE USE FORMATIVE
ASSESSMENT, AND IT IS ABSOLUTELY
FUNDAMENTAL TO BEING IN THE
CLASSROOM AND UNDERSTANDING HOW
THAT WORKS.
AND SO, THEN THERE’S THE
CAPACITY FOR TEACHERS TO DESIGN
EXCITING CURRICULUM, WHICH OFTEN
IN SCHOOLS IS NOT PUT IN
TEACHER’S HANDS, BUT IN OUR
SCHOOLS, IT IS TOTALLY PUT IN
THEIR HANDS, BECAUSE THEY ARE
DOING IT KNOWING THE STUDENTS,
AND DESIGNING THE CURRICULUM AND
KNOWING THE STUDENT AND THE
STUDENTS’ NEEDS, AND THE OTHER
FACTOR THAT YOU TOUCHED ON SO
POWERFULLY IS THAT THE TEACHERS
LEARN SO MUCH FROM EACH ORE,
THIS AND THE COLLABORATION
ELEMENT.
IF YOU WANTED TO BE A TEACHER
AND YOU DID NOT WANT TO
COLLABORATE WITH YOUR
COLLEAGUES, YOU WOULD NOT BE
HAPPY OR SUCCESSFUL THERE.
>> AND ONE OF THE THINGS THAT IS
REALLY HARD FOR THE TEACHER S
WITH THE MORE TRADITIONAL
BACKGROUND AND EXPERIENCE TO
ADMIT IS THAT YOU DON’T HAVE ALL
OF THE ANSWERS, AND
UNFORTUNATELY, A LOT OF THE
TIMES, THE TEACHERS ARE EXPECTED
TO HAVE ALL OF THE ANSWERS FOR
THE KIDS AND ALL OF THE ANSWERS
FOR THE, YOU KNOW, WHAT NEEDS TO
HAPPEN, AND THE REALITY OF OUR
ENVIRONMENT IS THAT, IS THAT I
WILL TELL YOU UP FRONT, I DON’T
KNOW ALL OF THE ANSWERS AND SO
WILL THE TEACHERS AND THE IDEA
IS THAT THE ROLE OF THE TEACHER
AND THE SCHOOL IS MORE OF A
FACILITATOR ROLE, AND THERE IS
ACCESS TO KNOWLEDGE OUT THERE,
AND A LOT MORE WAYS THAN THERE
HAS BEEN BEFORE, AND THE KIDS
KNOW HOW TO GET TO THE
INFORMATION.
THEY DON’T KNOW WHAT IS
APPROPRIATE INFORMATION OR HOW
TO DETERMINE THE CREDIBILITY OF
THE SOURCE OR HOW TO PUT TWO
SIDES OF THE ARGUMENT NEXT TO
EACH OTHER, AND THEN FIGURE OUT
WHERE THEIR MEANING IS IN THE
MIDDLE.
BUT ONE OF THE HARDEST THINGS
FOR PEOPLE SOMETIMES WHEN THEY
ENTER OUR ENVIRONMENT IS THAT IT
IS OKAY NOT TO HAVE A ALL OF THE
ANSWERS, BUT IT IS NOT OKAY TO
THE SIT BACK THERE AND NOT TRY
TO FIGURE OUT HOW TO COME UP
WITH THE SOLUTION, BUT IT IS
DEFINITELY OKAY TO NOT HAVE THE
ANSWER RIGHT AWAY.
THAT IS I THINK ONE OF THE MAJOR
SHIFTS THAT I HEAR PEOPLE TALK
ABOUT WHEN THEY ENTER THE
ENVIRONMENT FROM ALL LEVELS.
I MEAN, WE TALKED ABOUT THE
PARENTS EARLIER, TOO.
THAT IS A MAJOR CHANGE FOR THE
PARENTS WHEN THEY WANT TO COME
IN AND WANT TO KNOW WHAT LETTER
GRADE THEIR SON OR DAUGHTER HAVE
HAS IN THE NINTH GRADE ALGEBRA
TWO AND WE SAY, THIS IS WHERE
THEY ARE IN THE LEARNING
OUTCOMES AND THEY DON’T HAVE A
LETTER GRADE AND THEY WON’T
UNTIL THEY DEMONSTRATE THE
PROFICIENCY IN ALL OF THE
OUTCOMES, BUT THE IDEA OF, LOOK,
WE WILL FIND THE ANSWERS
TOGETHER, AND WE WILL TEACH YOU
HOW TO THINK AND SOLVE PROBLEMS,
AND IT EMANATES FROM THE KIDS
ALL OF THE WAY UP TO THE TOP
LEVELS OF THE SCHOOL.
>> OKAY.
RELATED QUESTION FROM MARIA IN
ALABAMA.
SHE SAYS THAT IT SOUNDS LIKE
THIS REQUIRES A LOT OF STAFF
TIME AND PLANNING TIME, AND DOES
IT ALSO TAKE MORE MONEY?
HOW DO YOU MAKE THE RESOURCE
SIDE OF THE EQUATION WORK?
>> DO YOU WANT TO JUMP IN ON
THAT?
>> YES, ACROSS ALL SCHOOLS, WE’D
ALL LOVE MORE MONEY, RIGHT?
AND WE WERE IN A DISCUSSION
EARLIER WHERE WE WERE TALKING
ABOUT THE COMPANION SCHOOL IN
PORTLAND, CASCO BAY, AND
PROBABLY, JEFF, IT DOES NOT TAKE
MORE MONEY, BUT WHAT MARIA HIT
ON, MORE PLANNING TIME, BUT IT
DOES NOT MEAN THAT IT IS MORE OF
TIME, BUT JEFF JUST DESCRIBED
HOW HE STRUCTURES IT IN THE
SCHOOL DAY, AND AT CASCO BAY,
THEY ALL STRUCTURE THIS INTO THE
SCHOOL DAY OR THE EXTENDED DAY,
AND SO THAT THE TIME IS BUILT IN
AND IT IS NOT, HEY, ON YOUR
WEEKEND, GO IN AND PUT IN THE
PLANNING TIME.
OF COURSE, IF YOU ARE NEW AT
DESIGN THINKING AND PROJECT
THINKING, AND THE MODALITY THAT
WE ARE TALKING ABOUT, SURE, AS
WITH ANY NEW TEACHER, THERE IS A
HEAVIER LIFT, AND YOU WILL SPEND
MORE TIME ON THE CURRICULUM
PIECE THAT DAVID WAS TALKING
ABOUT, BUT THIS IS STRUCTURED TO
HELP TEACHERS WITH THIS, AND ALL
OF THE SCHOOLS ARE WORKING WITH
WITHIN THE FINANCIAL RESTRAINTS
OF THE SYSTEM THAT THEY LIVE
WITHIN WHETHER IT IS THE
DISTRICT SYSTEM OR WHETHER IT IS
THE CHARTER SCHOOL AND THE
FUNDING THAT COMES FROM THE
STATE.
SO WE’D ALL LOVE TO HAVE MORE
MONEY, BUT THE SCHOOLS ARE DOING
IT WITHOUT THE EXTRA MONEY.
>> ONE THING THOUGH, I WANT TO
DO A PUSH†–
>> FOR MORE MONEY?
>> YES, A PUSH FOR THE
RESOURCES, BECAUSE IT IS, I
THINK THAT THE QUESTIONER IS
RIGHT, LIKE, DOESN’T THIS
REQUIRE A DIFFERENT SET OF
RESOURCES THE DO THIS WORK WITH
THE KIDS, SO IT IS ABOUT BEING
SMART WITH THE MONEY, AND
REALLOCATING THE RESOURCES, AND
SO THAT YOU ARE PROVIDING THE
STUDENTS WITH THE TOOLS.
AND THEN THERE IS ALSO A PUSH IN
HERE THAT I AM FORTUNATE THAT I
AM FROM MAINE AND MAINE DECIDED
IN 2002 OR THE YEAR ANYMORE I
CAN’T DECIDE, BUT WE ALL WORKED
ON IT TOGETHER THAT TO BUY, AND
TO GO ONE-ON-ONE WITH THE
TECHNOLOGY, AND BOUGHT THE
LAPTOPS FROM ALL OF THE STUDENTS
STARTING FROM GRADE 7 AND
THROUGH GRADE 12 AND NOW IT IS
ALL iPADS AND THAT STUFF, AND
NOW WE ARE GOING TO GET A LOT OF
PEOPLE VISITING KING AND THEY
COME IN AND THEY SAY, YOU KNOW,
IF WE COULD JUST DO THE
PROJECT-BASED LEARNING AND A LOT
OF THE TEACHERS FROM MAINE WILL
COME IN AND LOOK AT THE SCHOOL,
AND SAY, IF THEY HAVE THE
LAPTOPS AND WE CAN DO THE
PROJECT-BASED LEARNING, THEN WE
COULD MAKE IT FLY, AND THEN
OTHER TEACHERS ARE COMING IN
DOING THE E.L. AND THEY LOOK AT
THE TECHNOLOGY AND THEY SAY, IF
WE HAD THE MONEY TO BUY THE
TECHNOLOGY, THEN WE COULD MAKE
IT WORK AND MY PUSH IS, YES,
YES, GET THE TECHNOLOGY AND THE
PROJECT-BASED LEARNING.
IT IS HARD AND THEY HAVE A FAB
LAB, AND THAT SOUNDS FAB TO ME.
>> YES, IT IS.
>> AND WE HAVE A SIMILAR KIND OF
THING THAT WE HAVE A DESIGN LAB
AND THE KIDS ARE BUILDING WITH
DIFFERENT THINGS AND WE HAVE THE
3D PRINTERS AND THE THINGS LIKE
THAT, AND BEING ABLE TO DESIGN
WITH STUDENTS, AND DESIGN AND
TEST AND DESIGN AND TEST, AND IT
MEANS THAT YOU RESOURCING THE
BUILDING DIFFERENTLY AND THAT
MEANS THAT YOU DON’T BUY
TEXTBOOKS ANYMORE, WHICH WE
DON’T BUY, BUT YOU WANT TO BE
PUSHING THE POLICYMAKERS AND THE
PEOPLE IN CHARGE OF THE PURSE
STRINGS TO MAKE GOOD DECISIONS
ABOUT MONEY.
>> ADDING TO JEFF BEFORE THE
TECHNOLOGY PIECE, BECAUSE THE
SCIENCE LEADERSHIP ACADEMY AS
THEY HAVE GROWN, THEY HAVE HAD
TO BUY NEW TECHNOLOGY AND THE
REFURBISHING YOU ARE TO WORRY
ABOUT, BECAUSE YOU HAVE TO
REFURBISH EVERY COUPLE OF THE
YEARS, BUT THE SCIENCE
LEADERSHIP ACADEMY WAS RAISING
APPLES, A†– AND IT WAS NOT
SUSTAINABLE FOR THEM, BECAUSE
THEY WERE GOING TO BE OPENING UP
SHORT, AND SO THEY SWITCHED OVER
THE CHROMEBOOK, AND THERE WAS
CRITICISM ABOUT IT, AND CHRIS
SAID, THIS IS ALL OF THE MONEY I
HAD AND ALL I COULD AFFORD AND
EVEN THAT WAS HARD.
IN INDIANA, THERE WAS A WAIVER
TO USE THE TEXTBOOK FOR
TECHNOLOGY, BUT TECHNOLOGY IS A
KEY TOOL, BUT IT IS STILL NOT
BEING FUNDED UNIQUELY BY THE
STATES OR THE DISTRICTS AND
THERE HAS TO BE SOME EXTRA
FUNDING FOR THAT, AND JEFF, YOU
KNOW THAT A LOT MORE BEING IN
THE DISTRICT THAT IS ALSO
UNDERRESOURCED.
>> I WOULD SAY THAT THERE ARE
TWO TYPES OF RESOURCES, THE
RESOURCES THAT YOU GET FROM
DISTRICT, AND THE RESOURCES THAT
YOU ARE ABLE TO SECURE IN OTHER
WAYS, TOO, AP ONE OF THE THINGS
THAT WE HAVE BEEN ABLE TO
SUCCESSFULLY DO AS A RESULT OF
SOME OF THE INNOVATIVE FEATURES
AND THE WAY THAT THE SCHOOL IS
SET UP IS THAT WE ARE ABLE TO
CONVINCE SOME OF THE COMMUNITY
PARTNERS TO SUPPORT THE WORK
THAT WE ARE DOING BOTH TO THE
BENEFIT OF OUR STUDENTS AND OUR
SCHOOL, BUT ALSO AS A PLACE TO
INCUBATE AND THEN HAVE NEW
PRACTICES TO USE IN DIFFERENT
WAYS UTILIZING LESS RESOURCES.
>> THERE IS A QUESTION FROM
DAVID IN WASHINGTON, D.C. ABOUT
COMPETENCY-BASED LEARNING AND
INCORPORATING THE DEEPER
LEARNING, AND JEFF, YOU TALKED
ABOUT THE PROFICIENCY, AND
MEANING THAT PROFICIENCY IS A
COMPETENCY-BASED APPROACH AND
CAN YOU DESCRIBE HOW IT WORKS?
>> YES, ONE SPECIFIC SUBJECT
AREA, BUT THE TAKE NINTH GRADE
MATH WHICH A COMBINATION OF
ALGEBRA I AND II AND GEOMETRY
AND STATISTICS, AND THE KIDS
WON’T GET A GRADE UNTIL THEY
HAVE DEMONSTRATED PROFICIENCY IN
ALL OF THE THREE.
SO IN NINTH GRADE IF THE KIDS
ARE ON PATH AND TARGET, THEY ARE
NOT GOING TO END UP WITH NINTH
GRADE EARNING A CARNEGIE UNIT
CREDIT, BUT HAVE EARNED ALL
THREE PARTS OF THOSE.
AND IF SOMEONE ACCELERATES
THROUGH, THEY WILL INFINISH THE
ALGEBRA II AND THEN THE OTHERS.
AND SO IF THERE ARE 20 OUTCOMES,
THEN WE WILL ASSESS ON EACH 20,
AND UNTIL THEY HAVE BEEN
DEMONSTRATING PROFICIENCY TO HIT
THE MULTIPLE IN DIFFERENT WAYS,
THEY ARE NOT AWARDED CREDIT FOR
THE CLASS.
SO SOME KIDS CAN GET DONE WITH
CLASS IN HALF A YEAR, AND OTHER
KIDS ARE STILL WORKING ON SOME
OF THE LEARNING OUTCOMES
ASSOCIATED WITH THAT CLASS AS
LATE AS THE JUNE OR YOUR OR THE
SENIOR YEAR SOMETIMES.
>> I MEAN, WE HAVE A A SIMILAR
SYSTEMS IN PORTLAND AND CASCO
BAY THAT IS VERY SIMILAR TO
THAT.
IF A STUDENT IS NOT A ABLE TO
MEET, AND THERE IS NO AVERAGING.
THERE IS NO AVERAGING OF THE
LIKE, THEY GOT THIS STANDARD,
BUT NOT THAT ONE AND THEY GOT
THAT ONE BY A LOT, SO THERE IS
COURSE CREDIT, AND THERE IS NO
AVERAGING ANYMORE, BECAUSE THE
AVERAGING DOES NOT MAKE SENSE,
AND LIKEWISE IN THE CASCO BAY
SCHOOLS, WORKING ON THE CREDITS
TOWARD GRADUATION, AND IF THE
STUDENT HAS NOT REACHED ALL OF
THE STANDARDS THEY DON’T RECEIVE
CREDITS FOR COURSE AND THEY CAN
RETAKE THE COURSE SOMEWHERE ELSE
OR RETAKE THE COURSE THERE AT
KING.
AND WE DON’T GIVE A AVERAGE OR A
COURSE GRADE EVER.
HOWEVER, WE ARE NOT, AND WE
DON’T DO IT CREDIT-BASED, SO WE
ARE NOT HOLDING THE STUDENTS
BACK FROM CONTINUING IN MIDDLE
SCHOOL.
>> WITH THE HAVING THE 11th AND
THE 12th GRADE ON THE UNIVERSITY
CAMPUS, CAN THEY TAKE THE
UNIVERSITY CLASSES WHILE IN HIGH
SCHOOL?
>> OH, YES.
SOME KIDS START AS EARLY AS THE
NINTH GRADE AND THEY DON’T HAVE
TO GO THERE WITH THE WHOLE
COURSE LOAD, BUT A STUDENT AHEAD
IN MATH, AND THAT STUDENT IS
GOING TO GO TO ONE OF THE HIGHER
ED PARTNERS JUST TO TAKE MATH
AND THEN COME BACK TO SCHOOL FOR
THE REST OF THE DAY, AND AS SOON
AS STUDENTS ARE READY AND
WILLING, THERE HAS TO BE A
WILLINGNESS TO LEAVE THE PEERS
TO DO THAT WORK EARLY ON, WE CAN
HAVE THEM GO.
WE HAD A STUDENT IN THE NINTH
GRADE LAST YEAR WHO ESSENTIALLY
DEMONSTRATED TO US THAT HE KNEW
EVERYTHING THAT HE NEEDED TO
KNOW FOR NINTH AND TENTH GRADE
MATH.
SO, WE HAD HIM, AND HE ACTUALLY
WORKED WITH THE COMPUTER SCIENCE
FACULTY MEMBER AT CLEVELAND
STATE UNIVERSITY, AND HE WAS
WRITING THE EXAMPLES FOR THE
SENIOR-LEVEL SENIOR CLASS IN
NINTH GRADE AND TAKING A COUPLE
OF CLASSES AT CLEVELAND STATE
WHILE HE IS THERE WHICH ARE
COMPLETELY FREE TO HIM, AND MEET
SOME HIGH SCHOOL, AND COLLEGE
REQUIREMENTS, AND SO AS SOON AS
THE KIDS ARE READY, THE SYSTEM
IS FLEXIBLE ENOUGH TO A
ACCOMMODATE THEM IN BOTH THE
SINGLE CLASS OPPORTUNITIES OR
FULL SCALE IMMERSION INTO THE
COLLEGE ENVIRONMENT.
>> WHAT OTHER KINDS OF
COLLABORATIONS HAVE YOU SEEN
BETWEEN THE SCHOOLS AND HIGHER
EDUCATION?
>> WELL, JEFF STARTED TO TOUCH
ON ONE, AND THAT IS THE DUAL
ENROLLMENT, AND ALL OF THE
SCHOOLS AND PROBABLY NOT KING
MIDDLE SCHOOL AND NOT THAT IT
COULDN’T, BECAUSE IT COULD, AND
THEY HAVE VERY STRONG HIRE ED
PARTNERSHIPS AND EVERY ONE OF
THEM HAD SOME FORM OF DUAL
ENROLLMENT, AND EQUAL TO THE
EARLY COLLEGE, AND WHERE THE
STUDENTS ARE ARE GETTING TO
HAVING 30 CREDITS OR MORE.
>> AND THE KIDS CAN GET AN
ASSOCIATE IS’S DEGREE IN THE
LAST GRADUATING CLASS AND SHE
HAD HER ASSOCIATE’S DEGREE
BEFORE GRADUATING IN HIGH
SCHOOL, AND IT IS NOT UNCOMMON
FOR KIDS TO DO THAT AND HAVE TWO
YEARS OF GRADUATE CREDIT TOWARDS
A FOUR-YEAR ENGINEERING SCHOOL.
>> AND IN A RURAL ENVIRONMENT
LIKE INDIANA, A LOT OF THE DUAL
ENROLLMENT IS ONLINE OR HAVE A
TEACHER CERTIFIED TO DO A DUAL
ENROLLMENT CLASS AND SO THEY ARE
CREATIVE IN GOING BACK TO THE
RESOURCE QUESTION OF HOW YOU
OFFER IT.
AND JEFF IS FORTUNATE THAT THE
DISTRICT ENTERED THE
RELATIONSHIP WITH G.E. AND THE
GREATER CLEVELAND SCIENCE
MUSEUM, AND HA THERE ARE
ESTABLISHED PARTNERSHIPS WITH
THE CITY OF CLEVELAND AND CITIES
AND MUSEUMS AND AVALON HAS
PARTNERSHIPS WHETHER IT IS
CREATING A COMMUNITY GARDEN OR
THE PUBLIC ART DISPLAY WITHIN A
LOCAL ART MUSEUM IN THEIR CITY,
AND MANY OF THEM ARE FINDING
PARTNERSHIPS WITH THE
PEDAGOGICAL EXTENSION OF THEIR
LEARNING, SO THEY ARE EXTENDING
OUT INTO THE COMMUNITY FOR THE
NATURAL AND FLUID WAY.
AND AS FOR STUDENTS WITH THE
CUSTOMIZING WAY, THIS IS A
PARTNER FOR YOU THE LEARN HOW TO
DO THE DIGITAL MEDIA, AND THEY
ARE CONNECTING THE STUDENTS WITH
THE SPECIFIC PARTNERS, BUT IN
GENERAL, IT IS MORE LIKE WHAT
DAVID EXPLAINED, IT IS REALLY
ABOUT THE WHOLE SCHOOL LEARNING
OR THE WHOLE CLASS OR THE WHOLE
GRADE HAVING AN AUTHENTIC PLACE
TO EXTEND THE LEARNING.
>> AND HAVE YOU SEEN THE
COLLABORATION OF THE TEACHERS
AND THE COLLEGE FACULTY?
>> OH, YES.
WE SEE IT ALL OF THE TIME.
WE HAVE AS YOU MENTIONED
EARLIER, FOR YEARS THE STUDENTS
HAVE BEEN LOOKING AT THE
INNOVATIVE SPECIES, AND WE HAVE
COLLEGE FACULTY IN THE BUILDING
ALL OF THE TIME TALKING TO THE
KIDS ABOUT WHAT THEY ARE DOING,
AND THE MAIN COLLEGE OF ART TO
CRITIQUE THE WORK AND TEACH THEM
ABOUT DESIGN AND WE HAVE
THOROUGHLY BOUGHT INTO THE IDEA
THAT WE DON’T LIKE JEFF WAS
SAYING THAT WE DON’T KNOW
EVERYTHING.
WE ARE NOT EXPERTS IN
EVERYTHING, AND TEACHERS CAN’T
BE EXPERTS IN EVERYTHING, SO WE
VALUE AND EMPHASIZE BRINGING IN
THE GENUINE EXPERTS IN FIELDS TO
COME IN TO TALK ABOUT THEIR
FIELDS.
>> AND SOMETIMES THEY DO IT
THROUGH SKYPE.
AND IF IT IS A PROFESSOR, THEY
WILL SKYPE IT OUT THERE.
AND THE SCHOOLS DO IT, THEY LOOK
TO FIND THE EXPERT WHO IS NOT
JUST A TEACHER HITTING ON WHAT
YOU TALKED ABOUT BEFORE, BUT
HAVING THE TEACHER BECOME THE
FACILITATOR WITH THE STUDENTS
AND CONNECTING THE STUDENT WITH
THE DIFFERENT LEARNING
EXPERIENCES.
>> ARE THE COLLEGE FACULTY
WORKING WITH THE TEACHERS ON
BUILDING CONTENT KNOWLEDGE?
>> OH, SURE.
THEY ARE WORKING ON THE†– WE
HAVE HAD COLLEGE FACULTY TO
USUALLY HAVE AND ALMOST ALWAYS
HAVE A PLANNING INSTITUTE IN THE
SUMMER ATTENDED TO BY ALL OF THE
FACULTY AND THERE IS TIME WHEN
SOME IN THE SOUTHERN MAINE HAVE
COME IN TO TEACH STUDENTS ABOUT
THE ISSUE OF THE RELATIONSHIPS
OF PHYTOPLANKTON AND THE ECONOMY
OF THE GULL OF MAINE, BECAUSE
STUDENTS ARE GOING IF GO OUT TO
DO THE PHYTOPLANKTON COLLECTION
AND IT IS HARD SCIENCE.
WE NEED TO BE ABLE TO WORK WITH
THE FACULTY FROM THE UNIVERSITY
TO UNDERSTAND HOW TO MAKE THE
CONNECTION MAKE SENSE FOR
SEVENTH GRADERS AND YOU CAN’T
TELL THE STORY IF YOU DON’T KNOW
IT, AND YOU CAN’T TEACH THE
CURRICULUM IF YOU DON’T KNOW IT,
AND THE TEACHERS ARE LEARNING
ALL OF THE TIME.
>> AND WE HAVE A QUESTION FROM
BILL OF FLORIDA WHICH IS ON THE
MINDS OF A LOT OF VIEWERS AND
WHY ISN’T EVERY SCHOOL DOING
THIS?
WHAT WOULD IT TAKE TO HAVE EVERY
SCHOOL BE LIKE MC2 OR KING?
>> WELL, A NUMBER OF FACTORS AND
I WILL BE†– I WON’T BE BLASE
ABOUT THIS QUESTION.
THERE IS A NUMBER OF FACTORS.
THE SCHOOLS NEED TO HAVE
EVIDENCE THAT THIS IS ACTUALLY
WHAT IS GOING TO WORK, AND THE
EVIDENCE IS OUT THERE, AND SO
THEY NEED TO READ THE BOOKS LIKE
MONICA TO SEE THAT THE EVIDENCE
EXISTS AND THE SCHOOLS ARE
SUCCESSFUL.
AND THE SCHOOLS NEED TO VISIT
EXAMPLES, BECAUSE THE IDEAS ARE
GREAT, BUT PEOPLE NEED TO SEE
EXAMPLES SO THEY CAN FOLLOW-UP,
AND PUT THE SCREWS INTO THE
SCHOOLS AND FIND OUT HOW IT
WORKS.
THE SCHOOLS NEED OUTSIDE
COACHING AND COLLABORATORS A LOT
OF THE TIMES SO THEY NEED
COACHES AND SUPPORT SO IT IS NOT
JUST ONE LEADER OR ONE PERSON
WHO IS MAKING IT HAPPEN, BUT IT
IS ACTUAL HELP IN GETTING TO
WHERE THEY NEED TO GO AND THEY
NEED A SET OF PRINCIPLES LIKE
DEEPER LEARNING AND A SET OF
GUIDING PRINCIPLES AND THEY NEED
TO BUY INTO THE GUIDING
PRINCIPLES OR THEY WON’T BE
BOUGHT IN.
>> AND AS JEFF SAID, THEY HAVE
TO GET THE PRINCIPLES AND THE
COMMUNITY MEMBERS TO HELP.
JEFF HAS G.E. OR OTHERS TO
CHAMPION HIM, AND TO ME, THE
PARENTS AND THE COMMUNITY
MEMBERS HAVE TO START SAYING,
WHAT WE HAVE ISN’T GOOD ENOUGH
AND IT IS THE TRANSITION OF THE
GOOD TO GREAT.
AND ALSO, IT IS THE TRANSITION
OF SAYING, HEY, THIS IS THE 21st
CENTURY, AND THE DIRECT
INSTRUCTION WITH THE TEACHER AS
THE SOLE A AUTHORITY AND THE
SINGLE SOURCE OF KNOWLEDGE
REALLY GOING TO WORK IN THE 21st
CENTURY OR BETTER IF THE
STUDENTS CAN EXTEND THEIR
LEARNING THROUGH MULTIPLE VENUES
FACILITATED BY THE SCHOOL.
I THINK THAT IT IS AS JEFF SAID
BEFORE, WE HAVE TO BE ABLE TO
CHANGE THE MINDSET OF THE PUBLIC
TO BE ABLE TO DEMAND THESE
SCHOOLS, AND WE CAN’T PUT IT ON
THE EDUCATION LEADERS AND
PRINCIPLES AND TEACHERS LIKE
THOSE IN MY BOOK TO SAY THIS IS
WHAT HAS TO HAPPEN, AND SO I
WILL HAVE TO CREATE THAT GREATER
WILL.
>> WELL, WE HAVE TO TOUCH ON THE
KEY POINTS AND I WOULD USE THE
WORD RISK.
IT IS NOT A SAFE DECISION TO
MAKE A RADICAL CHANGE FROM WHAT
IS HAPPENING, AND THE SAFER
THING IS TO SAY THAT WE WILL
TWEAK THE SYSTEM.
AND HOPE THAT THE RESULTS CHANGE
DRAMATICALLY, AND I THINK THAT
THERE IS A LOT OF RISK, AND IT
GOES TO MONICA’S POINT TO HELP
THE COMMUNITY UNDERSTAND WHAT
THE OUTCOME LOOKS LIKE, AND
UNFORTUNATELY, YOU KNOW, THAT,
WITH THAT RISK COMES A LOT OF
OPPORTUNITIES FOR PEOPLE TO
FAIL.
I THINK THAT THE RISK AND THE
FEAR OF FAILURE SOMETIMES FORCES
PEOPLE NOT TO GET AS FAR AS THEY
COULD, BECAUSE THERE ARE NOT
CLEAR CUT ANSWERS ALL OF THE
TIME.
AND YEAH, THERE IS A SET OF
DESIGN PRINCIPLES AND MODELS,
BUT EVERY COMMUNITY IS SLIGHTLY
DIFFERENT, AND SO EVERY
COMMUNITY HAS TO LOOK AT THE
DESIGN PRINCIPLES IN THE MODEL
TO SAY, HOW DOES THAT WORK IN
THE ENVIRONMENT?
AND IF YOU DON’T HAVE PEOPLE TO
CONVINCE THE COMMUNITY IT IS
GOING TO BE WORKING AND HAVE
ENOUGH TRUST TO UNDERSTAND THAT
WHEN YOU ARE TALKING ABOUT A
GRADE CARD THAT DOES NOT LOOK
RIGHT, AND HAVE GRADES AND LOOK
LIKE YOU HAD BEFORE, THEN, YOU
KNOW, IT IS GOING TO BECOME HARD
FOR PEOPLE TO TAKE THAT LEAP.
>> WELL, WE REALLY COULD
CONTINUE ON THIS ALL DAY, BUT
THE TIME IS UP, AND WE DID NOT
GET SOME QUESTIONS TO GET TO,
AND FOR THAT REASON WE WILL WORK
TO GET MORE QUESTIONS ANSWERED
AND MAKE OTHER MATERIALS
AVAILABLE AT OUR WEBSITE
ALLFORED.COM.
AND I WANT TO THANK MONICA FOR
HER BOOK “DEEPER LEARNING” AND
JEFF McCLELLAN AND DAVID GRANT
FOR MAKING THIS MORE MEANINGFUL.
YOU CAN FIND ALL OF THE PREVIOUS
AND THE UPCOMING WEBINARS AT ALL
FOR ED.ED.
AND SO WE WANT TO DISCUSS THE
DIGITAL LEARNING FOR THE AT-RISK
STUDENTS AT 2:00 P.M.
FOR THE ALLIANCE OF EDUCATION,
THANK YOU FOR JOINING US.

Categories: Deeper Learning, Secondary School Improvement
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