Creative Vision: Potentially Perfect School

Hi friends,

It’s Brian, reporting to you from the future. Don’t be frightened. What I thought was the door to the restroom, actually turned out to be a portal into our future world. You should see this place—pretty rad.

I know what you’re thinking: “Brian’s been playing with the smelly markers again.” Not so, my friends, and I assure you, there was no head injury during transport. Before I return home to the present to continue searching for the perfect school for my children, I want to give you a glimpse of what I experienced (just in case there is some time warp lag memory loss). So check out the letter I composed thanking the administrators who gave me a tour of SBL High School in the Culture of Learning Global School District…

 

To The Visionary Staff of SBLHS:

I would just like to take a moment to thank you and your enthusiastic staff for giving me a tour of your public school. As the parent of a prospective student in your district, I must say I am most impressed with the warm greeting I received as well as the education I witnessed.

After visiting numerous institutions of so-called “higher learning,” it was refreshing to be welcomed by smiling secretaries in the main office and a cordial support staff. One custodian even stopped writing an inspirational quote on the message board to show me to the fresh bakery in the faculty lounge and cafe. As I enjoyed a long john, I waited briefly for office coordinators Tamra, Lisa, and Rodney, to finish laughing over a humorous tale about how the back up function on the self-repairing copy machine had to be used for nearly an hour yesterday–someone must have tried to make a worksheet…how 2005! Michele, the director of positive relations, was eager to introduce me to the team of administrators assembled in their morning school improvement conference. I didn’t catch all their names, but it was a pleasure to meet Rick, Ken, Tom, Bethany, Darin, and Charity. I most appreciated Lead Learner Hillman’s willingness to guide my tour of the school; her positive energy was reflected by the entire staff.

One of my early observations on the tour was that our intellectually stimulating conversation was uninterrupted by bells. She informed me that students have complete autonomy in the classroom and take responsibility for their education; therefore, bells are unnecessary. How refreshing to see students not being herded to the next class after a learning time limit.

As we journeyed through the hallways–with fresh-brewed coffee in hand–only the giddy buzz of eager adolescents engaged in academic conversation could be heard. Students and staff warmly greeted each other by name and were equally excited to let a new day of opportunity commence. The head learner showed me the library media center, where students are actually invited to read and research; college-level athletic facilities, field house, and fitness center; and the beautiful, park-like, enclosed courtyard–known as the Study Dome–such a visionary design. Lead Learner Hillman then removed herself from the tour, indicating she had to tend to her typical Wednesday routine of contacting parents of courageous risk-takers. Reporting these positive behaviors in such fashion allowed teachers spend more time with students to focus on learning. Novel concept.

Teacher teams were just finishing their morning session of personal reflection, collaborative practice, and activity coordination–they insisted I partake in the day’s adventure. Rik, Oliver, and Brett, several brilliant minds from the STEM wing, introduced themselves, then apologized for having to move on. Today was the day they were taking groups of students into the community to present their research-based projects. The Masters of the Humanities, including Starr, David, and Joy, invited me to their wing. I must say, they were a dynamic, thought-provoking, inspirational group.

From there, I followed Mr. Durst, a teacher of life, critical thinking, and the communication arts, but was slightly apprehensive due to my years of experience as teacher (prior to the breakdown, which my therapist determined to be a result of political targeting, public disrespect, parent grade-grubbing, and student apathy…). I kept thinking this aura of sincerity and optimism was an act, simply fabricated to lure my division-one college basketball prospect son to the district. Mr. Durst informed me that all teachers show up ready to learn along side their students, providing guidance and opportunities for students to grow in their self-generated learning goals. Teachers are empowered to design all curriculum and craft learning standards. Unlike at my former school, Dystopia High, these teachers are respected as professionals and are amply compensated for their efforts to improve their craft. What is this, the future or Finland?

As we entered Mr. Durst’s room–the Clubhouse–I was awed by what appeared to be a replica of Boston’s Fenway Park, inviting and full of possibilities. The sun’s rays were spilling through the skylights in the vaulted ceiling, providing natural lighting for a secure, tension-free environment. In the centerfield section of the room, adolescent seekers of knowledge were already sharing examples of life experiences, connecting to the day’s literary themes. One group of self-regulated learners was in the rightfield bullpen exploring solutions to passion-based problems. I was surprised to see no rows of desks, just scattered tables and an assortment of overstuffed couches and comfortable chairs.

The leftfield wall (known as the Green Monster) housed a giant scoreboard, which is how most traditional teachers of the past used a grade book. Instead, Mr. Durst posts standards, learning targets, levels of proficiency, criteria-filled rubrics, and indicators of student progress. Every time there is a celebration of knowledge, the video board reports growth to students and parents, giving Mr. Durst extra time to provide personalized feedback to each student. He was then able to differentiate future instruction. I was intrigued by an absence of zeros on the scoreboard, but had already asked enough questions.

Throughout the rest of the day, Mr. Durst was true to his clubhouse mantra, “Learn With a Purpose.” At one point, students gathered themselves around the pitcher’s mound for a whole group dialogue to reflect on their learning process and celebrate individual success. The level of respect, shared control, and autonomy was inspiring. I finally found a school that values authentic learning and relationships over high stakes testing, strict curriculum, and punitive grading.

Thank you for providing this parent with hope for my child’s future.

 

So, my friends, there is hope for the future of education after all. When I return to the present, please join me in leading others to educational enlightenment. For the sake of our children, we must not sit back passively and wait for shift to happen. And to the fixed mindsets of our traditional world, do not fear; you may take comfort with knowledge that schools in the future will still feature chicken nuggets and corn dogs for lunch…although they are all gluten free.

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3 comments

  1. Pingback: “Stop, Collaborate and Listen” | Starr Sackstein, MJE, NBCT

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