High School Redesign was first discussed at a coordinators meeting with my current principal as "it is coming - we need to decide what we want it to be". I decided to start my research with High School Redesign as it is nearest in my timeline.
(update: I have learned that the credit-model in many of these redesigned schools is different)
THE HSFEPP
(update: I have learned that the credit-model in many of these redesigned schools is different)
THE HSFEPP
The High School Flexibility Enhancement Pilot Project (HSFEPP) sounds like a fancy acronym. I personally don't think it is as catchy as SOH CAH TOA, but it's still better than ROFL, so I'll give it a 6/10.
It speaks of approximately 16 schools across the province already piloting an initiative at fundamentally shifting the way a high school looks/operates and 11 schools that were granted an exemption of the 25-hour credit requirement. (results REPORT from 02/21/2013)
"Beginning September 2013, 96 schools will embark on a journey to bring to life the vision and policy shifts articulated in Inspiring Education and build on the learnings of the High School Flexibility Enhancement Pilot Project and other High School Completion projects."
How do I Redesign my High School?
Whoa whoa...Let's back things up here and simplify things. It looks like the question we are trying answer is: What is High School Redesign? It seems like to best interpret this, maybe I'll approach it with perhaps a better question: "What should a High School look when it is most effective?" Alberta Education approaches things very much from a "student-centered" perspective. Students lead their learning, but will be accountable with choice and flexibility.
Regardless, we are not told what exactly what all High Schools need to look like - only that there are some "key areas of focus that have been guiding the work of many of the participating schools." Among these areas of focus are:
Flex block - a block of time in the school day or school week when students have the opportunity to make decisions to guide their learning in areas of need or interest.
Credit recovery - an opportunity for students to continue their progress in a particular course beyond the scheduled semester, rather than awarding them a failing grade and having them retake the course.
Teacher advisory - each teacher in the school takes on a role outside any subject content responsibility. The teacher-advisor role is one of guide, counselor and facilitator to a small group of students' entire school program.
Interdisciplinary and project-based coursework - many participating schools are redesigning curricula to enhance student engagement by combining outcomes from several programs and assessing progress through project-based activities.
Many pilot schools are implementing changes in practice brought about by a re-thinking of their work including:
- the establishment of student-led conferences with parents, teacher advisors and students.
- a school-wide focus on assessment practices that align with student-centered and learning-centered approaches to grading and reporting.
- the development of team-teaching approaches within and across subject areas.
- the use of focus groups and student advisory councils to ensure student voice is heard and valued.
- the use of focus groups and student advisory councils to ensure student voice is heard and valued.
One school already worked with Alberta Education to create a couple videos on Inspiring Education's youtube channel to create a couple videos (as seen above).
OPINIONS PEOPLE HAVE DISCUSSED
Inspiring Education appears to be looking to decentralizing many of its operations; because of this, the options should be vast. At times, it's hard not to think negatively that Alberta Education isn't just passing the workload on teachers, saying "we couldn't get it right - now you try". I'll try my best to be positive and think from the perspective that if I am proactive and involved, I can help form our student's education in a way I think is best (whatever that is).
One idea I heard (from my principal) was to strip an 85-minute block into 65 minutes. Collect a few of those blocks and create an hour-long flex block where students could prioritize their time to specific areas of need.
Another second idea was in regards to "credit recovery" and using flex time to catch students up on courses that they were unsuccessful in, but were close. An extension of this is to approach math units as modules and properly sort students based on modules instead of a final grade. Flex time might also allow students to "catch-up" on units that they did not pass.
While I've only had a few discussions with other teachers, so far there are some things to think about: team teaching, better sorting of students into math streams, flex blocks, etc. In March, I will have the opportunity to visit a school in Edmonton Public (McNally) already beta-testing the idea and to ask some questions. I have many questions.
This AB Education site has some VIDEOS to check out. Keep in mind they are all from the voice of Alberta Education.
OPINIONS PEOPLE HAVE DISCUSSED
Inspiring Education appears to be looking to decentralizing many of its operations; because of this, the options should be vast. At times, it's hard not to think negatively that Alberta Education isn't just passing the workload on teachers, saying "we couldn't get it right - now you try". I'll try my best to be positive and think from the perspective that if I am proactive and involved, I can help form our student's education in a way I think is best (whatever that is).
One idea I heard (from my principal) was to strip an 85-minute block into 65 minutes. Collect a few of those blocks and create an hour-long flex block where students could prioritize their time to specific areas of need.
Another second idea was in regards to "credit recovery" and using flex time to catch students up on courses that they were unsuccessful in, but were close. An extension of this is to approach math units as modules and properly sort students based on modules instead of a final grade. Flex time might also allow students to "catch-up" on units that they did not pass.
While I've only had a few discussions with other teachers, so far there are some things to think about: team teaching, better sorting of students into math streams, flex blocks, etc. In March, I will have the opportunity to visit a school in Edmonton Public (McNally) already beta-testing the idea and to ask some questions. I have many questions.
This AB Education site has some VIDEOS to check out. Keep in mind they are all from the voice of Alberta Education.
I think that there are some very good ideas expressed here. I especially like the idea of project based coursework. I am all in favor,however, of thoroughly piloting these projects to work out the bugs before unleashing them on the entire school population. Logistics of how to implement the ideas can create chaos unless well thought out.
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