Summary - Pulling it All Together

Introduction

Two countries, 8 cities and 11 schools later I have seen some really innovative ideas, met some really dedicated educators, had a good chance to reflect on what we do at HSS, and considered where we are heading as a school and myself as a school leader. 

It is clear innovation is not just about fancy furniture, shared learning spaces and interconnecting classrooms. Truth is I didn't see a lot of them. Each school or school district's innovation addressed their particular need. To allow them as educators to better engage and teach their students in their school communities. Whether that be children from Jet-setting parents developing immersion language programmes so that their children can travel and be little global citizens or small country schools using technology to connect and collaborate their teaching and learning for the academic and social benefit of their schools. Whatever these schools did they had a clear direction, ownership and understanding of why they are doing it and how it fits into their schools vision for learning. They also have given 100% commitment to their project and overcome barriers. Too often when we introduce a new idea or innovation into the school we don't work hard to ensure all stakeholders have ownership (including students). We tend to cut corners so the full benefits of the project can be missed and we give up when barriers come to light. Often our answer is rather than working hard to implement an innovation to its full potential we water it down so it's not too much work for the 'Poor old Teacher." Clearly, in all the schools I visited commitment and hard work were evident in bucketfuls. 

Even though each school innovative Learning Environment was different and based on their needs they did share some factors/ principles that are key to being a true innovative Learning Environment in the 21st Century. 

Common Ground

Student agency is the biggest innovation evident in nearly all the schools I visited. Students owning and driving their learning. Students in a number of schools knew the schools learner qualities/ values well and had been given the opportunity to decide what they were and what they looked like in the classroom. This was most evident at the Ladysmith Nanaimo School District, Compass High School and at the Colorado Academy but most others had their values and learner qualities visually displayed around the school. It was impressive to see students tracking their learning, such as at Compass with their Learning Plan, and able to articulate and take responsibility for what they needed to do to graduate or complete a particular project. The teacher advisor had an important role in the schools where this was most effective.

I believe that many (dare I say most) NZ schools only pay 'lip service' to the concept of student agency because of two quite diverse reasons; either we are scared to let go of the reins just in case the student goes 'Off Task," or, when we do attempt to take the student-led / democracy type model we don't spend enough time embedding our model and the necessary skills into the student's learning so the students struggle to drive their learning as there are just too many choices and no structure to hang it on. We need to find something in between these two scenarios. 

All schools were doing some form of Inquiry model that involved explicit integration of subjects. Many used a Humanities (English, Social studies) and STEAM (Science, Technology, English, Arts and Maths) model of integration. The big focus was around student ownership and understanding of the inquiry process. In many of the schools the students understood the process well and were able to articulate where they were at. 

Relevant, authentic, and with a genuine audience, along with student-led are clearly the key words to engaging the 21st Learner. Understanding 'What's the point,' 'where is this heading?' ‘Who is this for?'  And 'why are we doing it 'are questions that sit in the front of the mind of our generation Y & Z students. 

At a number of schools an important part of their Inquiry process were opportunities for students to present to a genuine audience. Many of the schools had presentation nights, where not just parents but, other educators and members of the community could come along and share the learning with the students. In some schools student’s project "Made a difference" whether it be developing a outdoor habitat with the local community or working with International Charity organisation to raise funds for their cause. In most cases students had real ownership of the project and how it was presented as the ideas came from them. Teachers input was around questioning and reinforcing the process.

In most schools I visited the staff had invested a great deal of time getting to know their students. We talk often about the importance of relationships but in some of the schools I visited the school was such a consistent stabilising factor in the students’ lives that these very close relationships were vital. The student advisor concept was a great one for the secondary and middle areas and at primary level could be put in place for the 'At-risk' students to provide that extra person to look out for these students' needs and pay attention to their lives. 

I wasn't sure how it would be visiting the number of secondary and Middle schools that I did but when you consider I was looking at the big picture of education and with the Nelson Clusters Community of Schools (COS) just getting established it turned out a real highlight of the trip. The first thing that struck me was connections that exist between these areas of schooling. Many teachers had worked across the sectors and there appeared to be a lot of interaction between each sector. One of the reasons this happens in the school district model which is used in both the States and Canada is shown by the following. In Canada in particular the school districts think of education as a whole and look at the shared needs of all students across the district. This big picture, I feel, is more effective than the 'Island' model Tomorrows Schools created in NZ. Sharing resources, professional development, interventions as well as having big buying power as a single organisation. No doubt it would come with its risks as I could see at Douglas County School District and it would be a hard pill to take after 26 years of self-governance. We certainly wouldn't want to see a return to the local Department of Education model we had in the 80s. But managed the right way and governed and owned by the local school communities, I think it would be highly effective and really just the next step down the COS road.

A number of schools utilised the resources and people in their local communities extremely well to the point that they were features of their school.  Whether it be local artists working within the schools, Business partnering with the school on a particular project, sharing resources, skilled staff and assisting financially, linking with local councils to improve local environment or drawing on Tribal leaders to share stories of the past. All of these things helped weave the schools into the fabric of their community. I believe we do this sort of thing in New Zealand but not to the same depth and without the same two way commitment. We can do this better.

ELearning was as big as I was expecting it to be in the schools I visited. In many schools it didn't dominate the landscape but it did have an important role as a tool for learning. BYOD was surprisingly not a big feature of any of the schools I visited. Most schools provided the equipment. Apple products feature with iPads in the junior areas being popular and Mac Book Airs being a feature of senior primary, middle and secondary school. Many schools also use Chromebooks but I felt we were further down the Google track than most. 

The last shared observation is more an administration item but when I think about it I think if I was to implement it at HSS it would free up my time so I could put more energy and commitment into other areas. I'm talking about admin. Office structure. Most schools I visited, (all were a similar or smaller size than HSS, apart from the independent schools but their lower schools were around 300 -400) had full time office managers. They did a lot of the admin. work that I do currently and allowed the Principal and the management teams to get on and worry about Teaching and Learning, particularly around HR, which seems to occupy a great deal of my time. 

The Highlights Package

The following are a few individual highlights that stood out. I have only written brief summaries as a more full description is available under that school's post in the Blog:

Connected Schools - the idea of collaborating via AV is not new but the formalised structured approach at the School district in the Rocky Mountains in Canada was amazing and highly effective. This project has brought small vulnerable schools together to create larger cohorts of learners and in doing so impacted positively on these students' lives. 

Habitat - The children at Hampden Street enjoy tree planting but the day they finish do they really give those trees and why they planted them another thought?  I like how the Habitat at Castle Rock Elementary was owned by all the students and had a strong link with the local community. The project was embedded in the school culture and ethos.

Project X - This was a great way to build teachers understanding of what happens at various levels of schooling across the sectors. The 'Bus tours' across subjects proved highly effective at the Colorado Academy as did the 'Student for a day' project. These would both be useful ideas as we go about trying to understand what each of us do in the various sectors within our community of schools. 

Immersion Programmes - This was a very innovative and ambitious programme but the concept of having all students bilingual by the end of their schooling is amazing.  The understanding that it's a school responsibility to develop global citizens in our connected world is an important one and learning a second language is part of that as is connecting genuinely in some way to people/ students from other parts of the world. This is the vision for the Avenues World School and as they open schools across the globe I see exciting times ahead.

Student Interns - This concept would work best at Secondary but Compass High School's intern programme is successful because it gives relevance to students learning at an important time of their lives. However, relevance of learning is vitally important at all levels. 

Community Coordinator - A really innovative use of staffing at Sound View Academy. It addressed the real need to connect to their community and to keep a finger on the pulse outside the school in this volatile area. The role is a good one as it covers many bases and wouldn't come with the same stigma as a social worker for many parents. 

Links to OECD Principles and ILE Model

I started this journey motivated by the OECD report on Innovative Learning Environments so it's only fitting I return to this. The report identified seven transversal principles that underpin an ILE and also developed a ILE model (tense) of best practice. Below I will use these tools as a form of reflection of my journey.

1. Learners at the Centre - I felt all the schools I visited put their learners at the centre of what they are doing. The emphasis on student led learning, the importance placed on knowing each student as an individual not a reading group or a behaviour issue, and the emphasis on student's ownership of the learning process such as the inquiry model or the learner qualities showed me that the ILE I visited were student centred. The best example of this principle was the Learner Plans, intern programme and student advisors at Compass High School. These initiatives put their student at the centre and focused on the individual needs. They allow students to set challenging personal goals who then, with guidance of their advisor, are motivated to achieve them. The Ladysmith Nanaimo School District Community of Learners Project promotes self-directed and self -regulated learning. 
2. The Social Nature of Learning - Many of the schools I visited saw collaborative learning as a key part of their programmes. Students worked cooperatively in pairs or small group on in-class inquiry projects and some schools had large groups of students working cooperatively on large long term projects. A good example of this was an integrated technology project at Colorado Academy where students were converting an old school bus into a camper. The Connected Classrooms in the Canadian Rockies was a great example of how important the social nature of learning can be. With small cohort groups the connected classroom project has allowed students to collaborate with students of the same age from other schools on an almost daily basis via an audio visual connection. They also get the opportunity to get together on field trips or regular school visits to share their learning personally. Both the independent schools, Colorado Academy and Avenues World School have many spaces around the school that allow students to come together to collaborate. These include innovative seating, wifi, and wall whiteboards and whiteboard tables. They also had quiet areas where students knew they could go to study. 
3. Emotions are Integral to Learning - In many of the schools I visited student engagement and motivation was high. This was generally achieved through the innovative approach the school or schools were taking to cater for the particular needs of their learners. A great example of this was at Kumsheen High School where students were working with Ashcroft High School on a photography project. These students were reviewing photos from a recent joint field trip to Victoria, where they had utilised the skills of a professional photographer as an expert. The students were very proud of their work and were keen to share with the larger group the audio visual link which Ashcroft provided. The teachers very much took a back seat facilitator role. This student-led model was a hallmark of most of the schools I visited. Students were motivated and engaged as they were working on relevant and authentic topics they were interested in and they owned and drove their own learning. They also enjoyed being able to share their project with a genuine audience at Presentation nights. 
4. Recognising Individual Difference - Individualised learning was a feature of many of the schools I visited. The students were seen as individuals all at different stages of the learning journey and with individual needs created by their unique environment. I didn't see a great deal of students lumped together because they read at about the same level. Once again Compass High School's Learner plan was an individualised document designed by the student and the teacher advisor particularly for that student and his/her needs. The Ladysmith Nanaimo School District were adapting their Community of Learners project so it better reflected the values and needs of local First Nation People. This school's Inquiry model was not a linear stepped process and students can start where it suits them according to what they bring to the project (Prior knowledge/ understanding/ skills). At Sound View Academy the community coordinator has a key role linking with families and keeping a 'finger on the pulse' of the community. He ensures individuals are safe and barriers that might prevent a student from attending school are avoided. 
5. Stretching all Students - In a student-led environment the role of the teachers is critical to ensure students are stretching themselves and remain focused on their task. That role is not about cracking the whip but to activate/ motivate and inspire students to stretch themselves. At Colorado Academy I attended a Global Awareness Class where very motivated students were working hard on a City Design project. The motivation came from an engaging task and students being given the opportunity to share with peers and seeking their feedback. This school had a well-established buddy programme which saw upper school students buddied with lower school students which included some in-class support and pastoral support around the playground, including a shared Zoo trip at the end of the year. The student also serves as a positive role model. 
6. Assessment to Learning - Like NZ both the US and Canada are going through a transition when it comes to assessment. In the US the "No Student Left Behind" policy has led to an over-emphasis on the one-off test results and so this has made them quite high stakes. The formal standards testing is part of both countries' assessment programme, as is an emphasis on Grades (A, B, C etc), but this is changing. The Ladysmith Nanaimo School District are looking at not sending home grade based reports in Grade K to 9. This is a radical shift and has caused a stir amongst grade obsessed parents. Self and Peer Assessment are popular and effectively used in the Inquiry approach and with more of a student-led programme teachers have time to conference with individuals and so the focus is more on the more effective formative assessment.  Many students can articulate where they are at and what their next steps of learning are. 
7. Building Horizontal Connections - The importance of a relevant authentic curriculum is vital and a hallmark of most schools I visited. Student engagement was high as they drove their learning focusing on topics that were relevant to their world. Students understood and owned their schools inquiry model and this provided a framework for the students to explore their topics. Genuine integration of subjects was common place and students were given greater time to completing their Inquiry study at depth. Many schools used local community members/ business people/ cultural leaders as experts or guides for students as they worked through their inquiry. Ladysmith Nanaimo School District Community of Learners project did this well as did Castle Rock Elementary’s Habitat project. At Compass High School the Internship programme allows students to see how their study can lead to genuine outcomes in the 'real world.' The Avenue World School clearly has made the biggest step towards Global connections with their language and World Schools concept.

OECD Innovative Learning Environment Model

Looking at the four key areas in this model it clarifies how most of the schools I visited can be classified an Innovative Learning Environment. Many of the schools are innovative in all four areas and I feel to be true ILE they need to be, ie. The school may have a wonderful modern learning environment but if their teachers are not motivators or your curriculum is not relevant student engagement is not going to be high and learning outcomes will be poor.

On reflecting on my journey I have noted some key considerations for each of the four quadrants of the model:

Learners:

• Leading their own learning
• Has ownership of learning processes and key learner qualities
• Needs access to a variety of ways of learning - collaborative in groups, individually, peer learning, reciprocal learning and teacher directed.  
• Ability to set challenging personal goals and track and drive own achievement

 Content:

• Integrated subjects
• Relevant and authentic
• Connected to community
• Open ended, engaging and motivating
• A variety of Assessment tools used - self, peer, formative. 
• Inquiry based programmes with genuine opportunity to present to a real audience. 

Resources:

• eLearning tools to enhance learning 
• Local experts and resource people 
• Opportunities to engage and collaborate on a project with community.
• Opportunities to participate in projects that "Makes a difference "- locally, nationally or globally. 

Educators:

• Build strong relationships with students.
• Ability to adapt to a variety of roles - facilitator, activator, direct teacher, learner.
• Able to collaborate with other educators
• Creative use of staffing to create roles that target needs
• Professional development to share knowledge across the school and wider educational sectors.
• Flexibility and integration across sectors 

 

Implication for Schools:

Learner Qualities:

When the MOE released the revised curriculum in 2007 many schools got busy developing their own school curriculum that interpreted the National document and made it reflect the need of their schools. They developed learner qualities/ learner lights or whatever other creative name they could come up with. Hampden Street was one of them. Like most schools there was nothing wrong with the words we chose and for the most part the process we followed but we made two significant mistakes; We over complicated the process with too many words and complicated rubrics to explain them and secondly and most importantly, we didn't give students ownership. We needed to invest time ensuring students owned and understood the words and knew how they related to them as a learner. In a number of schools I visited, this process has been done well. Students helped decide what word best reflects their learning and place in the school and then students along with staff develop the descriptors that interpret the word. I like the idea of getting maybe syndicate groups and new staff together in the hall and’re-write' the descriptors for the Learner qualities. Then these are displayed in classes and frequently revisited by teachers and students. The Ladysmith Nanaimo School districts qualities were called the 'The Four Cs", maybe we should consider making our learner qualities something catchy also.

Inquiry Learning:

So many Schools in New Zealand talk up their Inquiry Learning process but in most cases it is something we do to students. The students don't own it and most can't articulate the steps and where they sit on the process. Students often struggle to see the relevance because they are not sure who the audience is and they feel it is being driven by someone else, the teacher.  The Inquiry models I saw were student owned and students could articulate where they were at and where they were heading. The presentation evenings and showcases gave students a genuine audience. Students need to be introduced to the model at a young age and build up a language of inquiry that can develop through their schooling. The teacher needs to step back and allow the students to decide on pathways through their Inquiry that is relevant to them. We need to ensure that the topics we choose to study are authentic and have a relevant context.  We also need to ensure  students have genuine opportunities to present their work to an audience, whether that is the class, radio station, a showcase, sharing with students at another school or by working with a local, national or global organisation, sharing their work and views. We also need to ensure we allow sufficient time to complete student Inquiries (after all, we are finding it hard to complete our teacher inquiries in our year long timeframes). We should consider three large Inquiries rather than trying to squash in four. With the assessment pressures, sports commitments and so on, dropping to three inquiries makes sense. We would just need to be smart and more explicit when showing our integration.

Sharing the Sector:

It has been great to hear the progress the Nelson Cluster has made on developing our community of schools (COS) in my absence. It sounds very exciting for our schools. However, it is vital that we take the time for teachers to understand what is going on at the various levels of schooling and a "Project X" type approach would be a great way to build understanding across the sectors. This would need to happen before starting to build anything new as a COS. To truly merge the 'islands' that our schools have become I think we need to live island life at each level before we can make too many judgements about what we need to develop.

Across Sector Collaboration:

The COS is a step in the right direction but I believe the idea of a functional community that has a single board and the power to support schools, provision professional development, assist with management recruitment, and use its size to better leverage bulk purchases etc would be the way forward for our schools. It would breakdown the "islands" and associated competition model created by Tomorrows Schools.

Connecting with the Community:

In Nelson we have so many talented people in so many different sectors of the community. The arts are so strong in our region but how do we draw on this talent. Although a full time 'Artist in Residence' may not be possible it could be something we share with other schools. We could rotate a variety of artists around our schools. This would give them exposure to our parents and school community and give the chance for our students to find inspiration from a genuine working artist. We also have so many innovative and successful businesses in Nelson. Looking for opportunities for public/private partnerships would give the business good exposure in our school community and in wider Nelson and would maybe provide us with the skills, knowledge and funding to aim big for some of our projects; Whether it be funding a programme like our Music programme or assisting with a larger building project. I believe with some commitment and energy we could make this a reality.

A Community Project:

I really like the idea of taking a community project that is a partnership with local community stakeholders that would really make a difference in the local area. A waterway improvement. A wetlands recovery, planting natives are just a few examples. A great way for students to make a genuine contribution to their community. Like any inquiry, students would need to own the concept and be able to feel they have had input into the planning and development.

Administration:

Even the toughest of tough schools in the Bronx of New York had administration support to a level that the Principals were able to focus solely on their roles as Leaders of learning. All personnel, finance, and general admin and most communications were dealt with by full time office staff with the Principal simply over-seeing and rubber stamping this work. I believe schools need to look at their office and, if budget allows, consider a higher degree of admin support. This would also allow for the employment of a highly skilled level of applicant who may be looking for full time work.

  

No Silver Bullet

Although I learnt a lot on my travels and have gained excellent knowledge of Innovative Learning Environments there were a number of areas where I didn't find the answers I was seeking and in some cases the schools were not as far down the track as HSS in particular areas.

Mathematics - Although did see a variety of Mathematics programmes I didn’t see anything that solved the issue of how do we make maths relevant and engaging whilst still covering  the key areas of mathematical fundamentals - basic facts, multiplication tables, fractions etc. Many school talked about integrating Maths (STEAM) but I neverhad the opportunity to see this in action. The Avenues had gone down the road of Singapore Maths but I'm not sure this very Asian, almost cultural, approach to maths would work in NZ schools. I'll be keeping an eye on the Avenues. Colorado Academy has revised their Maths programme but again I didn't see it in action. I will be in touch with Eric from CA to find out more. So no Silver bullet in maths.

eLearning - Apart from the Avenues World School, I didn't see any schools that would be as advanced in HSS in using eLearning as an effective tool to help learning. Our school would be better equipped than most (apart from 3D printers!).

Assessment - Most schools felt quite conflicted around assessment. They know the importance of the formative type assessment - feedback and of peer and self-assessment but are hamstrung by the need for National testing and the high stakes associated with this and with the traditional grade system. This is an area most are focused on resolving at the moment. I guess watch this space. So no Silver bullets for assessment.

Final Word

Many of the ideas I have come back with are not necessarily new to NZ and even to schools I have worked in. I imagine there will be teachers who will be saying "We do that at our school." We are very good at saying this but the two biggest differences I saw from many of the schools I visited on my tour compared to many NZ schools are commitment and student led learning. We have all done Inquiry Learning with our classes but most of the time it is something we have done to the students. They didn't own it and often didn't even understand it. Whatever these schools have done they have passionately committed to it. They saw it through to fruition and have reviewed and evolved their project. It is a little bit of a hallmark of many schools to move from one education fad to the next without going into any depth. We almost just tick the box. 

Many New Zealand schools are dragging their heels when it comes to allowing students to lead their learning. This has been at their peril as we see increased disengagement and poor behaviour. Teachers struggle to understand their role in a student-led environment and often fall back into the mission control mode/sage on the stage. Clearly this has to change and as a school Hampden Street is already down this path, but we need to identify what the student and teacher roles looks like at each level. 

Teaching can be a challenging job, no doubt about that and having worked in low decile schools in NZ and visiting some pretty tough schools overseas it takes a dedicated passionate person to work in these schools. They put up with a lot, work long hours, and don't receive a lot of thanks but do the job because they want to make their students' lives better. It was interesting to read HSS evaluation of Term two. There was some great stuff in there, however, when I read the lows from the term I noticed a number of negative things that made me think that at times we really need to take a deep breath and be grateful for what we have. Many of the things were so minor, some were situations that are out of our hands. Our schools are well provisioned, safe environments and although everything isn't perfect, they are a lot better than what many teachers face in some pretty tough schools around NZ and around the globe. It would be great if teachers could consider this before considering something a low. Life is too short to sweat the small stuff. To make a difference we need to focus on the big picture for better or for worse. 

This sabbatical has been fantastic both personally as I feel refreshed and relaxed, and professionally as I have a lot of time to reflect on my role and our school. I am now looking forward to getting back to work and leading the staff into an exciting and challenging time in education. 

Avenues World School, Manhattan Island, NYC - For Profit Independent School

Avenues World School, Manhattan Island, NYC

Background:

The Avenues World School is situated right in the heart of New York City on 10th Avenue. It is in an area of inner-city renewal and is located in an old factory that has been extensively remodelled. The building sits next to the Highline, an urban park/walkway which is a feature of the area.

It caters for students from 3 to 18 Years old. Being a ‘for profit’ independent school it has an annual tuition fee of $46 000 US (That's $690 000 for the 15 years you would be attending).

The Security and Lobby of the Avenues World School 

However, this is all inclusive and includes student’s devices, the expected travel, lunches, and all other school materials and expenses. The school currently has 1300 students from 3 year olds to 11th Graders. 

The Highline from the Avenues

The World School is a unique concept with the plan to open other World schools around the globe that students must attend at some stage in their time at the school in order to graduate. The school was close to opening it's second school in China and is also considering Miami, Brazil, and Spain. 

The schools are all about creating bi or multi lingual world citizens. 

What was Innovative:

The whole World School concept is very innovative. The idea that students can study a second language in a bilingual setting and then travel to a country to attend another World

             The Highline from the Avenues

School where their second language is the first language of that country, is amazing. It provides the student with an authentic immersion experience and to graduate from their school they have to do this. It sort of tops the French classes two weeks in New Caledonia!

Students in Spanish Emersion Class

The school is all about providing a quality bilingual education. The students are predominantly English speaking and on enrolment must choose either Mandarin or Spanish (the two most spoken languages in the world),  as a second language.  Some of the children have spoken a second language but for most this is new. From K (Year 0) the students begin their language. The language is not taught in isolation but is integrated into class programmes. One day a lesson is taught in English the next day the progression of that lesson is taught in the chosen second language - total immersion!  Teachers have language assistants in classes but all language teachers are totally bilingual. The school feels that as most students don't come from homes where a second language is spoken, to ensure the language develops, class lessons have to be in an immersion format. 

2nd Grade Students in Mandarin Immersion class.

Both ambitious and innovative, the school if successful will be setting these well connected students up for life. The school along with Harvard University is carrying out on-going research into how their immersion programme is effecting student achievement. As the school is only three years old the research is very much in its infancy so outcomes are inconclusive. 

The school curriculum was developed by a Harvard Professor and staying with the global view they have scoured the world for best practice to include in their curriculum. Mathematics at the Elementary level is Singapore Maths and at Middle and Secondary is Exeter Maths. I asked why they chose these programmes and my host, Abby Brody, (Head of the Lower School) replied, "Because they are the best."

ELearning was very important in the school. All students are given a device. From 3 Years to 6th grade they get an iPad and from 7th - 12th they are given a Macbook Air and an iPod. The devices belong to the students. The school is a 1:1 Apple Distinguished School.

Pod of Macbook Airs

As well as personal devices the school has an Innovation Lab in their Middle and Upper Schools and are looking at building one in their Lower School. These labs, like Colorado Academy have 3D printers, Laser Printers, wood and metal craft tools etc.

Innovation Lab

They also have a lot of visual digital display boards showing everything from kids work to daily notices. Abby shared some work on the wall and using an iPad and an augmented reality app we could see the process the students used to make their art works. Another class had poems students had written displayed on the wall, when you hovered the iPad over the top the augmented reality app showed videos of students talking about their art works.

Kristen Paino, their tech integrator, introduced me to the many amazing apps they use on IPad to bring the curriculum to life:

• Book Creator - Students can Collaborate together to make a book.
• Aurasma - Augmented Reality App
• Popplet - Food web
• Explain Everything - Well... it explains everything.
• Show B - sharing work with teacher
• Reflector - displaying work/ sharing

Other IT innovations include:

• Sedna - Scheduling system for display boards
• Mac Minis for classroom computers
• Class AV cameras for recording lessons (Appraisal) and for linking up with overseas World Schools.

The school has 2500 devices in the building! They are all leased and will be replaced every two to three years, depending on the device. 

The school curriculum dictates the topics of study and all classes and subject areas have the same theme so this can be reflected in the immersion classes. Arts and Music is also taught in both languages.

I got the feeling in the Lower School the curriculum was very much teacher directed but in the Middle and Upper schools students seemed to have greater ownership. The Middle school mastery programme allowed students to choose a passion area to pursue and then along with others collaboratively develop it into something they could showcase.

Upper School classes are taught using the Harkness method. Students work collaboratively around a round tabled area with no "front of the class." 

Harkness Learning Space

In the Lower School in a recent Self-expression unit, students could choose one area they covered (Dance, Storytelling, and visual Arts) and explore it at depth. The Arts is important to the school and the school always has an Artist in Residence. They also utilise the unique position of the school in the heart of NYC and visit galleries, have visits from world class dancers, performers and storytellers. 

In the Upper School students had participated in a Shark tank/ Dragons Den themed topic, where they pitched business ideas to a panel of local NYC business people and investors. This school is well positioned to utilise a large number of rich experiences in their community but it is something schools could do in most locations, maybe not to the same international degree. 

Abby said the staff work hard (most work 7am - 7pm) at Avenues and the immersion teaching is demanding but it is very well resourced. Staff are provided with excellent PD and there are many opportunities within the school including travel. They are encouraged to be innovative and try things out. 

Physically it is a well provisioned school. There are attractive and functional shared learning spaces on each floor. The Lower school has a well-equipped gym at their disposal on the 10th floor, while the middle and seniors use a nearby recreation centre. The cafeteria is beautifully set out and the food quality was excellent. 

Cafeteria at the Avenues

A performing area in the shared space in the Middle School

Another shared space that incorporates a library

The 10th floor gymnasium

Student workspace for Upper School.

My Reflections:

You could say it is amazing what money can buy (and it is) and certainly not many schools could afford to send their students overseas for long periods of time, but if you cut through all of that, what The Avenues World School is trying to achieve is amazing, ambitious and innovative. Whether it will work remains to be seen. I did witness a couple of young students both distressed and frustrated that they couldn't express what they wanted to say in the immersion class but I guess this is going to happen. The thing it emphasised to me is the importance of schools introducing a second language at primary level. We all know the benefits for students in terms of enhancing their knowledge of English through learning another language but aside from that, we are developing global citizens. To do this properly they need to be bilingual and preferably bilingual with an international language such as Mandarin or Spanish. The opportunity for language programmes are now available for schools through the new MOE funding and schools should take advantage of this. 

Augmented reality app brings students art work to life.

The Avenues is clearly well connected with local business and is in an ideal location, however, I think most schools could and should tap into their local resources/ businesses/ artists and performers more than we do. The artist in residence concept was very cool and although we probably couldn't achieve it as a single school, with maybe Arts Council funding and joining with other schools we could rotate an artist in residence around our schools. Our local experts in business and community services would be good sources of knowledge for students and they would provide relevant and authentic context for the student learning.

ELearning was visual in the school but was not dominant. It enhanced their learning landscape. Kirsten the Tech integrator works with students and teachers to assist them to find the right tool/ app for their learning. She also researches what would be good for the school. This role is a bit of luxury but has meant their capacity in IT is huge. Schools need to value the capacity of staff and also the importance eLearning has to bring the curriculum to life.

Implications for HSS:

It is great that Di has initiated Mandarin Language Learning programmes at HSS. In term three our language programme will begin with the help of a Mandarin Language Assistant. This is very exciting for the school and although not on the scale of the Avenues, it a positive start. It will be vital that as a school whatever we do is sustainable. We must also continue to partner with AsiaNZ to give opportunities for teachers and maybe students to visit schools outside NZ as this is a rich experience and supports the concept of global citizenship. 

Nelson has so many resources when it comes to business, the arts and sport. As a school we tap into these at times but I believe we could better utilise the skills and knowledge in our community. This would provide a relevant local context for our students. It may be we seek business partnerships to support particular programmes in the school or we invite an artist to work in our school for a period of time. One idea I had was to set up a class in a vacant shop in Trafalgar St and base the class programme around CBD life, integrating maths/ statistics/ Literacy etc into a weeklong project. We could rotate classes in at the end of each week. We could bring in speakers from local businesses, council etc to talk to the students and we could operate an "open" class so shoppers could see what happens in a modern classroom. 

We are extremely lucky with the level of skills and knowledge we have around eLearning in our school and how we have grown in our capacity overall has been staggering. Equally, after being at the Avenues it is amazing to see what we could achieve. We need to make sure we always remember that eLearning capacity is a journey and will never have a final destination.

Bronx School District, New York, USA

iZone Project - Bronx District Schools

Background:

The iZone project harnesses today’s resources to design schools around the unique strengths, interests and needs of each student. It looked at innovative ways schools could engage 21st Century learners within their context. Al, the AP at Compass High School had worked on the iZone project. He explained that he had worked with 50 schools on 25 distinctly different projects. As I have found on this tour innovation is very contextual. The most innovative ideas have been tailored or designed specifically for the learners at that school/ school district. I was keen to visit schools in New York in a lower socio-economic area to see how the iZone programme had improved outcomes for students in this tough area. It doesn't come any poorer in New York than the Bronx. The Bronx is the poorest district in America. 90% of the students that attend the schools in this area live below the poverty line. Most come from broken homes, some from no homes. Many students' parents are in prison and health care is poor.

The reality for many in New York

 The Bronx has the highest rate of Asthma in the US and most student asthmatics have no medication. While we were visiting one of the schools they had a "Code Blue." This is where a student had a severe asthma attack and they had to call 911 for medical assistance. This was the third Code Blue that week. 

The teachers escort the students out of Middle School at the end of the day to protect the children from gangs who will try to recruit, sell drugs, or intimidate students. 

Entering Compass High School Maggie and I were shocked at the level of security. I had heard about it but to experience it first hand was disturbing. I had to remove my shoes and belt, hand over my wallet, phone, watch etc as did Maggie. This all went through an X-ray Machine, meanwhile, we had to walk through a metal detector. The entrance area had four armed police officers present as well as a number of school staff. It was sobering and quite a contrast from the other schools I had visited.

High security in school Foyer

Both schools I visited were relatively small in US terms. This was not always the case. Both Schools were in buildings which contained several schools. Originally the building would have been one large school but the academic results were so bad and teacher quality and morale so low, the New York School District broke up the schools into smaller, often specialist schools.  Compass High School was in the Stevenson High School Building. It was one of 9 schools on the Campus. The Original Stevenson High School had 4000 students (Grades 10-12) and a 10% graduation rate!

Compass High School:

After the shock of the high security welcome I wasn't sure what I was in for but the moment I entered Compass High Schools fourth floor home you could see things were very different. The relaxed friendly tone extended through both staff and students. As mentioned the school is one of 9 schools in the old Stevenson High School building. The school shares the resources such as the gym, music rooms, labs, and sports facilities with the other schools. Compass High School has the fourth floor and is really just a collection of classes and a couple of offices for staff and interns. The school has been part of the iZone project and they are an internship school. With a roll of 330 students it is a relatively small high school.

Quest, my host at Compass High School

All 11 and 12 Grade students spend two days a week working on their internship. This would be what we call work experience but is more in depth than this type of programme in New Zealand. A number of students have internships within the school. They may be an assistant to the Assistant Principal, and IT maintenance technician or in a clerical role. This idea is to give them a "Real World Experience.” Many students had particular projects they were working on within their internship. The students I spoke to enjoy the responsibility of the internship and were focused on going to college or into the workforce. All students need to develop a Learning plan and track their learning and their personal goals on this. The plan belongs to the student and is based on the students’ needs both academic and social. Each student has an advisor/ mentor on the staff who helps them stay on track with their plan.

Teacher Profile outside the classroom.

The relationship between staff and students was evident. The environment was relaxed. Students know all the teachers by their christian names and outside the classes is a profile of the teacher, written by the students. While visiting compass my tour guide was a student named Quest. He was an articulate young man who was doing an intern in the IT department. You could see he was the "Go To" guy for IT issues and he showed me where he worked with pride. While talking to Quest he spoke with wisdom beyond his years. He said, "For a long time I felt all the learning should come from the teacher but now I realise I'm the one responsible for my learning and the teachers are there to help guide me." Quest plans to go to college and study computing when he graduates from High school.

Quest's Learning Plan

Restorative Justice Planning

Students all have Google accounts and share their work with staff and peers. Al, the AP said that they are developing a Restorative Justice Model with the students as it fitted well with their student-led philosophy. When I was in the school the school interns were working on their Restorative Justice model and discussing it with staff and each other. It was clear the end product would have true student ownership.

Attendance could be better at Compass but Al felt this was because many students were doing extra work for their internship or were having to stay home to support their mothers with younger siblings. He felt their next big step was to try and capture the learning that goes on outside school.

Masters Academy for Grades 11/12

Explorers academy for Grade 10

When you consider the 10% graduation of the old Stevenson High School, Compass High School's 92% graduation rate is pretty impressive and a strong testament to the work they are doing.

Sound View Academy

Sound View was quite a contrast from the almost laid back environment at Compass High School. With two weeks to go in the school year a middle school in the Bronx in spring can be a lively place. The week had been eventful for Principal, Will Frackleton, with three 'Code Blue' health alerts, and a teacher in jail for assaulting a child. However within the school, there was something special about Sound View. Like Compass High School, Sound View is one of three schools within the building. The 400 student school occupied the fourth floor, with around 40 students in a class. The school has sacrificed some of its in-class student ratio to utilise some more community based positions.

Will Frackleton, a committed and caring Principal

Like the School District on Vancouver Island, Sound View operates a Community of Learners. They invest a great deal of staffing and funds linking and ensuring a finger in the pulse of the community. Not just what is happening in families but also things like what the local gangs are up to, who are they scouting, or in liaising with local law enforcement. They employ a community coordinator, who knows the community and is well respected both in the school and in the community. He was not a counsellor but clearly the students had an excellent relationship with him.  As mentioned teachers go out of the school at the end of the day to ensure students get home safely and protect them from gangs.

One of the keys to student engagement at Sound View is the use of eLearning. The School employs a full time IT teacher. The school is well resourced with large pods of Mac Book Airs and IPad. The school has been recognised for its innovation in this area and have recently received an Apple Connected School Award. Their plan is to "Create a Digital Culture within their Physical Culture." All students have Google accounts and students collaborate on projects. The school has also made a big commitment in digital media - visual arts, audio media, and movie making.

Sound View provides a stable, consistent, engaging environment for their students and this is reflected in the lowest suspension rate in the district and 92% attendance. As a school they have a high expectation of achievement for their students. The staff try hard to instil pride in the school and in student’s achievement. This includes having a uniform that creates a school identity. The staff work hard, most work from 7am to 7pm and this has led to a high turnover but in recent years staffing has stabilised and Will, the Principal, was very proud of the committed team he had created.

Each staff member has 10-15 students they support in an advisory role.

Clearly this school is built around strong relationships. This was obvious as we visited classes and saw the way students were responding to their teachers and at the end of the day as I stood with Will and the Community Coordinator it was great to see the interactions between these guys and the students. High fives, jokes and conversations about what they were up to in the weekend.

My Reflections: 

Relationships, relationships, relationships! These schools quality, genuine student / teacher relationships are the key.  Teachers knew their students not just as learners but as individual people. Without these kind of relationships things would no doubt be chaos and students outcomes poor. By splitting the large impersonal schools up the school district has created schools where teachers can get to know each student well. Employing staff specially to link with community has allowed these schools to understand and monitor their communities. This role is something some of our lower decile schools need to consider as they may be more accepted in homes than a social worker or Principal when it comes to sorting out home/school issues. 

The teacher advisor provide someone within the school who is looking out for individual needs and student directed programmes, such as the internship programme to ensure that work is relevant and engaging. ELearning had a strong influence in both schools as a tool to engage learners and as key links with the world outside their tough community. 

Visiting the Bronx schools was a rich experience. It reminded me of what we take for granted and the trivial things that we sometimes get ourselves wrapped up with at our school. It left a similar impression on me as did visiting the slum school in Jakarta. Too often we seek the next big thing whether it be an IT tool, a course, or a new teaching model or we complain about extra activities interfering with "teaching time," lack of CRT, or slow networks. These things are trivial compared with what the teachers in the Bronx face every day and when it all breaks down the key is for teachers to really know their students and to take time to build strong relationships with them. They reflect the type of person we want the students to be - positive, problem solvers, who are good communicators and genuinely care for others. 

Once again school admin support was of a level that the Principals and their management teams could focus on teaching and learning and pastoral care of students. Full time admin support is a 'given 'at these schools.  

Implications for HSS:

We have been talking relationships for a number of years and this is vitally important. As a school we must continue to emphasise this and provide opportunities to up-skill staff, particularly new staff on our school ethos around this. Maybe as we review our modern teaching pedagogy we should start with relationships at the core because when you know your children well we can better provide that self-directed programme they need (demand) and you can ensure your programme is relevant and authentic as you understand what it is that engages and motivates each child. 

Once again I am reminded of the importance of having teachers who are advisors / mentors for some of our at-risk students. We have discussed setting this up but never formalised the programme. I feel this is a must-do when I'm back on board.

Maybe we don't have the need for a full time community coordinator but even as a part time position a community coordinator would be useful position at HSS. It could be  the role is a combination of sports coordinator, family worker and the community role. 

I liked the teacher profiles on the doors. It was a nice friendly way to introduce the teacher and particularly effective having the student voice. 

This is something teachers could do at the start of the year. What a great idea for High Schools!!

I think it's important for all teachers to take a deep breath and take stock of what we have. Maybe refocus on why we do what we do - the kids!