By Tony Wagner, Peggy Silva, Robert A. Mackin
This is often the impressive tale of the production of a brand new type of highschool that really aspires to coach all scholars to excessive criteria. Believing deeply custom-made tradition can hinder the mindless violence that has invaded many public colleges, educators at Souhegan highschool in Amherst, New Hampshire got down to create a secure, being concerned, and academically rigorous institution. during this quantity, Silva (a instructor) and Mackin (a critical) chronicle their reports as they labored throughout the many demanding situations that finally ended in this terribly winning university. that includes their sincere reflections and the voices of different contributors, this e-book portrays a true public highschool (not a small replacement university) that's effectively imposing lots of the reform practices urged via nationwide reform types, demonstrates how faculties can strike a stability among the necessity for stricter security measures and the desires of every scholar, and info the school's constitution.
Read or Download Standards of Mind and Heart: Creating the Good High School (School Reform, 34) PDF
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This can be the extraordinary tale of the construction of a brand new form of highschool that really aspires to teach all scholars to excessive criteria. Believing deeply custom-made tradition can hinder the mindless violence that has invaded many public faculties, educators at Souhegan highschool in Amherst, New Hampshire got down to create a secure, worrying, and academically rigorous university.
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Extra info for Standards of Mind and Heart: Creating the Good High School (School Reform, 34)
The vast majority of the public were not fully aware of the progressive deliberations that had established Souhegan’s foundation. From a very practical standpoint, most citizens were more interested in having a high school as a community focal point for the first time, with athletic teams, concerts, dramatic events, scholarship nights, and the like—all those trappings of high school that they had experienced themselves. Few people were initially aware of the unique nature of the new school or of the predispositions of the school board or of the new administrative team.
The last part of this chapter relates the importance of incorporating “inclusion” as a crucial part of the school’s belief system and of its practice—a natural outgrowth of an unwavering commitment to heterogeneous grouping. DEMOCRACY IN ACTION Our use of space, time, structures, decision making, and traditions deliberately focuses our attention on forging strong interaction among all members of our learning community. With the values of trust and respect as part of the mindset and mission of the school, many of the normal trappings of high school become unnecessary.
We found, in Horace’s Compromise (1984), and later in Horace’s School (1992), Dr. Ted Sizer’s work, a nationwide reform effort, the Coalition of Essential Schools, that we could tie ourselves to, that we could work with other like-minded people who wanted to make high schools better. The final plan presented by the Curriculum Committee and accepted by the Souhegan School Board included an organizational structure with a principal, an assistant principal, two division heads, one for arts and humanities and another for math, science, and technology.
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