Reading Reflection 1 - Rethinking High School

In this reflection, think in terms of what resonated with you and expand on why that was so.

After reading chapter one in the book entitled Rethinking High School: Best Practice in Teaching, Learning, and Leadership many interesting topics and concerns were addressed. What I particularly enjoyed about reading this chapter was that it told a compelling story about a small high school that started from the “ground up”. Although Best Practice High School (BPH) did not have all the answers or all the resources to meet everyone’s needs it was one that sought “change”. What I found compelling about this school was that it was willing to experiment with “new programs, schedules, courses, models, and structures” to provide students with an educational environment that was conducive to learning. BPH understood the importance of experimenting with “new programs, schedules, courses, models, and structures”.

Like BPH, I to believe that the nature of school should be democratic, and “embrace different thinking styles, cultural traditions, and learning needs.” Also, like Best Practice High school I believe that schools should replace standardized tests with local performance assessments and make over sized schools be divided into houses to create a smaller more supportive environment for children. One reason why BPH was so successful was because they were highly effective at networking with other schools to discover what models and practices work best which I happen to believe is very important to evoke quality change in our schools.

What didn't seem like a great measure of reform?

CPESS’s perception of the “student as worker” did not seem to be a quality measure of school reform simply because it only perpetuates the traditional models perception of the student in school. In order for there to be quality reform believe that the students should be perceived as citizens in the educational process. I believe there to be true reform “the classroom should be a model of community” as students practice and learn what it means “to live as citizens of the school.”
What Second to None 'components of reform' did you find in the chapter?
I believe the most quality components of reform to infuse in school is to make students experiences more authentic and meaningful. I believe that high schools should provide students with hands on materials, lessons, and activities that connect to “the real world”. Lessons should not be “watered down” but help students discover answers to challenging questions. Also, I believe that school should be student centered. To achieve this, it is important that educators perform authentic assessment of their students’ abilities, and needs so that they can modify curriculum accordingly. As a result of this, the teacher will be better able to infuse interesting topics in instruction that is a meaningful part of students’ lives.

What idea or concept from the chapter would you like to investigate further?

One concept from the chapter I would like to investigate further is to learn more strategies, and activities that I can make a part of my instruction that coincides with CPESS’s curriculum standards.