Reading Reflection 2 - BPHS

3 – Of the variety of practices you learned about at BPHS, identify 3 that you think had the most impact on the school. Of course, please say a little bit why you think this may be true.

Of the variety of practices I read and learned about BPHS I believe the three practices that had the greatest impact on its success are listed as follows: a small environment, an integrated curriculum, and the freedom to allow students to take part in the academic decision making process.

One of the most notable characteristics regarding BPHS is its unified belief that students should take part in the academic decision making process. As a result of allowing students to serve this essential role, school curriculum becomes more relevant, and specific to the student population it serves.

The integrated curriculum design of the school is another contributing factor to the school’s success. At BPHS, students are taught a variety of skills that cross different subject matter with a common theme. However, it is not just the fact integrated curriculum is taught that makes BPHS successful, it’s the way that it is taught. The integrated curriculum at BPHS offers hands on activities that engage students in collaborative group work where topics that relate to the real world -which is a likely reason why students care, so much!

One of the most impacting factors attributing to BPHS’s success is its small, student centered environment. At BPHS students are “known, appreciated, and included in a, diverse collaborative community.” This is effort to make the school environment feel this way is the foundation of its success and only supports CSUSM Department of Education’s shared philosophy regarding the circle of courage (Belonging, Mastery, Independence, Generosity).

2 – Identify 2 practices at your CP 1 high school that match the vision in the Second to None document. Describe the affordances and constraints each of these practices seem to have had on the school environment.

At my clinical school site I had many wonderful experiences that deepened my understanding of why it is such a great place for children to learn. Like BPH, Guajome Park Academy (GP) has frequent team meetings where house leaders collaboratively share ideas, approaches, and practices to make GP a more supportive environment for students, families, and staff. During these house meetings each teacher within the group is given a role to better facilitate and organize how the decision making process is carried out. As a result of this systematic approach to conducting meetings the staff rapport, and understanding of the school community is greater.

Like BPHS the 85 min block schedule at GP is very effective. As a physical education teacher this schedule allowed me to spend more reinforcing information, and enable students to engage in meaningful lessons that have a direct connection with what the students are being taught and allow for more planning, and staff meetings as well. I would absolutely recommend a schedule like BPH and GP to school site.

1 – Identify 1 practice suggested in the Rethinking High School text that you predict will no longer be in practice at the school. Why?

In the Rethinking High School text it suggested that suggested that school should create small, student centered environments for students to learn in however with budget cuts this desire is one that is very bleak in a growing population, and suffering economy.