A Working Definition of a Visionary School:
The Visionary School Network is based upon the following working definition of a Visionary School:
Emerges from a community based planning process. Top down planning is unlikely to have significant buy-in from community members, learners, teachers & staff. A community planning process that embraces diverse perspectives provides a platform for future funding and use of a facility. Ideally a futures team should be composed of community members of all ages, administrators, teachers, learners, staff and school board members.
Supports inquiry-based education, project based learning and acquisition of critical thinking skills. The MET School in Rhode Island has demonstrated that when students are engaged in the work that they do that they are passionate about their future. The ability to adapt what is learned to real world unpredictable situations represents the highest level of learning according to William Daggett’s Rigor/ Relevance framework.
Supports individual learning, small group learning and large group celebrations in intentionally-sized small learning communities. Clayton Christensen in Disrupting Class and Tony Wagner in The Global Achievement Gap each critique broadcast teaching methods common in our schools and discuss how technology will change the nature of teaching and learning. Even if technology is not the motivating force behind the transformation of school structure, getting to know what motivates each child should be enough to adopt individual learning and small group learning within existing delivery methods. The size of a visionary school is intentional rather than circumstantial and is designed to support individual, small group and large group learning.
Creates agile learning environments that support passive and active learning, integrated with technology. Visionary schools look beyond defining spaces for single uses such as computers, science or art and are prepared to hit the “refresh” button as needs change. Few people know what technology needs for schools will be in 20 years, creating a compelling reason to maintain “agile” learning environments. Recent facilities on the High Tech High Campus in San Diego utilize exposed concrete floors and exposed mechanical, electrical and structural systems. No only do such facilities provide greater flexibility for current and future use, but they can be less expensive to build while creating numerous opportunities to learn how buildings are built and how various building systems interact with one another.
Celebrates learning and making learning visible. Providing opportunities for teachers and learners to express the good work that happens in most schools builds a history that future generations of learners can incorporate into their studies. The wining entries in a flight competition can be hung from the ceiling in the commons and a solar car or robot can be given a place of honor to inspire other learners. Allowing students to embellish walls with their art and poetry can be an empowering experience.
Supports teacher collaboration on educational delivery through the use of teacher teams and advisor/advisee programs. Although kids may struggle with the acquisition of skills throughout their time in school, they tend to be pretty savvy to how adults interact. If teachers ask learners to collaborate on a project for two weeks, but there is no evidence of adults collaborating on teaching, curriculum development and other support, learners hear one message, but experience another. Schools have opportunities to pair young teachers with more seasoned ones to deliver and assess effective teaching. Teachers and other staff can develop advisor/advisee programs that allow adults to get to know kids in a meaningful way, while guiding them through various transitions during their development as learners and citizens.
Disperses administrative leadership and related support. Teacher teams are often most effective when a small group of teachers are given control over the planning of large periods of time, whether block schedules or entire days of the week. Providing teachers with other support services in close proximity allows for the more complete integration of counseling, volunteers and administrative support throughout the day.
Connects the community to teaching and learning through early childhood development centers, family resource centers, edible schoolyards, parent and grandparent volunteers, business partnerships and internships. Schools have long been the center of many communities, and yet they can be more specifically designed to support early childhood development, parenting resources and places for parent and grandparent volunteers to work within the school. The Edible Schoolyard program has re-connected children and communities to quality sources of food and nutrition but require volunteers to provide on-going support during the summer. Visionary schools look beyond the school for opportunities for learning in the community including all day internships with business partners taking place numerous times a week and for multiple years.
Designed in a manner that minimizes the impact of the construction and operation of the facility on the environment. A growing concern about the impact of building facilities on the environment has taken center stage in many schools. It is important to consider what materials are used to construct a building and how much water and energy the facility will utilize during the span of 50-100 years.
Grows through the authentic assessment of each teacher and learner. The majority of schools in the United States express frustration with standardized testing requirements. A few courageous schools have chosen to focus on the development of critical thinking skills and have found that students who are prepared to think perform very well on state or national tests. Wagner identifies a decline in student performance in schools that “teach to the test.” Visionary schools seek growth in teaching and learning through authentic and frequent assessment of what works and doesn’t work. Teachers at High Tech High in San Diego are frequently evaluated by their peers and directors in order to improve their abilities as teachers.
Demonstrates 5-years (or more) of success. Visionary Schools are willing to share their successes and failures with the community and the world in order to support better teaching and learning. A minimum of five years of success is necessary in order to demonstrate that the transformation is sustainable and significant.
We invite your questions, clarifications, recommendations and nominations for Visionary schools you are aware of.
Big Picture/MET