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High School of the Future
Task Force

Community Update - October 2008

Task Force Purpose:

 

The purpose of the High School of the Future Task Force, as charged by the Clinton Board of Education, is to evaluate and provide recommendations for the program and facility needs at the Morgan School. The task force is investigating the skills and competency levels necessary for our students to be successful in their post-secondary endeavors, and developing recommendations.

Background and History:

Interest and concern about The Morgan School facility prompted the Board of Education, with support from the Boards of Finance and Selectmen, to hire a consulting firm, The Center for Secondary School Redesign, and to establish a ten-member leadership team to review research and solicit community insights and beliefs about a 21^st century education. A forty-member task force comprised of students, parents, educators, board of education members, and representatives from town government and the business community outlined a year-long research and development process. The process included a series of focus group sessions with parents, students, teachers, and business and community members, workshop sessions for the task force, school visits, and work sessions designed to compile and synthesize the data in order to generate a vision for learning in a high school of the future and prepare recommendations for meeting that vision. Each member shared the interests and opinions of the constituencies she/he represents at the task force meetings. On October 25, 2008, the task force and consultants will present a summary of current trends and the results of the year-long study for review at a community briefing. In addition, the task force will be soliciting input and feedback to incorporate in the report. A final report will be presented to the Board of Education in November 2008.

Emerging Vision – Guiding Concepts for Change:

As a result of the work done to date, three key concepts have emerged that will shape the task force’s vision and recommendations for academic programming, co-curricular opportunities, and facility design while embracing state initiatives and requirements, and accreditation guidelines.

1.      Student-Centered Learning Environments:

Academic programs need to be designed to afford greater opportunity for all students to take responsibility for their learning, provide options and choices for meeting expectations, and participate in the school community.

·         Teachers and students will need to work collaboratively to identify and assist students in meeting their educational goals and expectations.

·         Students will need to assess individual interests, aptitudes, and ambitions, and participate in planning learning experiences which will lead to individual goals and aspirations.

·         Students will need to play a more active role in school governance, and shaping the climate and identity of the school.

2.      Robust Academic Expectations for Teaching and Learning:

Coursework and instruction must advance the skills and competencies necessary for all students to be successful in post-secondary endeavors, be it work, college, or other.

·         Students will need to be engaged in relevant learning experiences which require creativity, innovation and real-world application.

·         Students will need to demonstrate achievement and proficiency in a variety of tangible products including performance on state and national assessments.

·         Students will need to have expanded opportunities to apply classroom learning in the community - locally and globally.

·         Access to technology resources must afford students and teachers the ability to use technology adeptly for research, data collection and analysis, problem solving, and communication.

·         Coursework, internships, community service, and capstone projects, must be designed for students to demonstrate proficiency in academic expectations as well as to connect interests related to potential career aspirations.

3.      Professional Growth and Development:

Support for teachers to implement programmatic and instructional recommendations must be planned and provided.

·         A systematic review and refinement of the K-12 curriculum and instructional program design and implementation must be continued and include teachers from all levels.

·         Regular opportunities for grade level and departmental research and exploration of best practices, and coordination of common course work and expectations for all students are critical components for professional growth and development.

·         Developing an understanding of the importance of establishing common expectations for learning for all students, and the development of common formative and summative assessments will need to be a priority for professional development.

·         Recognizing and creating opportunities for teachers to engage in the programmatic redesign is critical to the success of the High School of the Future initiative.

Next Steps:

Community members who have an interest in participating in the High School of the Future Project are invited to join the Community Briefing on October 25, 2008, from 1:00 p.m. – 3:00 p.m. at The Morgan School.  The briefing is designed to provide participants with insights into the High School of the Future research and findings, and afford an opportunity for conversation and feedback.  Interested parties should contact Jack Cross, Superintendent of Schools, at 664-6500, or hsfp@clintonpublic.org.

Additional Information:

For more information about the High School of the Future Project, research about schools of the future and the state’s current initiatives around high school reform please visit http://www.clintonpublic.org/future.htm.