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Designing the Next Generation Learning Strategic Plan

Next month will mark the second full year of the development of Next Generation Learning at UPrep, our initiative to identify and design the learning innovations most likely to enhance students’ educational experience.

Next Gen Learning timeline

For the whole of 2015, a single Student’s Educational Experience team conducted open focus groups and workshops with families, students and teachers. We asked people to identify the greatest strengths of the UPrep educational program and the best opportunities to make it stronger. Our small team included a broad range of roles: trustees, administrators, teachers, parents, and students. Clear themes emerged as we sifted through volumes of community input.

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After further intensive consideration of strategic importance and potential, these ideas were shaped into initiatives. The school announced Strategic Plan 2020 in December 2015 with three pillars: facility, faculty, and future. The third pillar, future, directly addressed educational experience in action-oriented terms approved by the board.

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At the start of 2016, we reconstituted the design team under a name that better reflected its newly identified purpose: Next Generation Learning.

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This committee considered how to best pursue the goals of the strategic plan. Some objectives could carry forward as expressed, whereas others contained multiple objectives that required separate teams. This spawned seven initiatives.

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Five of these initiatives required new development teams. The first two initiatives, Blended and Online Learning and Computer Science and Computational Thinking, had been identified and designed early on and were well into implementation. Social Justice and Educational Equity required its own initiative, lest it be lost amidst the consideration of multiple topics under the umbrella of Social and Emotional Learning. Similarly, Interdisciplinary Learning Opportunities split into two initiatives, one focused on identifying connections among existing disciplines, and the other breaking new ground in student agency and entrepreneurship (U Lab). Finally, New Models of Time was added, as we realized that the school would need to address how we allocate time in order to support the other objectives.

The Research+Design teams then engaged in a repeated cycle of development and engagement. Small teams did the bulk of idea development, sifting through community input, identifying themes, and developing creative proposals. Team membership remained fluid over time, welcoming new interest into the group and cycling out those who wanted a break.

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Like incubators, these teams were given creative autonomy, protected from premature criticism, and supported by instructional leaders and external specialists. Once they developed robust proposals ready for critique, teams broadly shared their ideas with the school community, administration, and trustees in order to receive feedback and endorsement.

Ten department heads, program specialists, and other teacher leaders were invited to chair five Research+Design teams. This act of distributed leadership caused several positive benefits. One design team multiplied into five, allowing us to make huge progress in 2016. 10 colleagues received intensive, experiential, just-in-time leadership development, broadening the school’s collective capacity for institutional leadership. The leaders also brought a diversity of perspectives to bear on Next Generation Learning, developing far more interesting, creative proposals than a single, centralized body would have developed.

The five teams were opened to the full faculty and educational support staff. Fully half of the faculty and educational support staff joined one of the five teams, enhancing the creative capacity of each team and deepening faculty investment in strategic plan implementation. The teams also invited a dozen students to join. The teams demonstrated great passion and persistence, because they represented ideas distilled from community input, volunteered to join initiatives that spoke to them, and included a variety of perspectives and interests.

From spring 2016 to present, the Research+Design teams have met during professional development days, lunch periods, after school, and during the summer to deeply explore the school dynamics in their initiative areas and design thoughtful, detailed proposals for school change.

The teams were asked to develop short-, medium- and long-term goals in their area, as well as to write specific proposals for immediate program changes. A number of opportunities had already presented themselves and were achievable, so we decided to improve the educational program and demonstrate progress right away.

As of today, some teams have delivered specific proposals to our approving bodies, whereas others continue to frame large, abstract areas of the educational program.

Here is an update on the current status of the five initiatives.

blended and online learning

Implemented from 2013, this initiative is currently in a growth and evaluation phase. Inclusion in the strategic plan recognized the importance of this new work to the student’s educational experience and Next Generation Learning. UPrep adopted Schoology in fall 2013. Teachers and students use the system in all classes and as a private social network. One may say that our entire program has become partially blended (face-to-face/online) over that time, as interactive, differentiated, and personalized learning takes place through Schoology.

We adopted Global Online Academy in the fall of 2015, with 30 enrollments last school year and 15 this school year. GOA instantly added 60 new courses to our elective program, in subjects that exemplify contemporary topics, inquiry learning, interdisciplinary study, global perspectives, and rich relationships among teachers and students. Students have explored their passions and interests, valued the independence of online work, enjoyed interacting with students from across the country and around the world, and created outstanding project exhibitions. The school has also benefited from professional connections with GOA staff, faculty development opportunities, and the opportunity to provide teachers to GOA.

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In spring 2013, we conducted a study of computer science programs and decided that computational thinking, foundational principles of computer science, and connections to other disciplines would drive our new program. We hired our first full-time computer science teacher in fall 2014, and she has developed the program into five semester courses, with 51 semester enrollments, three student clubs, and support for physical computing in the Maker Space. We continue to maintain the capacity to respond to student interest in the subject and will eventually consider the possibility of a graduation requirement in the subject.

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This team started by creating an inventory of existing SEL practices in the school, since it already gained momentum as a grassroots initiative as well as received the attention of administrative leadership. The group selected the CASEL SEL framework out of many possibilities and partnered with consultants Janice Tobin and Rush Sabiston Frank to begin to develop an implementation plan. At the same time, training for mindfulness, empathetic listening, gender diversity, and suicide prevention continued apace.

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Over the past couple of years, the number of teachers integrating cultural competency and social justice topics into their courses has increased considerably. This group, therefore, conducted an inventory of current and emerging classroom practices, studied institutional supports and barriers to equitable educational experiences, consulted with Wayne Au from the University of Washington, Bothell, and began to draft a set of program recommendations and suggestions for the school.

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Disciplinary thinking has great value, as it represents long-developed, deeply held ways of making meaning of the world. However, organizing a school exclusively by discipline has some negative consequences, as the world is not neatly organized into seven academic categories. Contemporary challenges require hybrid thinking, the application of multiple disciplines to complex problems. This also prepares students better for university, where interdisciplinary departments are burgeoning, and schools offer up to 100 majors. This team has asked the school community to suggest opportunities for interdisciplinary courses, both in the required and elective parts of the program.

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U Lab is the team that organized around student agency, connections with the city, and entrepreneurship. This group tackled the longstanding question of the culminating senior experience at UPrep. We have now approved the UPrep Launchpad, an individual, student-designed, two-week senior project in the Seattle area. The U Lab has also supported the student-led Social Entrepreneurship class, which has designed a social venture called U Box, a “give one, get one” care package program that serves families of college students and the homeless population.

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This group has undertaken to redesign the school schedule and calendar in order to reduce student stress, support deeper learning, and use time more effectively. Our current schedule does not fully support the way we teach today, never mind the aspirations of our Next Generation Learning initiatives. The team collected masses of input from families, students, teachers, and staff members, examined the schedules of 25 peer schools locally and nationally, and received a customized analysis and report from Roxanne Higgins of Independent School Management. 30 teachers, staff members, and students serve on this team. We plan to announce schedule finalists for community consideration in the first week of December.

 

As we reach the end of the first year of Strategic Plan 2020, we are proud of accomplishments realized to date, anticipate the closing reports of Year 1 Research+Design teams, and look forward to kicking off Year 2. The teams have been designed to last for one year at a time, providing the opportunity to retire, reconstitute, replace, or divide teams at the new year. Team leaders have the opportunity to continue or cycle out, so that others may assume and exercise leadership. We also look forward to fleshing out the five-year plan for each initiative, determining a sequence for major rollouts, and developing evaluation metrics in collaboration with the board. It’s been a fulfilling journey so far, and we anticipate equally significant steps in the future.