Of the three successful schools that Wagner describes in Chapter 6, I would most like to teach at the Francis W. Parker Essential Charter School outside Boston. There are 5 main reasons why I chose Parker.
First, Parker breaks with the traditional emphasis on grades and testing, and allows students to focus on their learning. Students do not receive letter grades. Instead of report cards, they receive Narrative Reports of their strengths and weaknesses twice a year to document their progress. There are no timed tests, and teachers do not teach to standardized tests. Instead, students must show mastery through the collection of work in their portfolios, and must present them at “Gateway Exhibitions” to panels of teachers.
Second, the school offers small class sizes that allow for greater individual attention. The small class sizes also allow for college-level seminars.
Third, the curriculum matches my interests as a teacher. The school has a bias towards the humanities and offers 14 English and social studies classes to choose from. Also, students must take Spanish and must show that they speak the language to a defined level of proficiency. I would love to teach in a school where I don’t work in a “disfavored” subject area.
Fourth, the habits that Parker expects students to exhibit include: (1) inquiry (curiosity); (2) expression (honest communication); (3) critical thinking; (4) collaboration; (5) organization (time management, perseverance, preparation); (6) attentiveness (focus); (7) involvement (participation); and (8) reflection (a sense of purpose). These habits are, I believe, essential for college and career readiness and lifelong learning. Conventional schools give little attention to important habits like critical thinking, reflection, inquiry, and organization.
Finally, the school’s culture and curriculum facilitates teachers working together with other teachers. Most classes are team taught and interdisciplinary. Teachers have opportunities during the school day to collaborate and plan together, and share ideas, lessons, and student work.
First, Parker breaks with the traditional emphasis on grades and testing, and allows students to focus on their learning. Students do not receive letter grades. Instead of report cards, they receive Narrative Reports of their strengths and weaknesses twice a year to document their progress. There are no timed tests, and teachers do not teach to standardized tests. Instead, students must show mastery through the collection of work in their portfolios, and must present them at “Gateway Exhibitions” to panels of teachers.
Second, the school offers small class sizes that allow for greater individual attention. The small class sizes also allow for college-level seminars.
Third, the curriculum matches my interests as a teacher. The school has a bias towards the humanities and offers 14 English and social studies classes to choose from. Also, students must take Spanish and must show that they speak the language to a defined level of proficiency. I would love to teach in a school where I don’t work in a “disfavored” subject area.
Fourth, the habits that Parker expects students to exhibit include: (1) inquiry (curiosity); (2) expression (honest communication); (3) critical thinking; (4) collaboration; (5) organization (time management, perseverance, preparation); (6) attentiveness (focus); (7) involvement (participation); and (8) reflection (a sense of purpose). These habits are, I believe, essential for college and career readiness and lifelong learning. Conventional schools give little attention to important habits like critical thinking, reflection, inquiry, and organization.
Finally, the school’s culture and curriculum facilitates teachers working together with other teachers. Most classes are team taught and interdisciplinary. Teachers have opportunities during the school day to collaborate and plan together, and share ideas, lessons, and student work.