Paul M. Hodgson Vocational-Technical High School, Watkinson School, and Julia B. Thayer Junior Senior High School embraced the Coalition of Essential Schools common principles in the mid -1980s to early-1990s. These principles frame the educational offerings of CES schools:
• Learning to Use One’s Mind Well
• Less is More: Depth Over Coverage
• Goals Apply to All Students
• Personalization
• Student as Worker, Teacher as Coach
• Demonstration of Mastery
• A Tone of Decency and Trust
• Commitment to the Entire School
• Resources Dedicated to Teaching and Learning
• Democracy and Equality
Hodgson entered the coalition in 1991, Thayer in 1984, and Watkinson in 1987. The vignettes examined were published in 1992 while each school was in its infancy in the CES implementation process. As each school began the shift from technical-bureaucratic leadership and traditional schooling methodology, they embraced the method of planning backwards in order rethink curriculum, structures, and support systems as they created a new vision for learning with their school organization. Lessons shifted from being text based, pencil and paper “sit and get” in nature to being authentic, demanding work with personal significance for the student. These transformed “lessons” were reframed as exhibitions, …show more content…
As a private school, Watkinson did not have to garner state or district support for planning backwards. However, in order to ensure that the graduates would be college ready, Watkinson worked closely with college admissions offices, parents, and alumni. The school began the planning process in 1985, allowing two years to work toward CES implementation. During this process they developed focus groups which brainstormed what skills and knowledge they wanted students to have when they graduated. By design, the process was slow and reflective. Several structural and cultural changes were
• Learning to Use One’s Mind Well
• Less is More: Depth Over Coverage
• Goals Apply to All Students
• Personalization
• Student as Worker, Teacher as Coach
• Demonstration of Mastery
• A Tone of Decency and Trust
• Commitment to the Entire School
• Resources Dedicated to Teaching and Learning
• Democracy and Equality
Hodgson entered the coalition in 1991, Thayer in 1984, and Watkinson in 1987. The vignettes examined were published in 1992 while each school was in its infancy in the CES implementation process. As each school began the shift from technical-bureaucratic leadership and traditional schooling methodology, they embraced the method of planning backwards in order rethink curriculum, structures, and support systems as they created a new vision for learning with their school organization. Lessons shifted from being text based, pencil and paper “sit and get” in nature to being authentic, demanding work with personal significance for the student. These transformed “lessons” were reframed as exhibitions, …show more content…
As a private school, Watkinson did not have to garner state or district support for planning backwards. However, in order to ensure that the graduates would be college ready, Watkinson worked closely with college admissions offices, parents, and alumni. The school began the planning process in 1985, allowing two years to work toward CES implementation. During this process they developed focus groups which brainstormed what skills and knowledge they wanted students to have when they graduated. By design, the process was slow and reflective. Several structural and cultural changes were