This post is part of the series Road Trip to Maine. This is the first of a four-part look at Casco Bay High School.
I am so glad I had a chance to visit Casco Bay High School. I learned so much, and there is so much more to be learned from the incredible set of educators. I know the visit will continue to influence my thinking and understanding of proficiency-based learning along the way. Thanks to all the staff and students for sharing their stories and insights.
Two Big Takeaways
1. Putting it All Together: One of the things you can’t help asking yourself while visiting this school is, “How do they do all of this?”
I think the answer can be found in a few things. First, they are very clear about what they want for students and the strategies that will work best to get them there. Everything feels intentional and driven by clear principles. Second, there is a strong culture of learning. As one staff person said, “We are always under construction. We are always trying new things.” Third, there are strong rituals. Those rituals reinforce the culture, reinforce values, and often contain a number of activities wrapped together. Fourth, principal Derek Pierce uses a distributed leadership model. He is very comfortable engaging others in decision-making. A teacher remarked that few decisions are made by Pierce without substantial input. In fact, when they started the transition to proficiency-based learning, all the teachers were part of the leadership team. Now that they are operational, the leadership team is smaller, with one representative from each of the teams and one at-large representative. However, they still use protocols to make decisions that ensure input and participation. Finally, they all share in the joy of learning.
2. The Power of the HOW: Casco has created a balance of a number of principles that have contributed to a sophisticated use of HOW (habits of work). Just think about it – Habits of Work are HOW we learn. First, they are dedicated to making sure students can participate (a good principle for anyone interested in creating an equitable culture). Second, they want to make sure students have ownership over their learning and have the skills to succeed. Third, they want to make sure everyone succeeds.
In ensuring students can participate and get more time for learning, they each have to demonstrate a 3 on the Big 3. The focus is on making sure students are putting in the effort, not whether they have mastered every skill or standard.
This got me to thinking: The GPA is supposed to be a powerful predictor of college success because it indicates that students put in the effort. It’s not much of an indicator of what you know, as schools have offered such a wide variety of content in their courses. Couldn’t we replace the GPA with the HOW? Couldn’t a 3 or more indicate that you have built the necessary skills to be an independent learner? (more…)