6 Steps primary to Transform American High Schools

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Bill Gates is at it again! This time he’s taking on the American collective high schools. But Bill isn’t alone. Educational Testing Service’s seek “Ready For The Real World?”, eminent business author Dan Pink (A Whole New Mind and Free Agent Nation), and many others have criticized our high school system as not being up to the task.

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How is 6 Steps primary to Transform American High Schools

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Why am I interested? Simple! I have been complicated in education for more than 50 years. I have always looked to the future and how we needed to change to meet new demands society places upon us. I feel there is mountainous interest nationally for things to change, but we are holding on to old models, trying to put new wine into old casks, and finding it just won’t work. If you want more data about my background, go to our new website [http://www.eye2theworld] and read my biographical sketch.

Actually our high schools are up to the task for which they were designed. The only problem is that we’re not living in the 1940’s. Preparing students for the world of exploding telecommunications and globalization while dealing with students as if they were re-runs from Leave It to Beaver places us on the path to disaster.

As Susan Patrick, Director of the U. S. Division of Education’s Office of Educational Technology, stated, what is needed is not educational reform, it’s educational transformation. Before we can expect major schoraly correction the system needs an overhaul, not just tweaking around the edges. This is not a call for more testing, best teachers, more attentive students, or more money. Those concerns can be examined later. I am calling for structural change from the ground up, from how our structure are organized, how teachers work with students and with each other, how our curricula are developed, and how we motivate those hyper-active M Generation students.

I want to propose six steps that should be the starting point. Now I’m not naive sufficient to think that you’d take me at face value. I can hear the chants, “Where’s the evidence?” Well, I do have a model; one that comes from what for many years was the step-child of collective education, namely vocational education, ‘shop classes’ or ‘trade schools’ as we used to call them. These were school to which the less academically able students were shunted. Theirs was not a college bound curriculum!

Elkhart, In is blessed with a fabulous facility, the Elkhart Area occupation center (Eacc) that demonstrates how excellence can be generated year after year if the facilities, courses, staffs, and society are committed and work together. About 1200 students from 12 of the region’s school districts spend half-day sessions for two years in one of 22 specialized programs. Eacc’s students narrate a cross section of pupil bodies. Many enter with straight A’s. About 55 percent go on to supplementary education after high school graduation. See the Eacc’s website http://www.elkhart.k12.in.us/eacc

The following steps can provide the foundation to build upon for academically oriented schools as well as technical high schools. Isn’t it ironic that the area of secondary school education which for decades was opinion to be the dumping ground for “failing students” can now be an example for educational transformation?

Step One: structure designed for integrated problem centered programs. Ever walked down the hallway of a typical high school? How are the classes organized? All the Language Arts classes are together, regularly on the same hall. It’s similar for collective studies, foreign languages, science, math, business and the arts. The occupation Center, on the other hand, organizes its space into six program cluster areas: business Technology, Graphics & Media, Manufacturing & Engineering, assistance Industry, Transportation, and Construction.

Why not compose high schools into schoraly cluster areas, each cluster containing space for each schoraly specialty? Teams of language arts, science, math, and collective studies teachers would work together to provide guidance from their respective specialties as students tackle problems visual and performing arts teachers could be ready to provide broader dimensions. The world doesn’t divide tasks into extra departments. Solving problems takes integration of ideas from each discipline. Let the students work on “real world” problems, not be located in unreal world environments.

Step Two: Criterion referenced curriculum development. compose the curriculum around sequenced mastery criteria. Each occupation center program follows a series of criteria that students perfect in sequence. When the course is completed the list of mastered skills goes with the students and becomes a part of their portfolios. Much of the time students work in teams, some formal and some informal. If the regular high school schoraly programs were organized around problem solving, each instructor could provide similar sets of criteria. pupil records would show what they have mastered in each discipline. At the end of the course the records would effect the students to the next grade. At graduation the lists would conclude each student’s level of mastery in each area, such as Language Arts, Math, etc. These could be ready as parts of college or employment applications.

Step Three: Dual reputation and certification opportunities. At the occupation center students have an chance in the majority of programs to receive both high school and college credit. In some cases a semester or more for college can be gained... extra certification programs from Cisco, Microsoft, general Motors, Ford and other clubs also are ready in technical courses.

Students need definite goals toward which to work. These incentives go a long way. In the building program, for example, students build a new house genuinely from the ground up. At the end of the year it is sold and the funds supplementary preserve the building program. schoraly programs need similar incentives. Some schools place emphasis on industrialized Placement courses. However, these have been criticized because of their narrow focus.

Step Four: Internships. Students at the occupation center not only work on ‘real world’ projects in class, but many have intern possibilities while their second year. Why should such significant extra experiences be petite to extra schools? Can’t internships be set up for students in schoraly programs as well? One of the big mistakes we have made is to isolate students into so-called college bound or occupation bound offerings. Should college prep students should keep their noses buried in books. There’s no guess why students in original programs should not have opportunities to use what they have learned inside schools by development contributions exterior their school environments.

Step Five: society input. One of the most keys to the occupation Center’s success is its absorbing society personnel on advisory committees. Each of the 22 programs has its own advisory committee and there’s an over all advisory committee as well. These people, representing the discrete technical fields, are significant links to the larger community. Curricula receive direct input from those actively working in the community. Why can’t there be similar committees in original schools? Again, such links would help students directly by demonstrating how what is learned in classes has value in the larger community, and committee members can be supporters for the schools to the rest of the society as well.

Step Six: multiple pupil incentives. In each program there should be opportunities for students to share in competitions important to state and national recognition. The occupation center has been superior each year when many students achieve success at state and even national levels. Similar programs should be ready and highly recognized in every high school over the country. Here is the list from the 2004-05 school year:

• State Award for overall Excellence: 1 state winner

• Skills Usa State Medalists: 7 gold
medals (students went to Kansas City for the national
contest June 19-24, all expenses paid)

6 silver medals

6 bronze medals

•Articulate: 2 state winners (2nd and 3rd place)

•Regional schoraly Art Awards: 1 American foresight Award (5 pc.Portfolio)

3 gold keys

1 silver key

9 honorable mention

•National schoraly Art Awards 1 pupil (received at Carnegie Hall)

•Lincoln Art Welding: 6 awards

•Automotive Youth Educational Systems 10 senior interns

6 junior interns

•State Ford Aaa pupil Auto Skills 3rd place team

Finally, straight through the compassionate gifts from Basil S. Turner, one of the occupation Centers original benefactors, and others in the community, there is an endowed scholarship foundation currently worth around 0,000. Each year it awards 12 scholarships to deserving students to supplementary their education in technical institutes or colleges and universities. The program is a lesson in the Dollars for Scholars program (www.scholarshipamerica.org/).

In summary, here is a report of the mission of the occupation center and its association to original schoraly programs.

There is no disunion between college bound and occupation bound students. After all, the goal of any good educational program is to challenge the students to achieve at their top level and to provide the tools so that their goals are achievable. I propose the occupation Center’s statement here should be replicated for every high school in America.

"At the Elkhart Area occupation center we have certified math and English instructors working with the occupation and technical educational instructors. We provide all students with the occupational, schoraly and higher-order reasoning skills needed to function effectively in a technologically industrialized society, a globally competitive marketplace and an information-based economy.

"By integrating mathematics and English academics within occupation and technical education skills, we improve pupil studying by providing a real-life, hands-on chance to practice the use of their schoraly and vocational skills. The basic schoraly and problem-solving skills are taught simultaneously so that they are mutually reinforced. Students learn how to recognize the schoraly strategies to solve real-life problems and the skills get reinforced straight through hands-on applications.

"The course outcomes are aligned with Indiana State educational standards. Integration of schoraly and occupation Preparing standards make potential a occupation pathway connecting education to the world of work."

For more data about exemplary educational programs for all ages and to be challenged by new ideas about learning, visit our web site www.eye2theworld.net.

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