Reading Reflection 2 - BPHS

3 – Of the variety of practices you learned about at BPHS, identify 3 that you think had the most impact on the school. Of course, please say a little bit why you think this may be true.

I think that when a school is a part of a community that it has a high chance of success. By definition, communities are bands of people who live, work, and band together, and if there is one thing that schools need nowadays, it is the ability to thrive. That is what communities are for: thriving. Schools need support, they need attention, they need the financing of parents.

A second practice that BPHS has going for them is technology. As BPHS brings in new technology to teach to the kids and to help teach the kids, the better off they will be. The reasoning behind this is that more and more jobs are requiring knowledge and skills in technology. If kids are being prepared for the workforce, then BPHS is doing a great job! It also shapes the school because there is less of a chance of lecturing going on--and more chances for fun, interactive, kid-engaging learning.

A third practice is the climate that the school has created. Giving students flexible schedules, having one teacher watch over and mentor a maximum of 25 students for the four years they are there, all gives BPHS a homey, comfortable feeling. If a student feels that they are appreciated, cared for, and comfortable, then they will be able to learn more affectively.

----> Providing Comprehensive Support for All Students

2 – Identify 2 practices at your CP 1 high school that match the vision in the Second to None document. Describe the affordances and constraints each of these practices seem to have had on the school environment.

"At Best Practices High School (BPHS), they have been blessed with a principal who believes in teacher autonomy and who balances it “gracefully” with her own leadership. This type of individual is an important component of a model such as this succeeding." (From http://sites.google.com/site/rethinkinghighschoolproject/home/chapter-4-overview)

At San Dieguito Academy the principal did not strut around and make himself out to be better than the teachers. He actually listened to teachers and would make changes according to what worked best for the teachers as a whole and as a group. Teacher autonomy was a priority because if the teachers cannot work together as a team, then the students won't be getting the best education that they can.

" Students choose among seminars or activities to attend among several classrooms.
Students help plan study units or courses for groups of classrooms.
Students teach units or courses of their own design across multiple classrooms." (From http://sites.google.com/site/rethinkinghighschoolproject/home/chapter-4-overview)

----> Developing Powerful Teaching and Learning
----> Restructuring the School


1 – Identify 1 practice suggested in the Rethinking High School text that you predict will no longer be in practice at the school. Why?

That is a hard one! I don't think any of the practices should be eliminated at the school. If anything, I think that the 25 students to one teacher for four-year guidance counseling will be increased to perhaps double that number. Especially if the student to teacher ratio increases.

----> Providing Comprehensive Support for All Students