Involving students as active partners in the life of a school is a self-reinforcing process—when students are included in making decisions about what and how they learn, they are more likely to be motivated to learn; when they are motivated to learn, they are more likely to suggest and take advantage of opportunities to make decisions that affect their learning and the school. Too often, schools (often because of their impersonal size or bureaucratic organization) are unable to include students in a meaningful way in any decision-making. When adults in schools do not hear the voices of students, they lose the opportunity to motivate students to achieve at high levels.
Why do small schools build student awareness and engagement?
- Education about kids, by kids. Every student is unique; each has a different combination of interests and opinions. What unites all students is a desire to achieve something in life, to reach a personal goal. No matter what students aspire to, they need an education that prepares them for college, even if they decide to go into the workforce immediately after high school. The stakes are high for students and they are entitled to influence the decisions that are made about education.
A common mindset is that education is for the benefit of students, with critical decisions made by adults. But powerful teaching and learning puts students center stage and makes learning about them, using their experiences, backgrounds and connections to the community to make learning rigorous and relevant to their lives. When students are challenged to achieve at high levels and receive the support they need, education is also by them. Students must have opportunities to develop the skills and tools to inform their own learning—from what happens in the classroom to how the school is run.
A challenge for schools is to ensure that traditionally underrepresented students (low-income students, students of color and those who do not speak English) participate and that equitable communication provides a safe environment in which they can share ideas.
How can small schools engage students in a meaningful way?
- Give students representation and voting rights on school leadership bodies. In successful small schools students participate regularly on school reform panels, committees and task groups. Their role exceeds token membership mandated by by-laws; their input is sought out and valued as an essential perspective on school life. Students are involved in creating the vision and design of restructured or new schools. They have voting rights and the expectations for their attendance and participation are the same as for adult members. This not only enriches the school’s decision-making, but also prepares students for active participation in a democratic society by engaging them in respectful debate and discourse about matters that are important to them and the community. Such preparation both motivates and educates students.
- Include students in shaping the curriculum. In small schools, teachers look to students for input on integrating their interests and backgrounds into the curriculum, while still addressing the need for all students to achieve at high levels and meet state standards. In the personalized environment of a small school, students and teachers collaboratively plan powerful teaching and learning. They work together to create curriculum themes, project topics, rubrics and other assessments. When curriculum is skillfully framed around broad concepts and scaffolded to build self-directed learning, teachers can engage students in a meaningful way in the design of curriculum (through project-based learning, service learning, and internships) and assessment (using portfolios, rubrics, and exhibitions).
When teachers know about their students’ existing knowledge and skills, as well as their academic and nonacademic interests, the context for learning changes—teachers teach to a roomful of engaged individuals rather than to a class of passive learners.
- Provide students opportunities to develop partnerships with employers and organizations in the community. Small schools eliminate traditional barriers that segregate young people from adults and instead create connections between students, teachers and community mentors. High schools that make a difference in young people’s lives are connected to their communities—to employers, postsecondary institutions, and community-based organizations. Learning experiences in the community, such as working with adult mentors in internships and service learning, provide opportunities that motivate young people to work hard, and develop knowledge and skills necessary for success. Learning and applying what they know outside of the classroom, and being held to real-world standards for performance is empowering. It gives young people the chance to be consumers, users and resources of knowledge.
Review this element on the Oregon Small Schools Initiative School Change Rubric Self-Assessment Tool.
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