Dot-voting at the Dec. 13 meeting

A group of four families who had written a position paper on renewing Steller’s education philosophy called a meeting on December 13. More than 50 parents, students and staff attended and voted on the beliefs and concerns sections of the position paper (the action items were deferred to a future meeting)

Home

Key:

Strongest support

Support

Support with reservations

Oppose

Beliefs

26	We believe Steller’s core philosophy must be clearly understood and accepted by all members of the present and future school community—students, parents and staff—and our educational practice continuously aligned to the philosophy. * One comment: See note A.
20
6*
0

36	We believe the school’s role is to inspire and encourage the passions and enthusiasms of its students. The teachers’ role is to facilitate students’ exploration and interests, coaching them to promote active involvement in their own learning. The most effective learning is based on student development, not transferring content.
15
0
0

13	We believe freedom makes the best environment for students to learn and become responsible. Responsibility cannot be taught—it must be learned through experience with a minimum of externally imposed rules. * Four comments: See note B.
20
17*
1

13	We believe in a culture of educational experimentation and risk-taking. Students, teachers and the entire school community should constantly innovate and test our limits. We should trust students to dare greatly and not be afraid of failure; trial and error is the best teacher. * One comment: See note C.
38
5*
0

6	We believe the best measure of a student’s work is the work itself. Grades and standardized tests are a poor substitute. Students and their peers should evaluate themselves in equal collaboration with staff, rather than as subjects of an institution. * Eleven comments: See note D.
11
26*
5

11	We believe in collaborative decision-making based on equality and shared values, not hierarchy or bureaucracy. Empowering students and parents is a core element of our program. Federal, state and school district policies should serve the needs of our program rather than the reverse.
29
10

5	We know that these ideas and practices work, because they have worked in the past at Steller and continue to work at other schools around the world. They have been studied and documented. We want to adopt these proven models to transform Steller as quickly as possible. * One comment: See note F.
20
11*
9

Concerns

8	Philosophical buy-in internally. The practices and statements of some staff, students and parents suggest they don’t support an open optional model of education. Steller’s unique mission requires that the entire community believes. Those who want another kind of education can pick another option. * Two comments: See note G.
6
13*
7

7*	Philosophical buy-in externally. The Anchorage School District has not always demonstrated support for the unique needs of Steller’s philosophy. Student self-determination is inconsistent with external management or standardization. *Two comments, one blue and one yellow: See note H.
14
8*
2

9	Communications and decision-making. The inability of students, parents and staff to overcome apathy and other self-imposed barriers has crippled our collaborative process and made school improvement difficult.
10
10
3

16	Active involvement. To remain unique and free, the Steller community should constantly examine itself and strive to protect a special educational space. Without constant vigilance, the school will continue to drift from its vision and philosophical roots.
28
3
0

18	Flexibility in the day. The school day is scheduled in a grid of short time periods. Students too often march from class to class to receive teacher-delivered content. We strongly support the Wednesday schedule proposal with long, relatively self-directed blocks of time. * Four comments: See note I.
12
12*
14

7	Alternative evaluation options. Traditional teacher-issued grades do not take advantage of the opportunities of self- and peer-evaluation or openly communicated rubrics that put students in charge of their own learning. * Three comments: See note J.
15
17*
3

14	Restrictions and rules. We perceive a creep toward traditional disciplinary methods, which are not appropriate at Steller. Students who are not trusted cannot develop responsibility for their own actions, and easily lose faith in the collaborative decision making that should define Steller.
19
12
7

23	Family involvement. Families must be engaged as full partners in each student’s education. Steller should be an entire community of life-long learners. * Two comments: See note K.
18
5*
0

14	Involvement in the greater community. Students do not get enough experience in how things work in the adult world or learn enough about their part in making a community. * Two comments, one yellow and one green: See note L.
18
12*
1

Notes:

A. Understand Steller’s core philosophy

“Our philosophy—as are all good statements—is complex and must be incorporated in a personal way by each student, parent, etc. I believe that a complete understanding may only be achieved through experience and time—I hesitate to require understanding (how do we take stock of this/who determines?) at any one point I do think that regular alignment must be participated in!”

B. Freedom

“to handle freedom learning responsibility is a process.”

“Freedom with responsibility.”

“Freedom cannot be focused on without considering knowledge. Knowledge I believe is only able to be given to a multitude of people with some structure. I truly don’t think we can expect our younger students to fully be successful without limiting their freedom to some degree.”

“There needs to be consequences to poor decisions.”

C. Educational experimentation

“I love the culture of innovation—I think we could look at how Google does it. But I would consider that we should step in when students might be closing doors to their future.”

D. Best measure of student work

Two times: “College”

“College Applications? How do we foster a drive to do one’s best?”

“In some respects, yes, but some sort of quantitative measuring system is needed in some things to get funding for college, etc.”

“In my perfect world this would be great, but without all peers being unbiased this would turn sour. + college.”

“The standard to which a student strives to shall be the highest quality. Then the students know what to work towards. A peer who is still learning is not the best judge of his work.”

“I am concerned about colleges but I also would like many forms of self eval and peer evaluations.”

“If a child wants a grade it should be an option.”

“We need a combination of these—right now there is not a balance.”

“Students should take pride in their work and projects. Learning is about the process, not just review for tests!”

“I like a variety of grading methods. How would standards of quality work, be measured? How do they know what to strive for?”

F. Adopt these proven models

“Thoughtfully vs. quickly.”

G. Philosophical buy-in internally

“Varies.”

“Too strong.”

H. Philosophical buy-in externally

Blue comment: “Good luck!”

Yellow comment: “New parent not experienced with this.”

I. Flexibility in the day.

“Students need guidance from teachers/parents/SME @ large to achieve the goals they set for themselves.”

“I would support Wednesday sched if C-groups were being active in Community.”

“I don’t support the Wednesday idea but I do support the idea of a flexible schedule.”

“Don’t like earlier start time.”

J. Alternative evaluation options

“Students also need feedback from the community @ large, ‘the experts,’ other parents, teachers and subject matter experts @ large.”

“I feel kids should understand if they are working to their potential.”

“I do think teacher directed rubrics are essential as they are open communication methods for students to determine success—but some grades is essence to allow teachers to survive should be considered.” [sic?]

K. Family involvement

“Parents should be given valid input but ultimately, they should not dictate a SELF-DIRECTED child’s education.”

“I get a mixed message about parent involvement—7th graders still need to learn collaborative problem solving B4 a ‘hand off’ takes place!”

L. Community involvement

Yellow comment: “It’s one thing to encourage students to go out and experience the ‘adult world’ and it’s another thing to require it.”

Green comment: “What would this look like? Community liaisons, maybe?”