In Episode 38, we spoke to Dr. Toni Hull, principal at Mesilla Valley Leadership Academy (MVLA), an innovative middle school in the Las Cruces Public Schools in New Mexico. MVLA has a unique project-based learning approach which allows students to produce real-world products and presentations that demonstrate their knowledge and proficiency in any given subject. Each project is based on a monthly theme which is developed by teachers and school leaders.
Key Competency
Learner-centered leaders create the space for trying new and different. This involves both learners and adults. Once that space is created, time needs to be set aside for conversation and reflection – what worked, what didn’t work.
Takeaways
- MVLA was started to fill a need. Middle school learners were in need of a learning environment that starts with the learner. Students are the drivers of their own learning. Upon developing MVLA, the district wanted to focus on project-based learning.
- An example of how MVLA starts with the learner is that students focus on developing competencies. Unlike our traditional system, students are not tracked by grade. For example, an 6th grader may be working on 8th grade math, or vice versa.
- Another example of a learner-centered approach is the valuing of students’ ideas. When students come to the adults with an idea, the answer is never, “No.” Instead, the response is, “Hmm, let me think about that. Let’s figure that out. How can we do that?” Students are then enlisted to help solve the problem they just surfaced. Learner-centered leaders create the space for trying new things and engage learners along the way.
- While MVLA is a public school and has to meet certain standards, the how is in the individual learning plans, not in a textbook or pacing guide.
- MVLA connects learners to their passions through My Time, a period of time every day where learners can set goals and dive in to an area of personal interest. Learners can pursue a different area each month. Over the course of their educational career, learners will have pursued many passions, thus providing a rich, middle school exploratory experience.
- Assessment also looks different in this environment. Because MVLA is a project-based school, paper/pencil tests are uncommon. Most assessments are performance-based.
- MVLA embraces learner agency. When students have a question, teachers put the question right back to them for a solution. This can initially be a shock as students tend to come from schools where the adults do that work for the students. It can be a bit of culture shock!
- Learning experiences are also open-walled and socially-embedded at MVLA. Toni talked about the Amazing Shake where community partners are involved with students helping them build soft skills – “…how to handshake, do interviews, do toasts, motivational speeches, pitch your product, do a weather cast…” Learning these experiences in an authentic work environment develops relevance and meaning for the learners.
- MVLA values the school-home connection and partnership. They recognize the learners’ parents are their first teachers.
- Learners at MVLA go through a goal-setting process. This helps individual learners personalize their own learning and identify what is important to them.
- The day at MVLA takes into consideration the social/emotional learning by offering brain breaks and meditation time at various times throughout the day.
- Toni shared that learner-centered leaders need to also give their teachers the space to try new things. Engaging in the conversation around what worked and what didn’t work is equally important. “You have to be able to let go, and let it be, let them do their thing.”
- Learner-centered leaders are strong advocates. Toni is principal in a public school and has to advocate to the district administration for things such as fewer tests. “I have to continually advocate, I have to continually educate.”
- Learner-centered leaders also have to “market” this work to various audiences – parents, teachers, district administration, etc. Telling their story is a critical component of their success.
Connections to Practice
- Our middle school Project Wonder is an example of a learning environment that starts with the learner. How will we extend this to more learners?
- As we work with our Leading #YourSalisbury teaching and learning transformation all of our teachers are taking risks in redesigning two learning tasks to better reflect our learning beliefs. By developing this professional learning opportunity, we are creating space for the new!
- Leader in Me Leadership Days help capture the soft skills similar to the Amazing Shake. What other opportunities do we shape for this purpose?
- We have experienced success in saying “yes” to our learners, and many new clubs and activities have been formed as a result. How have we extended/do we extend those “yes” statements to what is happening in our core program?
Questions Based on Our Practice
- How often do we say YES to ideas put forth by our learners?
- How do we engage parents? Do we value them as the “the first teacher”?
- Are we all involved in “marketing” our work? How do we continue to tell the story of Project Wonder for our stakeholders, beyond information presented in curriculum meetings?
Next Steps for Us
- Continue the work with Leading #YourSalisbury to encourage risk-taking, support the new ideas, and provide relevant/meaningful feedback.
- Talk with leaders about our perceptions of creating the space for these new ideas. How often do we say, “no”?
- Identify additional forums for learners to share ideas.