In Episode 31, we visited Innovations High School, the only Big Picture Learning School in Nevada, through a conversation with Taylor Harper, lead learner, and Julie Akers, a scholar graduating in 2018. In our conversation, we talked about how Innovations High School navigated the traditional constraints of public education to create a learner-centered learning environment.
Key Competency
Learner-centered leaders have an internal compass that guides them: They love the humans they are responsible for! The transformation at Innovations High School has not been easy as we learn from the conversation with Taylor and Julie. When the work gets messy and times get challenging, leaders go back to their core – why they are doing this work and how it impacts the lives of all that work in the system, teachers and learners. Human-centeredness makes all the difference in a transformation.
Takeaways
Systemic transformation can happen anywhere there are learner-centered mindsets fueling a learner-centered vision. Innovations is a public high school, and only five years ago, was one of the worst performing schools in the Washoe County School District. The school has been a Big Picture Learning school for four years, with year one being the most challenging. A key piece to recognize in the transformation is that Innovations did not start from scratch. The work acknowledged a school-centered system and the accompanying mindsets and gradually shifted toward the elements of learner-centered.
Learning at Innovations High School is highly learner-centered. Learners have the opportunity to make many choices and have their voice heard along their educational journey, including the choice whether or not to attend Innovations High School. Learners also have the opportunity to lead “kick-in” and “kick-out” student meeting as well as gatherings. Another example of voice and choice: at the start and end of each trimester, learners take a survey and meet with their teachers to share feedback on the curriculum. Teachers then take that feedback and make modifications to ensure relevancy to the learners. Learners also have the ability to design an internship experience. Julie is currently involved in an internship in education. The “leave to learn” element of BPL is a core component of learning at Innovations High School.
Julie has a passion for education. Last year she was able to secure a job at a pre-school and found the work fueled her passion for learning. She then set up an internship at an elementary school. She felt like she fit in and the work really connected to her passion. Her teacher has mentored her throughout the internship process. Julie sees the classroom she is in as very learner-centered. Other internships Julie shared include art, music – any variety of internships based on learner passions.
The learners – or scholars as they are called – are responsible for locating the internships. They take the responsibility, often accessing a database that is available through BPL. Julie feels this builds responsibility. The learner sets up an informational interview, then a shadow day. If they feel they have a good match, an internship is established. The work of internships is evaluated through feedback from mentors and advisors. Throughout the process, learners set goals for the internship experience and compose regular reflections on their progress.
In the process of transformation, Innovations has had to let go of many components of the dominant school-centered paradigm. Historically institutionalized inequities have been torn down: how students come to Innovations, how learning happens, the conceptualization of teaching, and the role of learners. These shifts required much unlearning!
Learners have had to unlearn the instinct of, “Just tell me what to do.” Adults and learners have had to let go of the traditional lexicon: class became workshop; teacher became advisor; student became scholar. As a result of changes like these, Innovations became truly human centered; not curriculum, content, standard, test centered. This required adults to learn about the passions, interests and turn-offs of learners.
Taylor shared that learner-centered leaders need to know themselves well enough to know they don’t have all the answers, and there will be times when “I don’t know” is an acceptable response. Sometimes we don’t know exactly the path to get toward the vision of learner-centered. Learners place the human beings at the center of all decisions – adults and learners. “Love the humans you are responsible for. It is a compass that never goes wrong.” Leaders have both patience and impatience. Patience with the messiness – it’s going to be harder before it gets easier. Impatience with any time you see teaching and learning that is not learner-centered. Leaders must always call this out.
Learner-centered leaders must also have persistence and passion. Challenge archaic processes and policies. Be the squeaky wheel until learners gain the agency to activate their own learning experiences.
Advice for leaders who feel the zone of discomfort when expectations are not being met? Taylor suggests reconnecting with internal motivation. If you truly believe your learners can accomplish anything, you keep pushing because it will ultimately help them achieve their potential. “Don’t be afraid of the mess.” When you step back, you are a not-so-innocent bystander. “What got you into this work in the first place.”
Parting advice from Julie: “Don’t be scared of the change because that’s how we learn. Don’t be afraid to get your feet wet; just dive in and do it.”
Parting advice from Taylor: “We don’t have time to pontificate and read more articles. We have kids who are waiting. Don’t be afraid. Get in there and start the work. It’s going to get messy. Just keep focused.”
Connections to Practice
- We are a small, suburban, public school district. The Innovations story of transformation is inspiring!
- We piloted internship programs this year with much success, the “leave to learn” element of PBL.
- With our middle school “school-within-a-school” (Project Wonder), we are starting to shift our lexicon.
Questions Based on Our Practice
- What are our barriers to transformation? How can we look to Innovations High School to overcome the barriers typical of public school systems?
- What can we learn from the Innovations internship process/journey – interview, shadow day, internship?
- How do we provide learners with opportunities to asses and provide feedback on their learning experiences?
- How are we shifting our lexicon?
- How are we building relationships with teachers and learners? Does relationship building move beyond transactional?
- Could our leadership be more human-centered? What if it was?
- What is our why for doing this work?
Next Steps for Us
- Expand the internship program at our high school. We received very positive feedback from the learners who participated in the pilot program. How can we make these opportunities available to all interested learners?
- Consider giving learners more ownership over the internship process, setting up interviews, shadow and the actual internship work.
- Engage student voice in feedback about learning opportunities.
- Shift the lexicon system-wide, especially as we move from invitation to expectation.
- Reflect upon this idea of human-centered leadership. Do we love the humans we are responsible for?