In Episode 26 we are revisiting Springhouse Community School located in Floyd, VA. You may recall that in Episode 23, we had a wonderful conversation with school co-founders Ezekiel Fugate and Jenny Finn through the leadership lens. A significant part of our conversation in this episode is with two learners at Springhouse, Gabby Howard and Leah Pierce who provide us with a deeper dive into the kinds of learning experiences Springhouse provides. In addition to the learner experience our conversation includes discussion of learner agency and how the concept of relationships at Springhouse differs from other learning organizations.
Key Competency
Learner-centered leaders invest time in developing deep connected relationships.
Takeaways
We started the conversation by asking the learners at Springhouse to describe their learning experiences in three words. Gabby described her learning experience as individual, whole/all encompassing, and interactive. For example, as a learner, she focuses on the details of the project as well as the emotional and personal aspects of the process of completing the project. It is not enough to just do the project, instead learners reflect on process.
Leah described her experience as self-awareness, empowerment, and growth. Learners take time to focus on themselves throughout the process. They explore themselves through what they are learning and their daily life at Springhouse. For example, Leah is studying how to become an ER nurse. She volunteers with hospice once per week, is interested in doing ride-alongs with the local ambulance company, and is learning about other programs around the world – even considering internships in colleges and hospitals. She thought about what she wanted to do, and then she sat down with her advisor at Springhouse where they developed possibilities together.
Learners participate in independent project studio. Older students work with Ezekiel for about an hour and a half per week to work on their projects.
What are some challenges to learning in Springhouse? Each learner is required to engage professionally with his/her mentors, demonstrating agency in solving problems and creating relationships.
Students meet with mentors multiple times throughout the week. They talk about school and their personal lives. Conversations about school projects, family lives, and friendships help learners better understand themselves
When asked about positive, memorable learning experiences, learners shared about Springhouse presentation nights. Juniors and seniors are required to complete a presentation, performing in front of an audience to share the work they have completed. Failures are also celebrated in this forum. For example, when Gabby didn’t finish her project, she was vulnerable and shared the process she used and took responsibility for failing to meet her personal goals.
Learners also participate in experience week trips 2-3 times per school year. One mountain lake trip included white water rafting, caving, and hiking. Learners connect with each other and develop stronger relationships through the shared activities and daily life. Cooking and dining bring the learners together and strengthen the community bond. Learners even raise the funds for the trips through bake sales and community events.
Learners at Springhouse demonstrate agency and leadership and are prepared for success once they leave the school. They are developing independence even though they are guided and supported every step of the way.
What do leaders need to know in order to support the development of agency in learners? Leaders need to be willing to take risks and listen to their learners in order to develop understanding, connection, and compassion. Teachers and leaders need to be intentional about course design. When developing an entrepreneurship course, the facilitators are asking themselves about what kind of real-life experiences students can participate in to learn entrepreneurial skills. They turned to a current school issue – school recruitment. Students identified possible reasons for the challenges with recruitment and ways to confront/manage those issues. The facilitators realized they don’t have to make up a project – instead they need to involve the learners in their current, authentic challenges.
Each individual is honored and has something valuable to contribute. Learners are not empty buckets which need to be filled. Leaders value the process of relationship-building and the time it takes to connect. They invest the time to uncover and value vulnerabilities in order to help students develop resiliency to challenges.
The adults in Springhouse demonstrate integrity in their work, and they place knowledge, skills, and relationships on an equal platform. They have the personal philosophy or mindset of the importance of building deep relationships. Some barriers to developing strong relationships may include: time, fear of connection, vulnerability, and/or skills.
Leaders need to be connected to their context – themselves, their community, and the earth or larger system. They need a sense of purpose. Why do they do the work? What are they oriented towards? Leaders need to keep each other honest – asking tough questions, being aware when avoiding challenging issues, and having the ability to lavish praise on themselves and each other.
Connections to Practice
- Our Profile of a Graduate articulates dispositions we want to develop in our learners. How do we work towards those ideas across our organization?
- This year, we are sharing SuperPower recognition. Do our learners, teachers, and leaders celebrate their internal SuperPowers? What is the evidence?
Questions Based on Our Context
- How can we develop a family-like structure with our learners?
- Are our learners all deeply connected to an adult? If not, why not?
- What are our barriers to developing strong relationships?
- Do our learners have time to talk with advisors about projects and personal lives?
- What types of place-based experiences do our learners have in our schools?
- Are we designing courses around real, authentic issues?
- Do our learners own their successes and failures?
Next Steps for Us
- Evaluate our current advisory programs.
- Talk with our learners in superintendent advisory council about whether or not they feel connected to an adult in school. What are their perceptions of the relationships of the adults in the organization?
- Work with school leaders to plan with intentionality how we can support our learners to think about the world of work beyond high school.