International HS Team

1
International HS Team
Team members Ron Wilcox, Ron Higdon, Bill
Bowers, Terry Smith, Tarsha Dudley, Judy Jennette

• LaGuardia International High School
• New York, NY

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General Info on the school

• Started in 1984 as a pilot school to serve the
  children of immigrant families
• The school is set up in six clusters
• 3 for grades 9-10
• 3 for grades 11-13
• Students stay within their cluster

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• Graduation requires a portfolio
• Mastery of studies
• Literary Essays
• Research in social studies
• Math Project
• Science Project
• Creative piece with reflection
• Native language piece with reflection

4

• Each Senior is assigned a mentor to help them
  develop their portfolio
• Each student must present and defend their
  portfolio to a panel of three one of which may
  be a student
• Each teacher monitors three students
• Must pass an exam to get their Associate of Arts
  degree

5

• Every student was born in a foreign country and
  had not lived in America more than four years.
• English was not the first language of any
  student.
• Some of the students were fed to the high school
  from the middle school.
• Students are supportive of one another.

6
Ready for College

• Students are given the opportunity to earn
  college credits.
• Requirements for graduation are challenging.
• Students were not given an F but were allowed
  to make up work.
• Students are matched to college classes based on
  abilities and instructors.

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Ready for College

• Students were required to pass all subjects to
  receive credit in any one subject
• Teachers are mentors for seniors
• Accommodated unique needs by making students
  matching student abilities to classes.

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Require Powerful Teaching and Learning

• Teachers are hired by other teachers.
• Teachers are very collaborative
• Teachers know their students by name and by their
  needs
• Teachers are reviewed by two peers, three
  students, and an administrator annually until
  tenured and every three years after becoming
  tenured

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Require Powerful Teaching and Learning

• Teachers utilize critical thinking to teach.
• Teachers do not seem to resent difference in
  salary between high school and college.
• Teachers must be very attentive to their students
  needs and development.
• Teachers were not overloaded with paperwork.
• Teachers had a very calm demeanor.

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Require Powerful Teaching and Learning

• Teachers encourage group work.
• Teachers stopped to explain things as they went
  along.
• Teachers meet with parents regularly.
• Teachers were very encouraging to the students.

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Personalization

• Know all of the students.
• Communication flow between students, parents,
  instructors, and administrators was vital and
  maintained.
• Classes are small by design.
• Each student received individualized guidance in
  class selection and placement.

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Personalization

• Students were given opportunities to try again or
  make up work, but the time limit was five years.
• Team teaching was utilized at length.
• Students could get additional instruction between
  and after classes.
• Students were allowed to eat lunch and drink
  water while in class.

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Redefine professionalism

• Students must pass all four classes. Hence,
  teachers work together to insure success.
• Teachers plan together to integrate content.
• Work with the Community College to develop the
  high school credits
• Staff has to be very involved with students

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Redefine professionalism

• Although 60 credits are needed for a community
  college degree, 24 credits are considered a
  success.
• There is a strong communication system amongst
  students and staff.
• ALL staff and instructors are very interested in
  the success of the students.
• There were numerous counselors.

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Redefine professionalism

• Students are included in teacher evaluations.
• Staff knows the students by name.
• Most students strive to obtain a BA degree.
• This school had a strong organizational chart
  that links the students to the people who are
  able to help them attain success.

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Purposeful design

• Opportunity was purposely created to students to
  earn both a high school diploma and an associates
  degree.
• Students were given internships.
• Students were challenged to perform.
• High expectations were evident.
• Grouped in small numbers.
• Resources were available.