Throughout their first year of operation, Indiana’s New Technology High Schools have served as replication models to schools and communities throughout the state. Each school has hosted multiple study tours and fielded questions from several Indiana educators, administrators, community and business leaders, and policy-makers. Tom Wachnicki, director of Decatur Central’s New Technology School of IDEAS, took time to reflect on visitors’ most common questions and comments to assist new schools as they prepare to launch.
Gathering Feedback
Decatur uses a reflective approach to create two-way communication between visitors and school administrators and teachers. Participants create a “reflection of the day.” Wachnicki asks visitors about what they liked, what their questions are, what their next steps will be, and what could make their visit better. The school uses this information to prepare for hosting future external visitors, as well as to help gauge the impact the school is having on education in Indiana. Five major areas of inquiry typically arise from this reflection time.
1. Content
According to Wachnicki, the first question received is most commonly about content. People are interested in knowing if New Tech students are able to cover as much content as students in a traditional classroom. Most often math teachers are concerned about the amount of content covered and the real-world applications. Visitors also are interested in how the New Tech approach to teaching and learning prepares students for standardized tests and assessments.
2. Assessment
“Another question we are sure to be asked about is grading in groups,” said Wachnicki. Typically, grades are based on individual work; therefore, visitors are interested in how group grades affect individual assessments, class rankings and comparisons to students in traditional school settings.
3. Costs
Those most interested in implementing the New Tech model regularly question about the costs associated with implementation including technology, software, licensing, and partnerships with New Technology Foundation. People also inquire about the associated costs of space allocation and renovation.
4. Data
Data is of primary interest for policy-makers, business leaders and higher education faculty who visit New Tech. These visitors often are concerned with data that supports the efficacy of the New Tech approach to student learning. They stress the critical need for conclusive data to obtain governmental funding for the expansion of the New Tech model in Indiana.
5. Training
“The last major topic that seems to be on the minds of visitors whenever we talk centers on time for project development and training,” Wachnicki said. People are interested in the amount of training provided and the time required to operate the model throughout the year. Wachnicki said, “People always wonder if it’s enough.”
Student Engagement Intrigues Visitors
“There has been a consistent comment from practically every person with whom we have talked, particularly those who have been in schools,” said Wachnicki. “The level of engagement of our students is always, always mentioned.”
New Tech observers see engaged students who are active and talking. The visitors often comment about student ownership of learning. “They do not typically hear from our students, ‘I am getting a bad grade because my teacher doesn’t—.’ What they typically hear from our students is, ‘I am getting a grade based upon my work,’” Wachnicki said. “There is a better balance of understanding that students are responsible for their work rather than a grade being something that is given to them.”
Planning for the Future
In moving forward, the school has a primary focus on creating a support system to help teachers through the Indiana New Technology High School Network and partners including the Center of Excellence in Leadership of Learning, the Indiana Department of Education and New Technology Foundation. Wachnicki is committed to bringing together businesses, university partners and other New Tech schools to support teachers and enhance learning opportunities available to students.
Just like many of its students, the New Technology School of IDEAS will soon move into its sophomore year. By serving as a model for communities across the state interested in implementing the New Technology model, Decatur’s faculty and staff have had the opportunity to make new contacts, gain unique perspectives and reflect on their processes, which will contribute to the school’s continuous improvement and growth.
Deb Sachs, director of the Office of Professional Development at the University of Indianapolis, participated in a study tour at the New Technology School of IDEAS. “I was impressed with Decatur’s willingness to throw their product out there, warts and all,” she said. “They know that there is room for improvement, and they are working on it. They are willing to say, ‘Here are the areas that we are struggling with. Here are the areas that we are really doing well with and here are the areas we need to improve on.’ You do not see that with a lot of schools. They are willing to say, ‘Here’s where we are and we want to learn with you.’”
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