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^/qss. ^J)^\â-- M3?^/3H / BlEDbb DE71 BEMl 5 Ôi'DMmWfl^y &im Department of Education *«»S«Q|/^*% MASSACHUSEHS HIGH SCHOOL ALLIANCE NETWORK SEPTEMBER, 1994 The Commonwealth of Massachusetts Department of Education 350 Main Street, Maiden, Massachusetts 02148-5023 Telephone: (617) 388-3300 TTY: N.E.T. Relay 1-800-439-2370 September 1994 Dear Friends, I am pleased to announce a new high school initiative, the Massachusetts High School Alliance Network. The faculty of high schools, colleges, universities, and community organizations are invited to join together in the interest of students and practitioners to offer high quality professional development opportunities to their own "community of learners". The Alliance Network provides a structured environment in which administrators and teachers of high school students can support each other in the acquisition and application of knowledge supported by current research. This environment of collaborative professional development encourages the sharing of best practices, offers opportunities for innovation, and encourages collegiality among committed professionals. Through participation in the Massachusetts High School Alliance Network practitioners assume responsibility for their own continuous professional growth and development. I look forward to working together assisting administrators and teachers to reach their full potential in educating high school students in the Commonwealth and in preparing these students to lead productive, fulfilling and successful lives. Sincerely, Robert V. Antonucci Commissioner of Education MASSACHUSETTS HIGH SCHOOL ALLIANCE NETWORK BACKGROUND A review of current practice in Massachusetts high schools reveals much disparity in course taking patterns, instruction and practice, course content, and expectations of students. There is little evidence that all studenLs graduating from Massachusetts high schools consistently achieve masteiy in specific subject areas, or develop the higher order thinking skills so necessary for lifelong learners and future success in the 21st century. The 1992 Massachusets Educational Assessment Program (MEAP) reports that only 29% of 12th grade students perform at or above a mastery level in Reading; only 23% perform at or above mastery level in writing; only 27%) perform at or above mastery level in mathematics; only 31% perform at or above mastery level in science; and only 30%) perform at or above mastery level in social studies. What this tells us is that high schools need to become more successful at educating all of our students. The Massachusetts Education Reform Act of 1993 calls for improvements which will address the needs of students, teachers, and the educational system in preparing students for active participation in a democratic society and for the national and global economy. Eliminating the general track, providing standards and expectations for aH students, and requiring a tenth-grade competency statewide assessment test are major goals of this Act. Restructuring our high schools to meet these goals will challenge all schools to change the cumculum, instiûctional and assessment practices, schedules, teacher roles, student grouping, and expectations for student achievement. It will also require the involvement of all constituencies in reconfiguring our high schools - teachers, counselors, administrators, students, parents, communities, higher education, and business. Innovative approaches to these challenges have been successful at the middle grade level and in some individual high schools within the state. With these models as a starting point, we now undertake the task of restructuring all of Massa- chusetts high schools. THE HIGH SCHOOL EXPERIENCE The cognitive and social development of high school students takes great strides during the four-year high school experience. Young adolescents enter ninth grade in various stages of puberty. Some are just beginning to manifest the physical changes of this developmental stage while others may present the physical appearance of young women and men. Students can increasingly think in conceptual and abstract terms, and apply these new concepts to other situations. Virtually all ninth grade students are at the early stages of developing more mature social skills and an increased sense of self identity. Somehow during this four-year adventure they will become late adolescents and young adults prepared to enter the world of higher education or career exploration. The expanding role of education demands that by the time these students graduate, they are able to think critically, apply knowledge to solve complex problems, commu- nicate effectively in a diverse environment, and to become informed parents, citizens, and consumers. The development of higher level thinking skills and increasingly high expectations and responsibilities require basic changes in schools as institutions to allow students to reach their full potential and continue as lifelong learners and citizens in our society. The high school experience needs to transform from a fragmented series of courses which include lecture, memorization, and multiple choice testing to an integrated program of learning by doing, teamwork by students and teachers, and demonstration of knowledge through projects and exhibitions. Such a challenge will necessarily include attention to the transition of students from the middle grades to high school, and from high school to higher education and/or career training. Structures which support these goals include professional development opportunities, alliances of schools and other institutions, mentoring/sharing between schools, and partnerships among schools, colleges, communities, and business. The Massachusetts Middle Grade Alliance Network has demonstrated the success of collaborative and sustained professional development over time to address change in the middle grade schools. Through collaborative professional development, teachers have become leaders in the movement of change. Innovative practices have been developed and shared between schools. Alliance teachers have an increased understanding and appreciation of differences across school districts and among teachers. With the advent of the Education Reforni Act it is now an opportune time to bring high schools and colleges together in High School Alliances. The purpose of the Alliances will be to engage in collaborative professional development opportunities that assist high schools in setting high standards and expectations for all students. RATIONALE Today, schools and other community institutions have the enormous challenge of preparing students to be thoughtful, productive and responsible citizens in a democratic society. Under the Education Reform Act, high expectations and standards will be set for all students. This means successfully keeping students in school through high school graduation, and engaging them in learning experiences that raise academic achievement, increase their cognitive skills and address their individual social, emotional, and physical needs. To accomplish this, structures need to be developed which bring high school educators and other professionals together to conduct action research, study areas of common concern, and share strategies which lead to systemic change and improvement in the education of high school students and preparation of prospective high school teachers. Collaborative partnerships between schools and with other institutions serving students can significantly enhance school improvement efforts. Additionally, the Massachusetts Education Reform Act of 1993 has directed all schools to begin school improvement plans which specifically address sustained professional development planning for entire schools and districts. New regulations and standards regarding certification, recertification and individual professional development plans for teachers also support the establishment of collaborative professional development structures. The notion of High School Alliances is built upon the learning gained from research and the experiences of practitioners in assisting school improvement efforts. Practitioners need multiple opportunities for exposure to information, research and innovation outside of their background of experience. Exposure to educational research and innovation often spurs individual growth and usually is the precursor to institutional change. Conversely, isolation stifles innovation and growth. Innovation is more difficult to implement and sustain when staff are divorced from what research says is sound educational practice, when staff do not have opportunities to observe innovations in other settings, and when staff are not able to collaborate with others. Practitioners often learn best from other practitioners. It is often easier to imagine, plan and implement change when there are opportunities to interact with other practitioners about their successes and failures in implementing innovative practices. Practitioners need time to meet and talk in order to make informed decisions about trying an innovation. Innovations usually occur when staff are allotted significant planning and staff development time. Yet, teachers and school administrators rarely have extended time to share, discuss, reflect and plan. Rarely do staff from other institutions that work with adolescents have time to meet together to work on common goals and strategies. Collaboration can expand exposure to and opportunities for growth and innovation. When people of varied backgrounds and areas of expertise are brought together to study a problem, the richness of diverse perspectives and enhanced resources can lead to more fruitful discussion and problem-solving.