On November 22nd, Julie Marks (Goshen Campus Director of Counseling Services) and I held a discussion on Progressive Education on the Goshen Campus as the first installment of our Parent Education Series. We wanted to share some highlights from our talk, as well as provide you with the list of articles we gave to those in attendance.

Julie Marks, Director of Counseling Services, Goshen Campus

Few people know what we mean when we say that we are a "Progressive School" or a "School founded in the Progressive tradition".  Many people think that this is some sort of a political philosophy, but in fact it is not; rather, it is an educational philosophy.  For a little background, the Progressive Education movement was founded in the early 1900s by John Dewey and Francis Parker. There are still many schools across the country that espouse this philosophy, some of which include very well-known Independent Schools across the nation, including The Francis Parker School in Chicago, The Sidwell Friends School in Washington D.C., and the Shady Hill School in Cambridge, MA, among others. 

While there are variations in how schools execute the Progressive philosophy, there are a number of primary characteristics that you will find at most Progressive Schools. 

• The belief that children are natural learners.  We believe that students are not empty vessels, but powerful thinkers whose abilities are best nurtured through artful teaching and thoughtful assessment, which is contrary to NCLB and the testing mania that exists in this country.  We believe it is our job is to help students pursue and enhance their natural gifts, and challenge them to better their weaknesses.
• Progressive schools have great respect for the imagination and minds of students, which can be seen in the way students participate in what they study and have a say in how they demonstrate what they learn - perhaps a video or essay or poster or oral presentation.  Students have a voice in school policies and life - it is their school and they have a role in designing it.  Also, Progressive Schools are designed at each level for the brains and developmental stages of the children we serve, which one can easily see here at St. Francis in many aspects, beginning with our campuses themselves, which are ideally suited to the ages of the children they serve. 
• Progressive schools have a curriculum driven by essential questions and active learning.  You will find this at every level at SFS - even the 8th grade Capstone Projects begin with an essential question.  During classes, teachers don't just stand in front of a board and talk at students rather, interactive discussion is the norm, and students learn from each other as well as the teacher.  Students are heavily involved in the learning process; it doesn't just happen TO them.
• Progressive schools focus on intellectual skills and habits, as well as deep understanding.  Facts and figures are important, but not nearly as important as developing the skills to write well, debate, think critically, question, articulate a logical and reasoned opinion, and problem-solve, This is why we do not use multiple choice tests nor have hours of homework that involves rote memorization, and when we have homework, it is designed to enhance understanding of the subject and develop these critical skills.  We are not in a "race to the top" - homework is given only to enhance learning.

There are several other features of Progressive schools that we hold particularly dear at SFS:

• A sense of community, which is one of the immediate feelings both students and adults feel from walking into a SFS building. Children learn best in a caring community where they learn with and from each other.  Things that foster this include Morning Meeting (beginning once a week in Lower School, three times a week in Middle School and four days a week in High School) and, from the very beginning in Preschool, actively encouraging children to be friends with all - we constantly reinforce the idea that it is our differences that make us unique, special, and interesting.

• Social justice and service to the community - we believe it is part of our role to help students locate themselves in the wider world. SFS was the first high school to have service as a part of the school day curriculum for the entire student body, rather than just requiring "service hours".  Service at St. Francis begins in Preschool with projects like the winter coat drive; from JK on, via service learning, students children play a critical role in determining whom and how they serve.

• Valuing diversity, which is not a theoretical or altruistic ideal at St. Francis.  We believe diversity in a school is simply the only way students can truly be prepared for the real world; they must learn that their way of thinking and their belief system is just one of many, and the best way to teach them this is to allow them to hear from and understand peers who are different from them.  Most schools say they value diversity (in fact, there are few that wouldn't say this) but few actually put this belief into action.  At SFS, we dedicate significant time and funds to creating a diverse student body.

• Valuing risk-taking and getting out of one's comfort zone is crucial.  Our no-cut athletic policies allow kids to participate in activities they've never tried before, and for students, that involves taking risks by trying something new.  We all know that risks may or may not work out, but we work hard to teach our students that it's okay to fail.  We also tend not to focus solely on winning in athletics, but more on the value of a team experience.

• De-emphasizing standardized tests, primarily because it is a fact that test scores are most highly correlated with the income and education level of the parents, rather than an accurate measure of ability. We know that they are not an effective means of judging either a school or a student.  While our test scores are always high, we do not publish them as a way of affirming our belief that test scores should not be a measure of a school or a student.  The exception to this is AP tests, because in that case, the school and the teachers have played a specific role in determining student success.    

Julie's portion of the talk focused primarily on the fact that many of the characteristics of Progressive Schools can also be translated into parenting practices. As parents, you can attend to the whole of your children by helping them understand that intelligence comes in different forms and that there are many ways to be smart. Help children see when they've been a good friend; when they were creative; when they developed independence and self-sufficiency.  Parents play a critical role in helping children find their strengths, and in helping them celebrate all of their gifts and talents, not just the traditional ones.

In addition, parents can also help children develop a sense of social justice and see their role in the broader world by teaching your children to be empathetic; for example, finding opportunities to help your children think about how their behavior impacted someone else. Ask your children "How would you feel?" about various situations so that they can practice being empathetic.  Consider finding ways that your family can offer service to others together, and help children see how fortunate they are and understand that each person can make a difference in the world and help someone else. 

Finally, you can encourage your children to be risk takers by allowing them to make mistakes and learn from the natural consequences that may follow. For example, if your child forgets to bring in his/her homework, let the teacher provide a consequence rather than bringing in the assignment in yourself. In addition, encourage your child to try new things, and remind them that no one is good at anything without a lot of practice.  Children will often want to quit a new activity if they think they are not good at it.  There is no value in quitting, but there is great value in learning that it's okay to not be the best and that being a member of a team is just as valuable as being the leader.

There are many additional ways that you can put Progressive educational values into practice in your parenting.  We'd love to hear your thoughts.  Please email Alexandra or Julie if you have further thoughts; we'd love to continue the discussion. 

Below is a link to a list of books and articles that were used as references during the presentation.

• Davis, Joshua.  "How a Radical New Teaching Method Could Unleash a Generation of Geniuses." The New York Times. October 15, 2013.
• Kohn, Alfie. "Progressive Education: Why It's Hard to Beat, But Also Hard to Find." Independent School. Spring 2008.
• Kolbert, Elizabeth. "Spoiled Rotten: Why Do Kids Rule the Roost?" The New Yorker. July 2, 2012.
• Levine, Madeline. (2012).  Teach Your Children Well: Parenting for Authentic Success.  New York, NY: Harper.
• Nehring, James. "Progressive vs. Traditional: Reframing an Old Debate."  EdWeek. February 1, 2006.
• Wente, Margaret. "Why Kids Need to Fail to Succeed in School." The Globe and Mail. August 31, 2012.
• Winerip, Michael. "On Education: In Lists of Best High Schools, Numbers Don't Tell the Whole Story." The New York Times. June 2, 2012.
• Swift, Madelyn, & Mathies, Victoria. (2001). Teach Your Children Well: A Parent's Guide to Encouraging Character and Integrity.  Southlake, TX. Childright. 

Notes from the Director of Advancement

January 20th

Martin Luther King, Jr. Day  - NO SCHOOL (ALL)

January 31st

Imagine! Art Auction and Scholarship Fundraiser