When Brent Chamberlain began at the Urban Assembly School for Green Careers—a public high school that does not choose students based on their test scores, attendance, or parent/family support—the school ranked in the bottom 1% of schools in New York City.
As Brent put it: “Something had to change.”
Changes came a few ways. Keeping the curriculum “student-facing” established greater student ownership and agency. “We want students to be doing that important, metacognitive work of planning their learning against established standards—work that teachers, or administrators, or educational publishers too often steal from the students,” Brent said.
Implementing mixed grade classes honored the diverse perspectives and experiences of students, and offered differentiation to best serve each student.
Collaborative structures kept students at the center, thanks to the teacher-powered autonomy enjoyed at UAGC.
Read the story of UAGC from Brent Chamberlain.
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