Reading Reflection 2: BPHS

3 -
Of the Best Practice I learned from BPHS, I think the three that I think would have the most impact on the school are, the different "Houses" or departments for subject specialty, the personal advisors, and the flexibility of the schedule. I think that splitting students up into various "Houses" like a "Humanities House", or a "Science House" makes high school very dynamic. Students must make a decision at that young age what they think they might be interested in, and even maybe what they'd like to do as a career. I think that this can be either really positive and motivating for those who have a career in mind, or it can be really stressful for those who are undecided and haven't formed strong interests in those categories. This practice aligns with the component for "Creating Curricular Paths". The group advisors that take a section of students and follow them all four years through high school is another practice that I actually think is a really great idea. It allows students to have a point person or "go-to" teacher for questions and just to connect. This would fall into the component for "Providing Comprehensive Support for All Students". And finally, the flexible schedule of BPHS is designed to give more efficient instruction to students, and provide a better learning environment. For this practice to really take root in a high school the teachers must be on board to have flexible schedules, and the students must be alert as to how the schedule works and where they have to be at what time.

2-
My first Clinical Practice school was La Costa Canyon High School. Though they are new, they are still very much a traditional high school, and not geared specifically towards this vision of schools from Second to None. La Costa Canyon had the priviledge of being built in a very affluent community, so one connection I make is their ability to incorporate technology into the classroom. Teachers have computers, projectors, document cameras and more in every class. Almost every teacher has a website, and the school itself communicates with teachers about grades and attendance through an online interface called "Aeries". This would fit into the component for "Establishing a Comprehensive Accountability and Assessment System" and "Developing Powerful Teaching and Learning". Students also have access to a library full of new computers, and the school runs an after school study hall for students who don't have computers, or need to use one, to access their computers and receive help from aids and tutors walking around the library. This practice is a great component for " Providing Comprehensive Support for All Students". Though LCC doesn't look very much like BPHS, the roots of good teaching, accessing technology, and providing school supports are all there.

1-
I'm confused by the wording of this question. I will take it to read, "What practice from Rethinking High Schools will no longer be in practice at LCC?" I think that because there is such a cultural tie to traditional schedules in San Diego, that developing a flexible, and sometimes confusing schedule, would make LCC undesireable to attend if they can go elsewhere. Students are so used to an 8-2pm schedule, and either traditional or block period schedule, that any change, or additional classtime would come with some hesitancy from both parents and students.