Setting and Context at Polaris Expeditionary School
Culture and Community
Polaris is an expeditionary school with a free nature about it. The first time I entered the school, I could immediately feel the creative and unique energy within the classrooms and students. So what is an expeditionary school? Expeditionary learning is based off of "rigorous academic course work, high quality adventure experiences, character development, and leadership opportunities." You can find more information on the Polaris website. www.psdschools.org/school/polaris-expeditionary-learning-school.
The school focuses on each individual student. What is taught is based off of the student's interests, and further assessed from there. The student to teacher ratio and smaller class size helps contribute greatly to the success of the school. The curriculum is not based off of meeting standards or achieving a certain grade, but guiding students to be engaged and curious through exploration, understanding, and character development. While Polaris is alternative to standard public school systems, students are still expected to meet state standards for education. Parent and community involvement, as well as social activism are large components of the school culture. Parents can be involved with "fieldwork days" which involve going out of the classroom in order to learn and explore.
Polaris sits in the middle of a quiet neighborhood in central Fort Collins. I believe the location contributes greatly to the make up of the school. As a city, Fort Collins has a pretty liberal demographic, and is reflected in the school system. Polaris draws in those who believe in alternative ways of thinking and focusing on sustainability and character development.
The school focuses on each individual student. What is taught is based off of the student's interests, and further assessed from there. The student to teacher ratio and smaller class size helps contribute greatly to the success of the school. The curriculum is not based off of meeting standards or achieving a certain grade, but guiding students to be engaged and curious through exploration, understanding, and character development. While Polaris is alternative to standard public school systems, students are still expected to meet state standards for education. Parent and community involvement, as well as social activism are large components of the school culture. Parents can be involved with "fieldwork days" which involve going out of the classroom in order to learn and explore.
Polaris sits in the middle of a quiet neighborhood in central Fort Collins. I believe the location contributes greatly to the make up of the school. As a city, Fort Collins has a pretty liberal demographic, and is reflected in the school system. Polaris draws in those who believe in alternative ways of thinking and focusing on sustainability and character development.
Support Structure
Polaris integrates several programs and staff members into everyday situations in order to enhance the learning experience for each student and create a well-rounded climate. The various support structures that make the school what it is are as follows:
-Committees geared towards giving parents and staff a voice in how the school as a whole could improve and make more of an impact on students' learning.
-Each level (i.e. secondary, middle, elementary) has their own counselor for students.
-School nurse
-Custodian
-Front Office Secratary
-Being an expeditionary school, Polaris provides each student, especially at the high school level, with one-on-one counseling concerning what their focus will be for the year. Teachers and students work together to determine where they're at and the possibilities of where they're headed.
-Fieldwork is a huge aspect of the learning experience at Polaris. Students are brought on numerous excursions in order to learn through exploration; connecting academic work with real life instances.
-Secondary students are involved in "intensives," which are more "elaborate" experiences that are outside of the classroom. They stay for two weeks or somewhere of their choice to undergo fieldwork.
-Committees geared towards giving parents and staff a voice in how the school as a whole could improve and make more of an impact on students' learning.
-Each level (i.e. secondary, middle, elementary) has their own counselor for students.
-School nurse
-Custodian
-Front Office Secratary
-Being an expeditionary school, Polaris provides each student, especially at the high school level, with one-on-one counseling concerning what their focus will be for the year. Teachers and students work together to determine where they're at and the possibilities of where they're headed.
-Fieldwork is a huge aspect of the learning experience at Polaris. Students are brought on numerous excursions in order to learn through exploration; connecting academic work with real life instances.
-Secondary students are involved in "intensives," which are more "elaborate" experiences that are outside of the classroom. They stay for two weeks or somewhere of their choice to undergo fieldwork.
Demographics
You can find an extensive report on Polaris Expeditionary School's demographic at this link: public-schools.startclass.com/l/104811/Polaris-Expeditionary-Learning-School
Classroom Environment and Students
Each student within Julie's 1st grade class has a unique way of learning and expressing themselves. Because of the explorative nature of a 1st grade classroom, and Polaris in general, students are willing and excited to learn new things. Like and classroom, there are the students that seem to catch on with ease and have an advanced approach to lessons for the day. There are also students that need to take their time absorbing information in order to form a plan and understanding. As well as students who need some guidance to understand and feel confident creating something. It's all along a scale and extremely variable.
-Student #1 has a great ability to draw representationally. She has trouble from time to time with inquiry questions that push her to go more in depth with thought processes.
-Student #2 has a great perception for observing art. She had proved her abilities through group discussions, by pointing out sophisticated details and how they affect the whole.
-Student #3 is one of the students I spoke about that catch on with ease. She brings a large amount of experience and knowledge to each creation, to the point where it is pretty unique from other students. Her ability to analyze and defend her art is also advanced; she intentionally creates images based off of her thought process.
-Student #4 is slightly shy, but very intentional with his art. He brings past experiences and understandings into what he creates.
-Student #5 has trouble at some points comprehending the lesson plan and integrating it into his art. One day, we were mixing colors. Most students stayed neat and made colors carefully. Student #5 was having fun and creating connections left and right by letting himself go.
-Student #6 has a few images that he creates and improves each time. He is one of those students that has a plan from the beginning and strings the ideation throughout.
-Student #7 needs some guidance with furthering his ideas. However, once he knows, his art is clearly depicted and thought out.
-Student #8 has a very creative spirit and comes up with detailed stories for her art. Her art is unique in the sense that she translates her thoughts into obscure colors and shapes, in an abstract way.
-Student #9 is an independent worker and great participator. He takes his time to give his work purpose and intention.
-Student #10 has a real sense of craftsmanship in his work, as well as innovation. He's never "done," he keeps working and expanding his ideas to become elaborate and interesting.
-Student #11 is very explorative and puts effort into refining the images he creates. He knows what he likes to make, and is good at figuring out new ways to make those.
-Student #12 participates very well and takes inspiration from every one of her classmates. She gives great feedback to others and works diligently
-Student #13 always brings a personal touch to what she creates from past experiences. She does well at responding to guidelines for a project in order to make it her own.
-Student #14 always works diligently and does his best to bring across his ideas through experimentation and play.
-Student #15 has a timid way of going about creating art. She starts out by really thinking through her ideas and has a simplistic way of conveying her ideas.
-Student #16 is outspoken and brings all she can to the table when creating art. She likes to go all out and make something she didn't think possible, which is inspiring!
School-wide Policies for Management, Safe Schools, Conflict Resolution and Students with Special Needs
Overall, Polaris, is laid back when it comes to class management. There's a mentality of giving students choice; a choice of whether of not they want to act out or be disrespectful. The school has put it on their students to manage their own selves independently, and that will decide the outcome of their school work and they way they are treated by their teachers.
This definitely translates into the specific classroom in which we teach, Julie's 1st grade. Julie runs a tight ship, but doesn't control her students like a one might think a 1st grade teacher would. She gives them complete choice to act how they wish. She makes it clear that they have a choice when it's a behavioral issue, a situation where they know the difference between right and wrong. If they choose to be difficult, they will learn that from the consequence that they ultimately chose.
In addition to the freedom given to students, Julie's classroom is run on respect, exploration, and routine. Her students come in every day and know exactly what to do and how. There are systems in place to make the day run easier and allow students to learn at a more comfortable pace. She will often have several activities going on at once in different groups, then switch to keep them active.
In regards to keeping the school safe, Polaris takes measures such as having an entrance that forces you to go through the office in order to get in. They in force everybody that comes in to sign in. PSD has school-wide policies for teachers to be trained in crisis responses and drills, as well as how to de-escalate dangerous situations. Each school has someone in the morning and the afternoon directing traffic and keeping kids safe in traffic.
PSD has many programs in place for the well-being of all students and staff; including bully prevention, mental health support, ways to get back on track academically, free transportation, etc. Depending on the school, there are special needs accommodations with extra attention given where needed.
This definitely translates into the specific classroom in which we teach, Julie's 1st grade. Julie runs a tight ship, but doesn't control her students like a one might think a 1st grade teacher would. She gives them complete choice to act how they wish. She makes it clear that they have a choice when it's a behavioral issue, a situation where they know the difference between right and wrong. If they choose to be difficult, they will learn that from the consequence that they ultimately chose.
In addition to the freedom given to students, Julie's classroom is run on respect, exploration, and routine. Her students come in every day and know exactly what to do and how. There are systems in place to make the day run easier and allow students to learn at a more comfortable pace. She will often have several activities going on at once in different groups, then switch to keep them active.
In regards to keeping the school safe, Polaris takes measures such as having an entrance that forces you to go through the office in order to get in. They in force everybody that comes in to sign in. PSD has school-wide policies for teachers to be trained in crisis responses and drills, as well as how to de-escalate dangerous situations. Each school has someone in the morning and the afternoon directing traffic and keeping kids safe in traffic.
PSD has many programs in place for the well-being of all students and staff; including bully prevention, mental health support, ways to get back on track academically, free transportation, etc. Depending on the school, there are special needs accommodations with extra attention given where needed.