Governor’s Schools Models of Excellence National Conference of Governor’s Schools “devoted… to educational, research, and charitable purposes that promote,

Governor’s Schools Models of Excellence

National Conference of Governor’s Schools

“devoted… to educational, research, and charitable purposes that promote, aid, and

advance education, particularly as related to Governor's School”

www.ncogs.org

National Conference of Governor's Schools

What are Governor’s Schools? Residential

Most frequently on a college campus State-affiliated

Often through department of education Seasonal enrichment

At least one week in length Sponsored/sanctioned by governor

Often includes "governor" in the title For selected students with academic,

creative, artistic, and/or leadership talents Normally for secondary students


Where are Governor’s Schools? Alabama Arkansas Delaware Georgia Iowa Kentucky Louisiana Mississippi Missouri New Jersey New York

North Carolina North Dakota Pennsylvania South Carolina Tennessee Texas Vermont Virginia West Virginia Wyoming


Types of Governor’s Schools: General Studies

Broadly liberal arts, fine arts and sciences in a single school

All provide and encourage multidisciplinary and interdisciplinary curricula and learning

13 states (62%) offer comprehensive or general studies governor’s school programs


Types of Governor’s Schools: Creative/Performing Arts Meet unique learning & performance needs of

arts students Require auditions, normally in person Two basic program models

Conservatory models focused on performance, or;

Multi-disciplinary models focused on group process

Frequently separated from “academic” (liberal arts and sciences) programs

9 states (43%) offer a separate arts program Offered in addition to other programs, or; Offered as state’s only Governor’s School

program


Types of Governor’s Schools: Integrated Multi-Disciplinary School offers multiple curricular foci in the

same program Science, Math, Business, Arts (ND) General Studies or Humanities, Arts (VA)

Students primarily study within specific focus but are encouraged (or required) to study outside focus as well

Some programs may not offer an integrated multi-disciplinary experience Different classes cover different disciplines Limited classes offer cross-disciplinary study

4 states (19%) offer integrated multi-disciplinary programs


Types of Governor’s Schools: Multi-Site, Separate Disciplines

Single state offers multiple programs Separate programs located at different sites Separate programs often have separate

application processes Individual programs are locally managed

with statewide authority and support Individual programs are narrowly

focused 9 states (43%) offer multi-site

programs with separate disciplines at each site (examples follow)


Types of Governor’s Schools: Multi-Site Programs

Kentucky Liberal Arts &

Sciences Arts

Missouri Liberal Arts &

Sciences Arts

New York Ballet Choral Dance Jazz Media Orchestral Theatre Visual Arts

South Carolina Liberal

Arts/Global Issues

Arts & Humanities

Pennsylvania Agricultural

Science Int’l Business

& Entrepreneurship

Health Care IT Int’l Studies Education Arts Science & Math

Vermont Arts Current Events

& Youth Activism

Asian Studies Engineering &

Comp. Science IT Math Science &

Technology

Tennessee Arts Humanities Int’l Studies IT/Leadership TN Heritage Manufacturing Sciences Agriculture

Virginia Humanities Arts Math, Science &

Technology Agriculture Life Sciences Marine Science Engineering

West Virginia Liberal Arts Arts Math & Science


Funding Governor’s Schools:Many Models Exist State legislature covers entire cost

Oversight through state office or appointed board State & localities/divisions contribute in combined

formula Oversight remains in state office or appointed board

State contributes majority of cost to quasi-independent organization, foundation, or council Oversight may be split between state office/board and

foundation/organization board State contributes portion of cost; foundation raises

funds State retains some oversight, but foundation/council board takes

most State contributes portion of cost; foundation/council

raises funds; students pay tuition State and foundation/council split oversight

State contributes portion of cost; foundation/council raises funds; students pay tuition; private industry underwrites portion of cost Private industry represented on oversight board or boards


Establishing Governor’s Schools:What Is Required? Requires Legislative Interest and Impetus

Conduct feasibility study and research programs

Conduct cost/benefit analysis Legislate founding and funding

Requires Grass-Roots Effort Parents of gifted students seek enrichment Teachers who want to participate College(s) & universities(s) that want to host Cooperate to identify sympathetic legislators

Requires Considerable Political Will Needs executive approval, if not outright

support Requires funds for gifted (often interpreted

“unnecessary”) enrichment


Governor’s Schools as Models of Excellence: Flexibility

Able to Adjust to/from Political Realities Program Length (school, program schedules, cost)

Vermont: 1 and 2 week programs Missouri & Mississippi: 3 week programs Virginia: 4 week programs Arkansas & Louisiana: 6 week programs

Funding: Legislative, School Division, External, Tuition, Hybrids

Location: Public and/or Private Colleges & Universities

Topic: General, Specific and/or Current International Relations Current Affairs Youth Activism


Governor’s Schools as Models of Excellence: FlexibilityAble to Adjust to National and State Trends Standards-Based Assessment

Use local/national standards as minimal baseline

Meet, surpass, exceed all existing standards Develop “off the scale” program standards

Student-Centered Instruction Individualized learning Customized instruction for current level Students to take instruction beyond curriculum

No Child Left Behind Gifted population as “the left behind” Economical, effective addition to state’s

gifted program


Governor’s Schools as Models of Excellence: Valuable Investment

Investment in Future Students and alumni as agents of future

change Training next generation leaders Prevent/discourage “brain drain”Investment in Gifted Programming Single program available to statewide

population Encourages local gifted programs to improve

programs to compete for slots Improves local identification efforts Involves parents in educational and political

process



Investment in Students Remarkable progress in social and

emotional development Bringing out the hidden “E” from the

gifted “I” Self-discovery of leadership talent,

ability, self-assurance Gaining sense of self at a time when

“self” is difficult to identify Students as agents of change –

spreading the word, involvement in political process



Investment in Education In-state College/University

Retain academic & artistic talent in-state Offer in-state school as pleasant,

challenging learning environment Plant seeds for future generations of

leaders to attend in-state school Curriculum Models

Share curriculum development and content with local schools and educators

Initiate mentoring programs for in-state educators

Involve teacher education in implementation


Governor’s Schools as Models of Excellence: Curriculum

Continually Updated Gifted students & parents demand it

Updated/cutting edge teaching methods Up-to-date research and technology Resources of high-end academic libraries,

arts facilities, and learning environments Faculty & Staff Want It

Teaching laboratory for future curriculum development

Intellectual/artistic curiosity of students requires deep research, broad knowledge

Teaching regains its “fun” aspects


Governor’s Schools as Models of Excellence: CurriculumResidential Program Affects Social & Emotional

Development Co-curricular and extra-curricular programs

complement the curriculum Social activities incorporated throughout the

program: “mandatory fun” benefits gifted population

Reaches beyond the intellect into affective domain, encouraging open dialogue and honest interaction

Develops a unique, diverse community of learners among similarly high-ability students First time with others “like themselves” Diverse ethnically, racially, ethically, socio-

economically, politically, developmentally, etc. Changes lives and hearts, not just minds


Governor’s School Testimonials:What the Students Say “I would most definitely recommend the program to

anyone with an open mind who is willing to challenge and defend their pre-conceived notions on the world. It was the best thing that could have happened this summer.” -2002 VA Student

“When people tell you it is ‘life changing’ you’ll smile kindly and nod and have little faith they are undoubtedly right for you specifically. I cannot tell you why it will be life changing for each and every one of you and yet I feel assured that it will be - for a different reason for every person. It is something that you should do if the opportunity arises.” -1997 VA Student


National Conference of Governor’s Schools: Contact Information

Web: www.ncogs.org Email: [email protected] NCoGS ListServ: Free Membership

Contact [email protected] with email address


Visit Governor’s Schools around the Country Alabama

www.samford.edu/groups/ags Arkansas

www.hendrix.edu/AGS Delaware

www.udel.edu/govschool Georgia

services.valdosta.edu/ghp/ghp.html Iowa

www.education.uiowa.edu/belinblank/programs/igi

Kentuckywww.kygsp.org & www.kentuckygsa.org

Louisianawww.gpgc.org

Mississippiwww.muw.edu/govschool

Missouriwww.smsu.edu/mfaa & www.moscholars.org

New Jerseywww.govschool.org

New Yorkwww.emsc.nysed.gov/nysssa

North Carolinawww.ncgovschool.org

North Dakotawww.ndsu.nodak.edu/govschool

Pennsylvaniawww.pgse.org

South Carolinawww.guvie.cofc.edu & www.scgsah.state.sc.us

Tennesseewww.tennessee.gov/education/govschools

Texasdept.lamar.edu/connchair/THLP/Main.htm

Vermontwww.giv.org

Virginiawww.pen.k12.va.us/VDOE/Instruction/Govschools

West Virginiawvgovschools.org

Wyomingwww.uwyo.edu/provost/hsi

Documents

Governor’s Schools Models of Excellence National Conference of Governor’s Schools “devoted… to educational, research, and charitable purposes that promote,