Alternative Education in the 21st Century: Voices from Vancouver Island

Karen J. HladyEPLS Thesis DefenceUniversity of Victoria

December 5th 2012

Overview

Inspiration & RationaleResearch Questions & DefinitionsLiterature Review & Observations

Methodology & DesignFindings

ConclusionsRecommendations

So What?

Inspiration & Rationale Why conduct this study?

Working in and around the field for 17 years

What is this study about? Understanding and contextualizing alternative education

What is the purpose? Explore and analyze paradigms, policies, models and practices

Why?

Unearth and expose successful alternative education schools and programs

Determine whether alternative programs are a legitimate, credible and viable pathway to graduation for students who were not successful in mainstream school.

Ascertain whether there is any correlation between such programs and the BC Ministry of Education’s recent shift towards 21st Century learning

Definitions & RQs

1) How is alternative education defined, described and understood, in contrast to mainstream public education?

2) How does one measure student success and evaluate program efficacy in alternative schools?

3) What existing approaches and/or theoretical models make alternative education viable within the 21st Century learning paradigm?

Alternative Education: Type 3 facilities Focus on the educational, social

and emotional needs of students Provide support through

differentiated instruction, program delivery and enhanced counselling services (BC MOE, 2010b)

21st Century Learning: Personalized learning Move away from a set of broad,

uniform learning outcomes and courses

Shift towards student-initiated and self directed learning (BC MOE, 2010a)

RQs

Literature

Philosophy & Purpose Student-centred Meet the needs of students

Typology Type I, II, III (Raywid, 1994), Type IV

Student Profile At-risk (Socio-economic barriers)

Alternative Programs Models, dimensions Characteristics (flexibility, personalization and relationships) Pedagogies, curriculum, staffing

Program Evaluation & Student Tracking Criteria & Benchmarks

Policy Alternative Education & 21st Century Learning

Methodology & Design Qualitative Research Design

Phenomenological Approach – Lived experience

Participant Selection 3 Key informants

• 85 years of educational experience• 63 years of alternative education experience• 47 years of administrative experience

Data Collection, Organization & Analysis Thematic open coding and cross-coding N’Vivo qualitative software to process transcripts Semi-structured interviews in natural settings (see handout)

Ethics & SD Approval Qualitative Validity, Reliability & Rigour

Authenticity, Credibility & Trustworthiness Crystalline analogy (Richardson & St-Pierre, 2005)

Findings RQ1

How is alternative education defined, described and understood, in contrast to mainstream public

education?

We’ve got a big banner that says “Opening Pathways to Success” and those pathways can be anyway. Some of the staff here say “you’re

focussed on graduation.” I don’t care about graduation, I care about the kids getting on and being successful after they leave here. And if

graduation is that step for them, great! If it’s me getting them a work experience that turns into a part time or full time job, fantastic! It’s

whatever are means to each kid! So each kid has an individual program.

Leo 17 years experience in education16 years in alternative education8 years in administration VP2/P6

Findings RQ2

How does one measure student success and evaluate program efficacy in alternative schools?

In order to be successful, we need to set goals that are realistic and targets that are needed ... If I have a student ... that’s at a grade 2 or 3 level, and

in 2 or 3 years, I’ve got him functioning at a grade 8 or 9 level, we’ve been very effective ... but if our benchmark for success is grade 12, we’re

seen as not successful. So, to me, your effectiveness and your success have to be aligned. You have to set targets that mean something, collect

data that means something and then judge your effectiveness.

Terry34 years experience in education15 years in alternative education

27 years in administration VP2/P25

Findings RQ3What existing approaches and/or theoretical models make

alternative education viable within the 21st Century learning paradigm?

It’s all about that individualized approach, and there’s no cookie cutter approach... it’s dealing with the individual and the individual’s needs and being flexible and

understanding their situation and building relationships... and finding our kids ‘wanna’ and pulling in whatever kinds of families they have and working with those

families...

What is needed if we’re gonna be true to the direction that the Ministry of Education is moving in terms of meeting every kid’s need and really understanding what it

means, PL21 means, individualized instruction... and somehow we need to build into mainstream the flexibility that we have to be involved in these different kinds

of initiatives.

John34 years experience in education32 years in alternative education

12 years in administration

Conclusionso Alternative education is a legitimate pathway to high

school graduation, school completion, pre-employment skills and vocational training

Grounded in a student-centered philosophy (Starfish) Education is personalized, tailored to that individual’s needs (Maslow) Programs are flexible and responsive to the holistic needs of students (Amoeba), Schools collaborate with community partners (village)

o Successful alternative schools are the result of advocacy, innovation, engaged staff and adequate funding

Provide a welcoming environment peopled with highly skilled relationship-builders

Offer an array of graduation and school completion

o Need relevant evaluation criteria and benchmarks Virtually no literature or data exist addressing program evaluations or student

follow-up in alternative education settings

o Well-regarded alternative programs have been implementing the principles of 21st Century learning for years

Findings suggest successful alternative programs could inform mainstream schools on how to implement PL21

Recommendations To the Ministry of Education (MOE)

“Best practices” working document Qualitative evaluation platform using relevant criteria and benchmarks Provincial database or central website of alternative programs Re-evaluate funding to support PL21 principles “walk the talk”

To school districts Target funding! Revisit collective agreements to factor in suitability and allow administrators to select their

staff Look to your successful alternative programs to inform mainstream settings on PL21 Restore exclusive alt ed. Pro-D days Reassess class size and support staff (EA’s) allocation Qualitative evaluation platform using relevant criteria and benchmarks Reassess district service delivery model to align with MOE’s PL21

To alternative schools and programs Personalize learning plans according to student needs, capacities and interests Measure student success according to their individual development plans, goals Maintain a student-centered approach and believe in the process Be flexible in your attendance policies, program structure and pedagogies Move beyond self-paced worksheets and course packs Develop innovative curriculum and unique pedagogies Foster as many community partnerships as possible Maintain caring relationship and a welcoming atmosphere Advocate, advocate, advocate for your students and programs

So What?

Develop an “Intro to Alt. Ed.” interdisciplinary course Sociology, Child & Youth Care, Education

Develop a Pro-D “Alt. Ed. Fundamentals” workshop Pro-D days and/or annual BCAEA Alt. Ed. Conference

Pursue doctoral studies conducting a national study of alternative education (Ph.D)

Publications Scholarly peer-reviewed journals

Professional journals

Book

Theoretical Framework

WHAT? Servant Leadership: Who you

are!› The Servant Leadership philosophy’s

characteristics, pillars and competencies offer specific ways of being - and doing – to become and foster balanced human beings

HOW? Circle of Courage™ How you do it!

A Way of Being in the World: The Circle of Courage™ identifies 4 universal needs that children and all human seek to fulfill to become balanced human beings