A School For Tomorrow

The Way

In a School for tomorrow, we want to inspire a growth-minded community of inquiry and practice to build a disposition for change, align decision standards, and share in a language for learning that contributes to the progress and wellness of all. This enables all to grow to become the people they need to be and live well in relationships built by earning their places through asking the question: where do I fit in?

THE PURPOSE OF SCHOOL

Character is why we do school. The development of whole young people of character who wrestle with their own sense of who they should be (realisation) and what people expect of them (replication) in order to belong fully to their civic institutions, fulfil their potential, and live with the integrity of a set of beliefs about what is good and right is the most fundamental reason for any school to exist...

THE POWER OF RELATIONSHIP

Character development relies on relationship. The quality of character learning in a school is largely the product of both specific learning relationships of character apprenticeship in which competency is crafted, and also the way that those relationships bring together all learners in a community of inquiry and practice that is sharply focused on improving delivery of the school’s graduate outcomes...

THE PURPOSE OF SCHOOL

Realisation and Replication

The inner wrestling of realisation and replication is how emerging adults try to balance their ongoing understanding of who they might become and who they ought to be. We believe that students learn about character through both of these sometimes competing and sometimes complementary processes of realisation and replication, and (at the same time) try to locate and express their voices in their emerging adolescence and adulthood...

THE POWER OF RELATIONSHIP

Character Apprenticeship

Character competency is learned best through apprenticeship. We believe that a flexible adaptation of the cognitive apprenticeship model should be the basis of an overarching pedagogy for character education. We see character apprenticeship as a progression from articulation to reflection to exploration as a novice, then from modelling to coaching to scaffolding as an expert. It is a strong yet non-judgmental way of explaining how a student learns about character in relationship with others...

THE PURPOSE OF SCHOOL

The Journey from 'Me' to 'Us'

The journey from ‘me’ to ‘us’ is the story of learning servanthood. We believe that the past decade of testimony from educators in our research and consulting work warrants respect for language that speaks of the best adults as those who emerge from the self-centredness of childhood into an adulthood that is focused on serving others. At the same time, we keep hearing that the best schools should and do shape their education according to this inherent norm of the development of a disposition towards servanthood...

THE POWER OF RELATIONSHIP

Relationality in the Student Community of Inquiry and Practice

The student community of inquiry and practice is typically focused on relationality. We believe that students currently reveal themselves to be strong character education practitioners in at least four ways: students are intentional, reflective, and engaged in the whole work of a school; students are relational; students have their own important situated community of inquiry and practice; and character development in students is intimately tied to processes of maturity and identity formation...
THE PURPOSE OF SCHOOL

Understanding 21C Character and Competency

There are six corridors along which we might walk to develop an understanding of 21C character and competency. We believe that these six corridors form the essential knowledge architecture of 21C character education. Through them, we can track (in the first instance) the realisation of graduate outcomes in key qualities and competencies grounded in the four integrated dimensions of knowledge, skills, character, and learning habits...

THE POWER OF RELATIONSHIP

Professionalism in the Teacher Community of Inquiry and Practice

The teacher community of inquiry and practice works best when directed towards collaborative professionalism. We believe that teachers currently reveal themselves to be strong character educators in the following four ways: character educators are intentional, reflective, and engaged in the whole work of a school; character educators are relational; the most effective character educators are organised and evidence-based in approach; and character educators largely operate as sole practitioners...