I thought that this film was excellent. The notion that in-school education has to look a certain way is somewhat arbitrary given that the means by which the information is transmitted is not mandated by the curriculum, and the level of class engagement, development of personal identity and self-efficacy, and academic achievement exhibited by the students of High-Tech-High was extraordinary. I am a firm believer that as the social climate regarding education shifts, the transmission of education needs to change to reflect that. The introduction of the proficiency scale denotes a departure from the traditional post-secondary attendance explanation and a move toward developing students’ self-motivation and identity, and creating the freedom of choice early on as to where students place value. While I do believe that students face difficulty conceptualizing the value of point-secondary education (as it is virtually impossible to conceptualize where a student may find themself four-and-a-half years later having finished a four year post-secondary degree) and that there is value in imparting the value of post-secondary education, I also believe that for a student whose career aspirations do not require post-secondary education there are better, more constructive options.
Working a trades position or engaging in an apprenticeship program can be just as, if not more fulfilling for a student for whom post-secondary education is not a desired path. The skills being fostered at High-Tech-High (and I hope to see elsewhere) are life-altering and can be practically applied both to post-secondary education, and to the workforce. The argument was made that life in the work-force is seldom as free-form as the structure of classes at High-Tech-High and I agree; however the interpersonal skills developed through collaboration and inquiry are such that they will still benefit interpersonal relationships in a strict hierarchy. The self-efficacy required of High-Tech-High students will also help to motivate students to seek more depth of knowledge and to create opportunities rather than simply waiting for them to appear. It took me a long, long time to gain the self-efficacy to seek to create opportunities and I benefit from a very arts-centric education. Developing students’ capacity for engagement can only benefit them. At the beginning of her school year, Samantha was very shy and had little self-efficacy and comparatively little engagement, but over the course of the year her leadership skills developed and she was provided with a safe environment in which to develop not only her knowledge and cognitive ability, but her voice and identity as well. I don’t think that education should simply prepare students for the workforce; I have never had a job in which I did not receive training. It is my belief that as educators it is our privilege to help students become their best version of themselves.