NORTH HAVEN HIGH 1

North Haven High School: Building a Solid Foundation for the 21st Century

Olga M. Herget

EDU505. 90 Future of Education

Professor Rebecca Waters

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North Haven High School: Building a Solid Foundation for the 21st Century

In the state of Connecticut there are currently 480 high schools, 349 of the schools are public

institutions (High-Schools.com, 2013). North Haven High School is a public school located in

the town of North Haven, CT in New Haven County. This comprehensive school serves grades

9-12 and the student body consists of 1,069 students. Of these students, 71 are currently

outplaced or attend a different school (K. Astorino, personal communication, September 8,

2017). The town population in 2010 was 24,093 and has grown 4.6% since 2000. The 2015

estimated median household income was $86,508. This number is approximately $15,000 above

the state average (City-Data.com, n.d.). In 2010, the United States Census reported the following

racial/ethnic groups residing in the town: American Indian/Alaska Native (0.1%), Asian (4.7%),

Black or African American (3.0%), Hispanic or Latino (3.9%), and Whites (89.9%) (United

States Census Bureau, 2010).

History: Past and Present

North Haven High School was established in 1954 (North Haven High, n.d.). In 2005, a

new building was built due to a surge in enrollment. The new school brought many modern

updates such as a 1,500 seat gymnasium, a 650 seat auditorium, a television studio, auto body

and culinary vocational classrooms, and 12 science laboratories (Schooldesigns.com, n.d.). The

school is three stories tall and offers a wide variety of elective courses in art, career education,

gifted & talented, media arts, music, and world languages. All departments are grouped together

in separate wings of the building. There are four administrators, 81 classroom teachers and a

variety of support staff. North Haven High School offers multiple challenging programs outside

of its regular curriculum. These programs include advanced placement courses and college credit
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partnerships with Gateway Community College and the University of Connecticut (North Haven

High, n.d.). To graduate, every student must demonstrate proficiency in the following learning

expectations: Communication, Digital Literacy, Analytical Thinking, Health and Wellness,

College and Career Readiness, and Problem Solving (North Haven High, n.d.).

At the core of an institution is its mission statement. This statement publicly shares the

administrative vision of schooling and relays how that vision may be affected by a variety of

factors (Schafft & Biddle, 2013). North Haven High Schools mission statement declares,

North Haven High School, together with parents and the community, ensures a safe, engaging

and innovative learning environment. We think critically and deeply, read, write, and debate

effectively, solve problems collaboratively, and engage the world ethically (North Haven High,

n.d.). The statement reflects the schools commitment to preparing students for success in

todays global world. The first part of the statement addresses the social and academic

environment which exists at the school. The school has many programs in place to create a sense

of community within its walls. Examples include Best Buddies, The Caught Doing Good

Program and Diversity Club. By creating strong social bonds, students develop a sense of self-

worth and a readiness to learn. Students are more willing to take intellectual risks when they feel

safe (Inside the Collaborative, 2015). The second part of the statement addresses the schools

philosophy on education. Students at North Haven are expected to think, collaborate, and create

in class.

Educators at North Haven High School have the reponsibility of preparing students for life

after school. The 21st century learner must be encouraged to set goals, participate in group work,

and to make choices in the selection of tasks and activities whenever possible. (Huitt, 2009).

Over the past few years, the organization has begun to incoporate new educational trends. One
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teaching method that is currently being used at North Haven is collaborative learning. This style

of learning emphasizes working within groups to create a single shared product or solution to a

problem. In the process students learn through the interaction and problem solving, not just by

creating the end product (Baker, 2015). It is important to note, not all group work is collaborative

in nature. Collaboration requires all learners to be focused on one main idea at the same time.

Cooperation can be described as the act of dividing a task into pieces in order to complete a task

(Baker, 2015).

The use of technology in the classroom is growing in the United States. Digital tools

such as laptops and ipads are products that facilitate collaborative learning in a classroom

(Adams Becker, Freeman, Giesinger Hall, Cummins, and Yuhnke, 2016). North Haven High

School has embraced this trend by acquiring 800 Chromebooks for student use during the 2017-

2018 school year. Jennifer Kozniewski, the current director of educational and informational

technology for the school district states The types of devices available will add to the

portability, mobility and creativity in the classroom. Students will be able to pull out the devices

instead of a textbook (As cited in Liebeskind, 2017, para. 9). Interactive learning increases

student engagement and motivation during lessons (Cadieux Boulden, Hurt, and Richardson,

2017). These benefits are not only for the students; as the use of digital tools allows teachers to

differentiate instruction within a lesson (Adams Becker, et al., 2016).

Trends in Education

The history of education in the United States is full of events that have impacted teacher

pedagogy. In 1969, the publication of Herbert Kohls book The Open Classroom, introduced

fresh ideas into the school system. Kohls research recommended decentralized learning areas,

freedom of movement from area to area and unstructured periods of study (Open Education,
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2017). This event is significant because it challenged traditional classroom instruction and

promoted an educational approach based on student-centered classrooms and active, holistic

learning (Sass, 2017).

Fast forward fifty years later, and Herbert Kohls ideas are even more relevant to the

current state of education. It is apparent the United States low educational ranking at a global

level requires educators to rethink methods of instruction. In 2011, Martha Kanter, Under

Secretary of Education, presented President Obamas College Completion Goals. His vison

included the creation of opportunities for every American to complete one year or more of higher

education by the year 2020 (Kanter, Ochoa, Nassif, & Chong, 2011). To achieve this goal

educators must work together to create an environment that promotes lifelong learners.

According to Kohl, the goal in an open classroom is for kids to learn better (Scherer, 1998)

Today the traditional school model is being challenged by programs that provide personalized

educational experiences like charter and magnet schools (Riddell, 2015). These schools close the

door on a one size fits all model and embrace Kohls vision of a learning community where

invention, creativity, and imagination are encouraged (Scherer, 1998).

Todays high school students must exit the school system not only as readers and writers

of content, but editors and collaborators as well (Riedel, 2009, para. 4). The current goals of

education are clear, but there is still a question of how educators are to achieve these new

objectives. This question cannot be answered without a thorough examination of the current state

of education and trends that may support or hinder the success of students. Trends which impact

education include: new technologies, public policy and economic trends, and changes in

demographic patterns.

Educational technology consists of two parts: digital tools and learning theories. The two
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components are intertwined and both can be seen as essential to learning. One way technology is

currently being used in school districts is to collect data. According to Carol Parke (2012),

school districts are required to maintain student databases complete with information including

attendance, demographics, mobility, discipline, state test scores, course enrollment, and grades

earned in courses (p. 1). These numerical statistics can be accessed and shared by both

administrators and classroom teachers (Thomas & Huffman, 2011). Data collection has clearly

become a part of Americas school culture, and educational futurists have proposed uses for data

beyond just test scores. Keith Kruger, CEO of CoSN, acknowledges there is a great deal of data

out there in schools and he challenges todays educators to use data to improve classroom

instruction and inform students of their progress throughout a lesson or concept (EdTech, 2014).

If teachers are to use data to its full potential, they must be taught how to examine and interpret

various types of data (Thomas & Huffman, 2011). Only then will they feel comfortable using

data to plan instruction and be able to determine how data fits into a schools educational vison

(Parke, 2012).

In Our Brains Extended, Marc Prensky (2013) proposes technology should not be seen as

a separate entity, but rather as an extension of the mind (p. 5). He urges educators to embrace

technology as a powerful learning tool that can enhance our capabilities (p.12). The benefit of

using digital/mobile devices in the education field is twofold. In a classroom context, peer-

support, motivation and independence can all be enhanced through the use of digital devices and

online learning (Hett, 2012). In 2014 it was reported that "Sixty percent of students are using

mobile devices for anytime research, 43 percent for educational games and 40 percent for

collaboration with their peers" (Riedel, 2014, para. 9). Outside of the classroom, students can

access information in a flexible environment and find different ways to connect to information
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(Leer & Ivanov, 2013). Salman Khans video supports this idea by explaining how students can

watch videos anywhere, and as many times as needed, to understand material (Khan Academy,

2011). Technology puts the power of learning in the hands of each student.

The primary goal of education is to instill new knowledge in individuals, while allowing

them to gain specific skills to help complete academic and personal goals (Leer & Ivanov, 2013,

p.18). Deeper Learning is a new technology trend that supports this goal. This teaching

paradigm steps away from a lecture based teaching model and encourages students to develop

ideas themselves by researching new information pertaining to a subject (Adams Becker, et al,

2016). Digital technology is an essential component of deeper learning because it promotes

inquiry and stimulates students creativity. Video technology, gaming systems, and wiki

platforms increase student engagement in both outgoing and shyer students (Puckett, 2013).

Public policies have the capacity to revolutionize the field of education. Two years ago,

President Obama signed ESSA (Every Student Succeeds Act) into law which is set to give states

back some control over how students and teachers are assessed. One change ESSA has

introduced, is a new definition of librarians as specialized instructional support, who can now

input into schools needs. Librarians are now recognized as key players in the development of a

schools digital literacy through curating internet resources to match academic content, managing

online databases, and collaborating with teachers to personalize learning for students (Johns &

Kachel, 2017). ESSA also grants school library programs access to federal dollars in order to

develop and enhance effective school library programs and purchase resources that are up-to-

date for high-need schools (Every Student, n.d.).

The rising cost of public education will also continue to impact schools at all levels. The

K-12 Implosion video questions why education has become more expensive, but student
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performance and graduation rates have not improved in the last fifty years (Encounter Books,

2013). Public education relies on funding at three different government levels: federal, state and

local. There is not a nationwide formula to decide the distribution of funds. For example, 90% of

Hawaiis educational expenses are paid for by the state, as compared to New Hampshire, where

the 90% is paid by each school district (12C, n.d.). In most districts, public schools are funded

through property taxes (Education Commission, 2013). This practice is problematic because

districts with thriving businesses have ample taxes to pay for educational needs. Districts with

fewer businesses, have lower property values, and thus less tax revenue. (Turner, 2015). The

current formula used in Connecticut is as follows: local district (57%), state taxes (39%), and

federal taxes (<5%) (Connecticut School, n.d.). Due to a trend in dwindling budgets, it is crucial

for districts to ascertain what students need to acquire 21st century skills and make budgetary

decisions based on those needs (Education Commission, 2011).

The final trend that must be examined is Americas demographic changes. First, the

country is changing as it becomes more racially and ethnically diverse. In the early 20th century,

most immigrants were of European descent with the top three groups being Germans (5.9

million), Italians (4.7 million), and Irish (4.6 million). As the 20th century progressed,

immigration patterns shifted and by the late 1990s the U.S. had a population of 6 million Asians

and 29 million Hispanic/Latinos (Gordon, 2012). By 2050, the number of Asians is expected to

grow 220% and Hispanic/Latinos are expected to represent 1 out of every 3 Americans (Shrestha

& Heisler, 2011). This change is causing a palpable change within our country. New citizens

bring with them their beliefs, customs and language. Trends that we see with immigrants are a

tendency to cluster into tight social and economically dependent communities, be less educated,

and often are employed in jobs associated with lower socioeconomic status (Yates, 2008, p.6).
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Children raised in these communities may experience an academic disadvantage due to a lack of

proficiency in the English language. In 2014, 4.6 million students were classified as ELL

students (English Language Learners, 2017). That is almost 10% of the U.S. student population.

Research shows it takes five to seven years for an ELL student to acquire a second language

(Bojko-Jeewek, 2017). This is a serious educational issue for first-generation American students

that must be addressed.

Second, the aging population will affect many facets of American life such as public

expenditure, work environment and healthcare. America is getting older as birth rates have

slowed down and health care has improved. Shrestha & Heisler predict in thirty years, 20% of

our population will be over the age of 65, with some experts predicting women in 2050 might

live to be 90 years old (2011, p.10, p.13). This trend will have a negative impact on education as

reported in Anthropology and Population: Perspectives on Aging, where the author warns, the

categories of private consumption that would tend to decline the most in relative importance in

an aging society are education, transportation, recreation (Gheorghi ,2016, p.79). One area

that will experience an increase will be healthcare cost and living facilities. In 2011, beneficiaries

ages 80 and older comprised 24 percent of the traditional Medicare population, but 33 percent of

total Medicare spending (Neuman, Cubanski, Huang, & Damico, 2015). This is alarming news

since the prediction for 2050 is the most populous age group in the U.S. will be those aged 80

and over. They will account for 32.5 million citizens (Shrestha & Heisler, 2011, p.18).

As the United States enters the 21st century, students are no longer excelling at a global

level. The Future of Learning reports how American students continue to fall behind other

countries in reading, science and math skills (2Revolutions LLC, 2012). It is evident that the

field of education requires an intervention and looking toward the future can help schools
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navigate the paradigm shift that has already begun.

Methodology/futuring techniques. In 1919 The Progressive Education Association was

founded with the goal of reforming education in the United States (Sass, 2017). After examining

the current methods of classroom instruction and reflecting on the rapid changes in the world

around them, John Dewey and his colleagues called for a redefining of the 20th century

classroom. The association proposed an environment that was student centered. A place where

children would be taught how to think for themselves and be appropriately prepared for their

roles in the adult world (The Principles, n.d.). The vison these educators shared, almost 100 years

ago, classifies them as pioneers in the field of futuring. When one first hears the word futuring, it

sounds comparable to fortune telling (Sobrero, 2004). However, futuring is not predicting the

future, but rather a well thought out process that leads to informed decision making with regards

to a situation or a problem. This process combines both observation of the environment within an

organization and research of external factors that may or may not impact the organization in the

future (Sobrero, 2004). Futuring is an important practice for the field of education because it help

districts and administrators anticipate changes, make decisions regarding program developments,

and adapt new policies (Sobrero, 2004). Two techniques which futurists use to measure the

potential impact of trends within an organization are scenarios and scanning.

Scenario writing is a powerful technique that helps organizations anticipate what the

future could be. This method of futuring was first used successfully during World War II to

develop war strategies against the enemy (Mietzner & Reger, 2005). There are different ways of

creating scenarios, but they all follow a similar methodology: identification of the organizations

main goal/problem, assessment of the current environment through an analysis of quantitative

and qualitative data, interpreting the level of effect outside factors have on the organization (in
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the near and distant future), and finally an exploration of the feasibility of implementing the

scenarios into the culture of the organization (Mietzner & Reger, 2005). The goal is to examine

both positive and negative images of what may happen within an organization and to examine

the likelihood of those futures happening.

Although scenarios have proven to be helpful in many industries, they are not foolproof.

In Six Worlds of Tomorrow, Alan Clardy warns organizations must be careful to not create a bias

by blindly accepting a certain scenario (Clardy, 2011, p.48).

The following table shows the general pros and cons of using scenarios:

PROS CONS

Provides an organization with several In a future oriented field, often takes a

realizable futures.
Improves short and long term decision
making within an organization.
Challenges the status quo.
Creates a shared vision of the future
within an organization.
Makes an organization proactive, not
reactive.
long time to see the results.
Requires reliable quantitative and
qualitative data.
Requires clear goals and high
participation within the organization.
Requires teams within the organization
dedicated to futuring, scanning, etc.
Requires funding and ample time.

Mietzner & Reger (2005) caution smaller organizations not to rely solely on scenario

forecasts to make decisions. It is recommended that scenarios be combined with additional

futuring methods in order to achieve a better evaluation of all possible outcomes (p. 236).

Scanning requires a thorough examination of current trends and their potential impact on

an organization within the near future. This method of analyzing future possibilities is data

driven and requires both research and observation (Sobrero, 2004). Outside factors that must be

considered include the current trends in public policy, economic forecasts, social and
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demographic data, and technological changes on the horizon. An organizational tool such as a

graphic organizer is essential to analyzing the potential effects these factors may have on an

organization. Scanning requires a futurist to deduce from the evidence how important the

change/trend is to the organization and whether the change will continue to have an ongoing

impact. A general timeframe of five years is given to project when a certain trend will impact an

organization (Bouchard, 2012).

One challenge that researchers may face is the inability to effectivley monitor the impact of

the change within an organization (Sobrero, 2004). It is suggested in Patricia Sobreros article

that funding and staffing could prove to be a problem when monitoring the long term effect of a

decision or path chosen by an organization (p. 4-5).

Vision Plan

In the field of education, administrators and classroom teachers must work together to

co-create a future vision (English, 2011). This plan must strike a balance between educational

goals and educational means. For it to succeed, the plan must take into account national goals

and standards; a schools mission and climate; and teachers beliefs and expectations (Haydon,

2007, p. 70). In 2022-2023, North Haven High School will be operating as an educational

organization that shares a common vison.

North Haven High Schools librarians will be the core of the learning organization. The

librarians will be an integral part of the entire school and will serve as curators, instructors, and

leaders. As recently as three years ago, only 33% of teachers who defined themselves as

comfortable with media and technology used it in the classroom (American Association,

2014). The schools librarians will educate teachers on the use of technology tools and support

them through the creation of webmix online resources created collaboratively with teachers and
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course specific specialists (Lankau, 2015). Librarians will also teach students responsible ethical

use of technology and how to properly conduct research. Current studies show that in a typical

research assignment, students are more likely to use Google / online search engine (94%) or

social media (52%), than an online database (17%) or research librarian at their school or public

library (16%) (Purcell, Rainie, Heaps, Buchanan, Friedrich, Jacklin, Chen, & Zickuhr, 2013).

The school will also have extended library hours from 7am until 5pm daily, giving students

wider access to digital tools, literature and common work spaces (Blended Learning, 2014).

North Haven High School will produce 21st century learners by promoting student

agency. Student agency will be supported through the use of blended classrooms and inquiry

based learning (Vander Ark, 2015). The blended classroom model will incorporate technology

and emphasize 21st century skills such as collaboration and problem solving. A recent study of

high school students confirmed blended classrooms help them manage their time, force them to

take responsibility, allow them to identify how they learn best, and help them gain study habits

they need to be successful in college (Whiteside, Dikkers, & Lewis, 2016). Blended learning

will be facilitated through the use of digital tools and the new collaborative between educators at

North Haven High School. As a result of a new flexible learning model, North Haven High

School will be able to partner with different local businesses and organizations to give students

access to more work-based learning. In a work-based learning program, classroom instruction is

linked to workplace skills through placements outside of the school that allow students to

experience first-hand what adults do in jobs (Rogers-Chapman & Darling-Hammond, 2013, p.1).

During the next five years, the organization will face challenges as it works toward

implementing this new vision. It is important to remember that the growth offered by new

opportunities outweighs the negativity of the challenges. The following table summarizes the
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challenges and opportunities linked to this future vision plan:

FIVE CHALLENGES FIVE OPPORTUNITIES

Budget restrictions Rise in student engagement and

All teachers may not feel comfortable
with technology
Cost to maintain technology and software
licensing
Student inability/reluctance to adapt to
new school paradigm
Writing a blended curriculum is time
consuming
motivation
Schoolwide ethical use of technology
Promotes a flexible learning environment
More real world learning/
internships/externships
Students will be better prepared for higher
education

If North Haven High School fails to follow this path, students will not be prepared for

higher education or challenges in the work world. A student centered paradigm is vital to

achieving success in adult life. School educators must shift focus from passive to active learning

in order to allow students to develop ideas for themselves and apply their knowledge to real life

situations (Adams Becker, et al., 2016). A recent survey of fifty corporations, organizations, and

small businesses supports this predication stating, "the top three things employers are looking for

in new recruits are: creative problem solving; critical and analytical thinking skills; and

information gathering and evaluation (Reidel, 2009, para. 5).

Plan for Change

There are five essential components to preparing the organization for change. The first

step requires the school to assemble a learning team. The learning team will consist of two

administrator, all department chairs, and two student representatives from each grade. The goal

of the team will be to gather and analyze current data on current teacher practice and technology

usage in all classrooms. The data will inform the team of the strengths and weaknesses within the
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organization. A pilot technology program will be developed and presented to the Board Of

Education (Sabah & Orthner, 2007). Once the pilot program has been accepted, the budget for

any new technology, new hires and workshops/training must be approved by the school systems

superintendent. The school must hire at least two additional librarians to aid in the development

of the new vision plan. These librarians will carry much of the responsibility of preparing

everyone in the school for a new blended classroom paradigm. They will consult AASL list for

best websites and apps for teaching and learning, check out library blog and websites for ideas,

and keep up with library literature (Lankau, 2015, p. 70). The final two steps require training

for both teachers and students. Teachers must be trained on learning trends, such as deeper

learning and the use of creativity in the classroom. For the new vision to be a success all teachers

must understand students need to manipulate information, explore personal interests, and solve

problems to master content (Starko, 2013). Students will participate in workshops on 21st century

skills needed in the work place and the importance of student agency in education. To encourage

student agency, students must understand the purpose of the skills they are being taught and how

they will be useful in real life (Vander Ark, 2015).

Call to action.

The time to embrace change is now. The Horizon Report K-12 2016 maintains,

Transforming a district or school into a cooperative environment can ensure the development of

curricula that continuously evolve teaching practices and improve student outcomes (As cited in

Adams Becker, 2016, p.13). In order to begin the transformation two steps must be taken

immediately. First, the organization must create a planning committee consisting of

administrators, educators, students and community members. This committee will be responsible

for analyzing school data and creating a roll out plan over the next five years. Two crucial parts
NORTH HAVEN HIGH 16

of the roll out plan include: planning professional development for teachers and creating

monitoring teams. Professional Development is fundamental to the successful implementation of

21st century teaching and learning. Almost 70% of technology leaders say the greatest challenge

faced in implementing digital learning or expanding technology use is motivating teachers to

change their traditional instructional practices (Trends in Digital, 2016). Monitoring teams must

also be put into place to continuously monitor outside and internal developments as steps are

implemented throughout the five years (Sobrero, 2004).

Second, all school librarians must be trained in their new role as consultant and co-teacher.

Training will include instruction on how to educate teachers on technology- based teaching

methods that create new learning environments where students can complete collaborative,

hands-on project work (Joan, 2013). Through working closely with teachers, librarians will also

be able to translate curriculum needs into academic library program goals and objectives (Paris,

1966). Librarians will also learn how to aid students by creating blended learning opportunities

through web pages curated with instruction and e-resources to support student projects and

assignments (Johns & Kachel, 2017).

Change is inevitable in the field of education. North Haven High School must be proactive

and prepared to meet the challenges of tomorrow. The vision plan proposed unites the

organization with one clear, manageable, and effective path to the future. It is time to take the

first steps toward a new 21st century educational paradigm.

NORTH HAVEN HIGH 17

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