“The young cherish people and places from which they receive the skills and the emotional support which enable them to make it in the world or to meet their basic human needs” -James P. Comer
Yesterday we visited an elementary School in Finland, a small learning community focused on innovation. From the moment we entered the learning community we could see that the environment was organized as a space respectful of the stakeholders who would call that particular facility “home”. Through focused observation we gained a sense that we were in the midst of a child centered community taking note of some of the same promising practices we observed during our Finish school visits.
Our experience was peppered with exemplary examples of intentionality, highlighted by a professional learning community focused on student achievement by way of targeted teacher development. There was tremendous “buy in” from all stakeholder groups as one interviewed parent expressed her allegiance to the school, its mission and the faculty members who worked committedly to ready her child for collegiate study and a productive life thereafter. This was an awesome school with a culture designed for learning and once again a place where “trust” was an essential component of school development. However, even in the most successful of places, we find that challenges exist and during today’s visit, one particular challenge spoke loud and clear.
While observing what I considered to be an innovative activity highlighting the intelligences of participating students, I became somewhat distracted by a young girl whose face looked somewhat different from the many faces I observed throughout the past four days. Uncertain as to whether my observation was justified, I proceeded on with my note taking but couldn’t help but continue thinking about the young girl’s face and the question of inquiry that followed me over four thousand miles, from New York to Finland. How does race and culture (among Finland’s minority) factor into this now understood culture of Finish “trust and tradition”. Is life the same for students who look, sound and think differently. Enter a young Finish student named Aira. She hesitantly walked across the room and initiated a conversation. This young sixth grader struck up a conversation with me about New York City, Times Square and her desire to “one day see the bright lights.” I decided at that point to take the opportunity to informally interview the young 6th grader to gain a perspective that had only been afforded me on one other occasion during my tenure in Finland. Similar to the young ninth grader I interviewed the day before, Aira was of African descent. Her mother was from Finland and her father from Central Africa.
During my time with Aira we talked about school and her feelings concerning her teachers and her peers. She affirmed her teachers as she described the degree of support she receives from them. Unfortunately, according to her, the same could not be said about her peers. “I don’t have many friends”, she expressed. I immediately asked, why? It was at that moment she looked down at the floor, pointed to her skin and whispered something which fell short of my range of hearing. I asked Aira to repeat what she said, she looked up, surveyed the room, and with “that look of shame” on her face (of which I am all too familiar), she pointed to her skin once again and said, “my color”. At this time multiple thoughts raced through my head. I’m not exactly sure why, because it was a question I had on my mind since first reading Finish Lessons. I proceeded to restate what I thought she expressed while simultaneously pointing to my own skin and she signified with a quick and definitive “YES”. I subsequently asked Aira to sit and there began a conversation that reciprocally served the both of us throughout the day. We talked about the friends she does have, her interests in dance and music. We talked about her travels abroad. We discussed her being a highly expressive individual in a place where “that’s not good”. She mentioned that all too often people interpret her behavior as loud or rude. I couldn’t help but enjoy Aira’s smile, her openness and energy throughout our conversations. She was that same individual that I see in my school each and every day whose desire is nothing more (whether pre-adolescent, adolescent or adult) than to feel a sense of safety, belonging and acknowledgement. It was clear to me that this was something Aira was in need of attaining. Unfortunately, her reality left her far from her desired destination.
In 1943 Abraham Maslow shared his theory of a hierarchal order of needs. As such we have become clear that there are certain physiological and psychological needs that must be addressed if we are to experience an affirming affect of self-belief, self-trust and ultimately self-actualization. There are millions of Airas in schools throughout the world who are not on course to experience personal actualization simply because they are not engaged in a manner that is meaningful and relevant to them. They are not receiving the requisite support needed to embrace that feeling of belonging. If it is our goal as educational advocates to ensure high levels of achievement for all learners, it behooves us to remain ever cognizant that there is a prerequisite work that begins with first seeing our students as they are and subsequently creating and developing environments that address the most basic of our student’s needs. Years ago, I remember viewing a TED talk hosted by Ken Robinson. Prior to completing his talk, Robinson shared a story of a young girl who found herself on the right side of misunderstanding. This position which was taken by teachers and ultimately her mother could have ended in misdiagnosis ultimately leading to a life unfulfilled.
As a current Principal I wholeheartedly understand the danger in drawing definitive conclusions from a one day visit, however that look that I observed is universal and the conversation, quite the same. I must however, commend my Finnish colleagues of the school as during my exit conversation with administrators we discussed my findings (as they themselves observed Aira continuously seeking me out throughout the day). We talked about the creation of a formal structure/forum that would extend to students like Aira opportunities to express her thoughts and feelings. We further discussed the importance of extending efforts beyond the one day celebrations highlighting cultural foods, garments, etc. as a result, we are forging a partnership where my school, Riverton Street Charter School, will engage their school in a Skyping collaborative so that Aira and the members of her community can enjoy authentic opportunities to converse with children of different backgrounds, interests and experiences.
In the final analysis, our work to develop global citizens begins with helping children feel good about themselves and others. All stakeholders have a role in ensuring that students develop holistically across physical, cognitive, social-interactive, speech-language, ethical and psychological pathways. I’ve observed many examples of healthy development during my week here in Finland. It is clear that school leaders are beginning to work intentionality/strategically to address the holistic needs of their students as evidenced by the structuring of child welfare teams, tasked guidance counselors, social engagement facilitators, etc. However, as in America the question of “all” continues to surface and according to my observations and discussions this week, I believe there’s much work to be done developing cultural competencies here as well.
By: Verone Kennedy
Schools improve when they learn from other schools. Isolation is the enemy of all improvement. -Andy Hargraves
As a former Coordinator of Middle School Initiatives for the City of New York, much of my work revolved around addressing the low 4 year graduation rates of our H.S. students via a comprehensive strategic campaign to assess and address the quality of “middle level schooling” throughout the city. Today in NYC, “ student performance” relative to high school graduation and college readiness (far from the same) continues to reflect low level outcomes in addition to glaring disproportionality across demographic/sub-grouped learners.
This week I have been extended a rare opportunity to travel with a cohort of eight colleagues (and our UPENN GSE Program Director) to Helsinki, Finland to spend an extensive amount of time with Pasi Sahlberg, faculty from the University of Helsinki, school leaders, teachers, students and parents. My overarching objective is to gain insight into the manner in which Finland shifted its paradigm of practice courageously rethinking and implementing that which they believed mattered most for the stakeholders of Finnish schooling and ultimately their society at large. According to the 2006 PISA report, Finland’s transformation from a system of mediocrity to one of highly effective practice/outcomes occurred largely due to “effective teacher education” and a systemic model of design that employed the following:
- Flexibility and Diversity relative to school-based curriculum development which was informed and supported by relevant data (quantitative and qualitative information)
- A major emphasis on Broad Knowledge placing an equal degree of emphasis across developmental pathways considerate of the acquisition of knowledge, skills, socialization, creativity, personality, morality, etc.
- Trust through Professionalism leading to a systemic effort to treat teachers and administrators as professional practitioners who possess requisite skills and a clear sense of mission to effectively teach/lead.
During these five days abroad, I am most interested in exploring and better understanding the emphasis Finland places on the facilitation of “Broad Knowledge Learning” and the manner/measure in which its policies, practices and protocols support the facilitation of a holistic approach to student development. Considering the aforementioned, I intend to forge a mini-study taking a more focused look at student diversity and the manner in which Finland explicitly/implicitly addresses differentiation across curricular, instructional and social constitutions. My goal is to leave with a greater degree of insight into the strategies/approaches that we (as educators working in urban systems of significant diversity) can employ to more effectively facilitate learning across racial, socio-economic, gender and related service support lines? Finland’s emphasis on “Broad Knowledge” offers a promising perspective by which we can think more critically about creating, sustaining and in some cases improving our learner centered communities.
I invite you to join us as we set out on this experience of observation and discourse. My invitation to you is not a call for passive reading or one limiting you to an act of self-reflection. Quite the contrary, we are imploring you to actively engage in this study by sharing relevant thoughts, ideas and personal connections. So . . . it is with a spirit of appreciation for this opportunity that I thank Joe Mazza, my study colleagues and of course you for the role you will play in supporting our team’s relevant, rigorous and relational learning this week in Finland.