I understand that in some schools, such as Templestowe College, there is a lot more fluidity in regards to participation across year levels. The question/concern I have is that TC is still very much a secondary school.
I once visited a large K-12 (2000+ students) and they seemed to operate like three distinct schools. In many ways the system sets things up like this. In my own experience in a P-9, there were some activities, such as timetables, that primary schools had to accept from the secondary. The concern is that in a fluid environment, the current way of working does not seem to properly support anyone, without additional resources, which seems counter-intuitive.
I am reminded of Matt Esterman’s question of education revolution versus renaissance. A part of me thinks that from a structural perspective to achieve a ‘pre-to-post’ outcome we are going to need a revolution to accommodate some of these changes. Whether it be applications, data frameworks or industrial relations, there is significant work still required.
I am happy to be wrong and appreciate any thoughts on the matter.
TC is not the solution for how we provide quality learning and teaching. The staff at TC will tell you that it is the best approach for their learning community. Schools like this become an example of what can be done and what’s possible. We cannot extract the intellectual rigour, analysis and innovative practice from TC – they’ve learned the work by doing the work. What the rest of us can extract is that change can and is happening so let’s take control of our learning.
I wonder Greg how your blog has developed? Are any ‘changes’ that stand out to you? Has your practice over ten years always been the same? Would love to know.