In this insightful discussion, Dr. Tim Powers, the Head of School at a large campus, shares innovative strategies for fostering a tight-knit community among 3,000 students. He introduces the FLEX period, which offers personalized academic support and enrichment. Dr. Powers also highlights hands-on learning experiences that engage students and enhance career education. The conversation emphasizes the importance of student accountability, the challenges of implementing new programs, and the power of collaboration in shaping effective educational practices.
Fostering relationships among students and staff at Pinkerton Academy transforms the large campus atmosphere into a more connected community.
The introduction of a flex period allows students to receive essential academic support during the day, promoting educational equity and engagement.
Deep dives
Emphasizing Smaller Connections in Large Schools
Making a large school feel smaller and more connected is a priority at Pinkerton Academy, which has around 3,000 students. By fostering relationships among students and staff members, the environment encourages community and support, enhancing students' overall experience. Dr. Tim Powers notes that every student has the opportunity to connect with adults through the school's systems, making the vast campus feel more intimate. This approach helps counteract the anonymity often felt in larger institutions, as students find trusted adults and peers to connect with.
Implementing the Flex Period for Enhanced Support
Pinkerton Academy has integrated a flex period into its daily schedule, designed to offer students additional help and enrichment during the school day. This initiative arose from observing that many students struggled to attend after-school support due to responsibilities like work and family commitments. The flex period allows for dedicated time when students can meet with teachers to catch up on missed work or receive targeted assistance. This essential change promotes educational equity by ensuring that every student has access to support, regardless of their schedule outside of school.
Building Effective Scheduling through Collaboration
Creating and maintaining the flex period involved the collaborative efforts of a time committee composed of various staff members, which helped ensure a more thoughtful implementation. By researching different scheduling approaches and gathering diverse perspectives, the committee developed a system that excites staff and facilitates the social-emotional health of students. This collaborative model serves not only to gather input but also to promote enthusiasm for the changes being made. Incrementally piloting the flex period allowed for adjustments based on feedback, ensuring its smooth rollout and ongoing improvements.
Flex Period Challenges and Adaptations
Despite its benefits, the flex period has presented several challenges, primarily regarding student accountability and tracking movement during the school day. With a large student body, it has been essential for the school to establish a reliable way to monitor attendance and ensure students are using their time effectively. Implementing a management platform has allowed smoother coordination, where students can sign up for various sessions and teachers can track where students are. By addressing these challenges, Pinkerton Academy continues to refine the flex period, which remains a work in progress aimed at maximizing student engagement and support.
How does one school help students get extra help and enrichment, while building connections that make their 3,000 student campus feel smaller? Learn from Head of School Dr. Tim Powers in this episode.
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