Coming of age
Charter opens new chapter with first class of seniors
by Maggie Casey
Animas High School is coming of age. The seniors who walked through the
doors this fall will be the first class to walk at graduation this
spring.
“There continues to be an incredible amount of change at Animas High School,” Head of School Michael Ackerman says.
But there’s two types of change happening. First, the change that folks
can see – four grades, full classes and a building that has steadily
been remodeled to accommodate the physical growth of our school
community. The second layer of change that is happening at AHS is not
visible. “This change correlates to the life cycle of our school,” he
said. “AHS is transitioning from the ‘start-up’ phase to a new chapter
of sustainability.”
Animas High School, Durango’s charter high school located across the
street from North City Market, occupies a former strip of stores that
has been masterfully converted to working classrooms, offices and a
cafeteria. Teacher Lori Fisher, who has been with AHS since its first
day, remembers those early days fondly. “For example, when we started,
we had no building, so that was exciting,” she said.
The current building has allowed for growth within AHS, but as Ackerman
points out, teachers and administrators are no longer as concerned with
curriculum, student enrollment and remodeling. Instead the “new
chapter” will focus on refining academic programs, solidifying student
enrollment and finding a permanent space other than the current leased
one.
“We’ve adapted and refined our school to respond to the direct feedback
given to us by students, staff and this community,” Ackerman says.
Student involvement at AHS is weighted heavier than at most schools.
Fisher, who teaches 10th grade humanities, says, “Students know they
truly have a voice in the school, and on the flip side, with that voice
comes responsibility.” For example, students are involved in
interviewing prospective teachers. Fisher says some of the best
interview questions come from students.
Student accountability in a small school is part of AHS’ larger
“culture of excellence,” Ackerman explains. “When you know that everyone
in the building has your back, you can feel secure in shooting for the
stars; confident that if you fall short, you’ll be picked up by those
around you,” he says. “It is an area of the AHS experience we are
tremendously proud of.”
AHS does not rely on text books or a linear model of education but
instead utilizes the method of project-based learning, which is defined
by the AHS website as “Learning by creating. Learning by thinking.
Learning by presenting.” The process usually results in a performance or
exhibition where the students educate parents, teachers and community
members on their focused subject of investigation.
 |
| Senior students participate in a
discussion led by humanities teacher Matt Hughes last week at Animas
High School. This year’s senior class will be the charter school’s first
to graduate./Photo by Steve Eginoire |
The concept is to elevate every student to his or her fullest potential
by using their individual conceptual and analytical skills to get a
stronger grasp on material. “I think that project-based learning is
successful because of the clear focus on student engagement, and the
fact that a well-designed project does three things: Challenges
students at every level, creates a sense of relevance, and builds
multi-faceted skills,” says Fisher.
The project-based format also aims to emphasize individualism. “The
culture here, at its heart, is one that celebrates differences,” Fisher
says. “I try to approach my students as the quirky individuals they are,
and try to get them to approach other students in the same way.”
For example, advisory groups at AHS stay with the same teacher all four
years of a student’s high school career. “I find that this longer
relationship really helps students to feel more comfortable in coming to
me with problems and concerns, and that the depth of that relationship
allows me to help students in ways that really fit their individual
situation and personality,” says Fisher.
Teachers are also able to cater to their advisory classes, whether it’s
teaching freshmen how to manage time and be successful or helping
seniors navigate the college applications maze and “support them in
taking their first steps into the adult world,” explains Fisher, who’s
current sophomore class will focus on the relationship between peace,
violence and power in the 20th century.
And perhaps more varied than the students themselves is the wide range
of ways in which present their projects. Humanities teacher Jessica
McCallum’s freshmen performed “A Midsummer Nights Dream” using puppets
to interpret what is considered one of Shakespeare’s most confusing
comedies.
“What I was most proud of was their ability to organize and use real
world skills to perform a Renaissance drama; for some kids Shakespeare
is not relevant,” she said. “I was blown away by their achievement.
Performing exhibits a level of understanding that cannot be achieved by
simple recitation. Besides, Shakespeare plays are meant to be performed,
to be lived and not just read.”
One year, Fisher instructed a unit on genocide that required students
to artistically represent through stories, songs or visual art
(including sculptures) the historical significance of his or her
particular area of focus, whether it was in Darfur, Tibet, Rwanda or
Germany, among others.
Another exhibition was a visual display of the principles of mathematics that brought theories to life for audience members.
During the exhibitions, students dress professionally and try not to
soil their ties and dresses with salsa from the Spanish food exhibit or
the molten cake that is representative of certain chemical reactions.
While project-based learning allows students to use their strengths and
individual talents to learn and succeed, it can be a challenge for
teachers. Fisher, who received her Masters in Education from Stanford,
says she was lucky enough to begin her career at High Tech High, the
California school open which AHS was based. “I was thrown into the deep
end of project–based learning as a first year teacher,” she recalls.
“While it was quite challenging to develop an entire curriculum from
scratch, ultimately I found the process and the results I saw in my
students incredibly rewarding.
Fisher said she appreciates the freedom it gives teachers to
address the passions and needs of students. “I really feel that I can
teach what I am passionate about,” says Fisher.
In light of the teacher strikes in Chicago, the nation’s third largest
school district, such freedom seems to be a luxury when it should be the
norm. While Chicago teachers shout “Enough is enough” it may be
difficult for an educator in Durango to fully grasp the desperation of
the situation.
Ackerman speculates on whether or not the success and impact of an AHS
education can be replicated in urban or larger schools of more than
1,500 students. “We like to think a rising tide lifts all boats,” he
says. “We’ve seen (Durango) High School divide their program into three
schools within a school. We’re very interested in seeing how a ‘culture
of excellence’ can be replicated within that new approach. We’re also
excited to see how the project-based learning model works in a larger,
more traditional environment. The true success of project-based learning
will be evident in how this methodology translates in other schools
with different demographics and resources than AHS.”
Just as each student has different strengths, goals and needs, each
educational experience must be flexible and adapt to both students and
environment. Although some community members were concerned that AHS
would have a negative effect on enrollment and funding at Durango High,
such pessimism has been overcome.
Ackerman insists, “There’s been a ‘one community, one goal’ initiative
in play for three years now … It’s about having educational options for
all students in Durango. An education is not a one-size-fits-all
endeavor.”
In closing, he said the fact that the school will soon graduate its
first class of seniors speaks for itself. “AHS is for real and no longer
do we question if a Charter School of Choice can be successful in
Durango,” he says.
And, as AHS graduates its first class, the institution also passes into
its next phase of education, which only appears to be more promising.
“I haven’t seen any negative changes – we’re moving up in the world,”
says Fisher. “In five years, I would like to see AHS in a beautiful
permanent building with the faculty we have now.”
