Educational Plan

 

Educational Program: Philosophy and Instructional Methods

Much like its predecessor The Chicago Academy High School, Collins Academy will continue to support future teachers by pairing them with highly qualified mentor teachers and providing them professional development through National-Louis University. Grounded in the principles of rigor, relevance, and relationships, students will receive academic training, community service opportunities, and work related experiences within a purposeful and reflective environment. This commitment to reflective learning is at the heart of the Collins Academy experience.

 

At Collins Academy High School, a challenging and meaningful learning environment will assist students in becoming life long learners. In short, Collins Academy will equip students to reach their academic goals and impact their community and the world. Building on the foundation of The Learner’s Life as developed by The Chicago Academy High School, Collins Academy will continue the work of curriculum, instruction, and assessment. Augmenting the mission of reflective learning and in conjunction with the Gates Foundation’s emphasis on the complimentary components of rigor, relevance, and relationships, the following section demonstrates how these principles will inform the academic and cultural life at Collins Academy:

 

Rigor –

Structure

• School structured into smaller learning environments in order to support high student achievement

• Lower School: 9th & 10th Grades comprise this house where small groups of teachers and counselors share same students for two years – known as looping

• Upper School: 11th & 12th Grades comprise these two houses where students share same counselors and many of same teachers for two years

 

Seminar Series

• Course taught by teachers that provides community engagement and college and career prep, along with life skills and literacy acceleration

• Teacher-created curriculum units (tied to Illinois Learning Standards and ACT College Readiness Standards), common assessments, and data feedback loop through extensive professional development

• Interim Assessment Initiative -- Work designed to help network schools align curriculum, assessment, and instruction with ACT College Readiness Standards. This curricular and assessment refinement at the new high school will lead to improved instruction and increased rigor in that teacher’s can design their lessons around specific areas of student need.

Professional Development

• Six-week summer professional development for teachers before the start of the school year

• Regular teacher collaboration to refine curriculum and adjust instruction as needed during common planning periods

• Staff training in mentoring/cognitive coaching and Seminar Series curriculum, two innovative features of Collins Academy

• Staff training in meeting students’ social and emotional needs and in adequately serving students with special needs

• Training in Chicago Public Schools’ High School Transformation Project

Best Practice

• Student Portfolios – students keep a reflective portfolio and present as promotion and graduation requirements

• Staff Portfolios – teachers and residents keep a reflective portfolio

• Additional academic support with lunch time and after-school tutoring, study hall, and early intervention by counselors

 

Relevance –

• UMOJA, based in North Lawndale, helps develop community experiences as well as part of Seminar Series curriculum (tentative partnership)

• Partnerships with community-based organizations, as well as city businesses and universities

Enrichment Opportunities

• Variety after-school enrichment opportunities

• Dual enrollment through universities such as National-Louis and University of Illinois at Chicago for seniors

• 10-week work internship for juniors that is tied to their career interests

 

Relationships –

School Design

• Smaller learning environments to support personalization

• Two counselors assigned to the Lower School and two to the Upper School, with counselors assisting teachers in the Seminar Series and advising student 

  clubs

• Counselor, assistant principal, and core teachers aligned with same students for two years in Lower School – looping

• Bi-monthly assemblies to build community and school spirit, re-enforce core values, affirm positive student behavior, display student work, and feature guest speakers from the community and the city.

• Lower School students fulfill service learning hours in SLCs to build community

Families and Community Engagement

• Family involvement on Parent Advisory Council

• Regular family involvement in the life of the school (i.e., volunteering, reviewing student work, accompanying students on field trips and service learning projects)

• Regular, mutually-beneficial relationships with community-based organizations (i.e., students receive tutoring and serve at local neighborhood groups; students complete work internships and summer jobs at community groups)