Embedded Files
The research guiding our reflection practices comes from "Foundations for Young Adult Success: A Developmental Framework" by the University of Chicago Consortium on Chicago School Research.
Character
Character
The second dimension of student achievement—Character—examines students' ability to become effective learners and ethical people who contribute to a better world.
Since our initial EL Education credentialing five years ago, Polaris has intensely focused on EL Education's Core Practice 22: Fostering Habits of Character and Core Practice 31: Communicating Student Achievement. Within these practices, Polaris' priorities have been:"Students can articulate what they have learned and speak to their own strengths, struggles, goals, processes of learning, and preparation for college and career success," and, "Students regularly self-assess how they are working to become ethical people. Students document their Habits of Character qualitatively with examples and other evidence in reflections. They can articulate the link between their Habits of Character and their relationships in the community."
Polaris’ core values for character development center on the Points of Polaris—Integrity, Compassion, Explorer, Critical Thinker, Active Citizen—and are an integral part of our learning community and school culture. Using the Points of Polaris as our foundation, we have meticulously crafted and refined our structures for student reflection and leadership in fostering ethical people.
Below, our portfolio will evidence the following:
Polaris students become more ethical people through ongoing reflection.
Polaris students become more ethical people through ongoing reflection.
Ongoing Reflection
Ongoing Reflection
"We do not learn from experience. We learn from reflecting on experience." -John Dewey, University of Chicago
Reflection has always been critical to the success of our students. When our school opened, staff created a vision for the ideal Polaris graduate that backward mapped the Points of Polaris by Grade Level. For the last five years, we have obsessed over creating structures that allow students to realize this character vision. Our theory of action was: If students can name how their thoughts-actions-words impact themselves-crew-community, and if students were provided with the training-tools-space to lead in developing their own and others' character, then the Points of Polaris will live deeply across the school and beyond.
Based on the research of Dr. Camille Farrington at the University of Chicago, we have organized the different types of reflection—describing, evaluating, connecting, envisioning, and integrating—into common practices across the school. Examples of this work can be seen in selections from our Vertical Reflection Tools and Student Reflection Samples. Because of our alignment, students have been able to effectively use daily and weekly formative reflections to be able to speak eloquently of their global growth in becoming ethical people at student-led conferences and passage presentations.
The ultimate reflection students engage in as Polaris students is known as their Final Word; passing this presentation is a graduate requirement for every eighth grade student. Linked below are the Final Word texts and videos from four acutely different students in our 2019 graduating class. Listen for how they reflect to understand where they have been, how they have grown, and why they are prepared for their journey after Polaris.
Student Leadership
Student Leadership
Reflections from Peer Mediators.m4vSee our students in action during the annual Restorative Justice Practices: Building Classroom Practices for Greater Equity institute.
Peer Mediators
Peer Mediators
How can we support students who struggle with becoming a more ethical person? Student leadership.
Peer mediators are part of the Restorative Practices used at Polaris; we believe in a principles-based approach to discipline and rely on student leadership to ensure the Points of Polaris live throughout the school. Peer mediators guide students through conflict by modeling productive resolution skills and promoting reflection during times of need.
“Peer mediation helped me be able to relate to other people’s issues … and let them know that I’ve been there before, this is how I got over it, this is how I got it resolved, so they can use the same techniques. It helped me become a more open person, more open and compassionate.” -Mehki Moss, 7th grade
The linked video highlights peer mediation's school-wide and personal impact in creating ethical people.
Ethical People
Ethical People
The impact of refining our ongoing reflection practices and facilitating student leadership has been remarkable. The embedded three graphs above are from the University of Chicago's annual school climate survey, which includes student responses to the categories of school connectedness, student-peer relationships, and emotional health. The question set for each category is listed directly below the graph and can be respectively connected to the degree in which students feel they belong, the respect they receive, and their ability to help others. The data shows a direct correlation: as we refined ongoing reflection and increased student leadership, students reported a dramatic increase in every category, particularly emotional health (i.e., helping others).
Continuing a Culture of Crew
Continuing a Culture of Crew
Light Leaders
Light Leaders
How do we sustain a culture that supports developing ethical students? Traditions, rituals, and celebrations.
The highest honor one can achieve at Polaris is to be recognized as a Light Leader in Community Circle, a bi-weekly school-wide assembly. Light Leaders are students and teachers who embody one or more of the Points of Polaris and are nominated, reviewed, and selected by their peers.
During the Light Leader Ceremony, students and staff share their reflections and provide evidence to the entire community why they believe a person has earned the honor of becoming Light Leader. The new Light Leader is “shirted"—each star adorning their t-shirt shows how many Points they have achieved. While parading with the ceremonial torch through Community Crew, the Light Leader receives cheers, high fives and hugs from proud students, staff, and parents. They ascend the stage as Light Leader and address the entire school with the call out “Polaris!” All shout back: “Rise Up, Rise Up!”
Staff Crew
Staff Crew
How do we sustain a culture that supports developing ethical students? Connection and belonging.
We know that student culture will never outpace staff culture; as a Staff Crew, we mirror the work we ask of our students by engaging in becoming more ethical people through ongoing reflection. Every year, we develop a school-wide learning target (e.g., I will lead with integrity and compassion) that guides our weekly work together where everyone is seen and heard.
The linked video showcases what Staff Crew at Polaris looks, sounds, and feels like.
Polaris students continuously show remarkable mathematical growth through problem solving and discourse.
Character
Polaris students become more ethical people through ongoing reflection.Character
Polaris students are active citizens; their authentic, personal voices are heard in high-quality work that connects academics to real-world issues.
At Polaris, we have dramatically improved our strategic planning process and shared leadership practices that have allowed for focused, sustainable school growth.
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