Are internships or other forms of work-based learning required of CPESS students?
Is there a systematic approach to career exploration at CPESS?
There's an old-fashioned idea concept called "mental faculties" that reminds me of our CPESS notion of "habits of mind" [perspective and viewpoint, evidence, connection, relevance and supposition].
In the last two years of CPESS, we don't worry about whether the work is at a nonprofit agency.
As we walked through the doors of CPESS, we immediately began to understand.
CPESS co-director Debbie Meier believes no one can learn responsibility toward others when those others are anonymous.
In CPESS's school district, fully 50 schools now occupy 19 buildings.
Small classes, in which students and teachers can get to know and appreciate each other, also seem out of reach, especially in a poor, inner-city school like CPESS. Yet, there are only 18 students in a typical CPESS class, a feat accomplished in part by virtually doing away with administrators.
Defining "rigor" as Resnick and Hall do, CPESS
and the Philadelphia curriculum are calling for students to be placed in demanding long-term intellectual environments in which the rigor stems from holding students accountable for intelligent behavior of the kind described above.
Instead, we at CPESS proposed that the justification that a particular subject, discipline, or competency be required for high school graduation must rest on its equal importance to all vocations and all occupations, with particular importance assigned to those vocations that are shared by all - our tasks as citizens.
Or, in the words of the fifth habit of mind we seek to instill at CPESS, So what?
is one of the "partnership schools" - schools that have developed assessment and accountability mechanisms that enable them to pursue innovative models of learning.