One of the critical stages in the move from teacher-directed learning to self-directed learning is teaching students to think independently. To be effectively self-directed they must learn to think for themselves; to question, to investigate, to build arguments, and to make judgements. These practices prepare them for the original thinking required when they begin to manage and design their own learning activities.

At Francis W. Parker, the faculty employs an inquiry-based curriculum designed each year around an Essential Question, such as, "What is community?" "What is change?" or "What are the patterns?" The essential question generates sub-questions that are pursed school-wide in two academic domains: Mathematics, Science and Technology (MST) and Arts and Humanities (AH). Health and Adventure (HA), now known as Wellness, is under the domain of Student Services. Subject areas are integrated around the questions raised within each domain. Students learn both skills and content through inquiry, projects and other research activities.

Students progress in multi-age groups through three divisions to graduation. Each Division represents roughly two years of traditional schooling (e.g., Division 1: grades 7 and 8). Students move to a higher division by organizing a Gateway Portfolio for presentation to a small audience including their advisors, teachers, parents, peers and members of the community. Students keep portfolios of their best work and select from them for their Gateway presentation. They also include a letter reflecting upon their progress over the two year cycle. The presentation is preserved on video tape and as the program description states, "we honor it by our presence and congratulatory rituals."

Twelve Basic Skills

At Parker School skills play a central role. Every teacher and student in all domains through all of the grades is responsible for progress in the twelve basic skill areas, which are: reading, writing, oral presentation, artistic expression, research, scientific investigation, Spanish language, mathematical problem solving, listening, systems thinking, technology, and wellness.

To guide the progress of all participants -- students, teachers, and parents -- rubrics and criteria for each of the twelve skills are circulated and publicized. The rubric provides characteristics of performance in the skill -- such as scientific investigation -- at four levels of sophistication. At the first level, for example, the rubric states that "You show limited understanding of the question you are investigating." But at the fourth level, "You understand the question you are investigating and identify the variables or specific factors that may affect your investigation."

[You can see this rubric under "Ideas and Instruments" on this web site.]

The Criteria for Excellence in Scientific Investigation outlines exactly what students will be able to do when their performance is outstanding. It includes such features as, "You collect information and ideas about your question," and "You connect your ideas to other ideas in math or science or to real-world use." [An example of Criteria will appear in the next upgrade of this site.]

One of several requirements for graduation is a senior project based upon an Essential Question generated by the student. Recent student questions include, "What makes the news?" "How did we get here?" and "What are the effects of outdoor education on adolescent girls?" The required ingredients of the senior project include following an interdisciplinary approach, collaboration with people outside the school community, a research component, and academic rigor. It is the final step in a school design intended to produce students who are informed and capable of thinking independently. A transition counselor assists students and parents with all aspects of the college application process.

Francis W. Parker, in Devens, Massachusetts, is a member of the Coalition of Essential Schools and was launched with the assistance of Ted and Nancy Sizer.