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Raising humans: what the world requires to be helpful, competitive....believe in the genius, goodness, potential of human beings

Inspire and equip humans in their path of development

Humans coming together as a part of community...striving toward growth to impact the world in a positive way (calling/gift/etc.) in a unique way...help them in that journey

learning design: mixed age learners ina dynamic, interactive...learning by doing, over time shouldering more responsibility to develop lifelong skills. Skills for learning matter.

Structures...day-to-day, how we begin the day, end the day, and the task within the day

Workshop Model: Increase/add flexibility...how and when work gets done

Role of the guide: Moving from typical teacher role (lesson through teacher/directly transferring info); coaching, setting goals, distractions, equipping with tools, hero stories, equipped learners in the process, support learners to feel ownership of their studio that resemble systems in a broader society--accountability, systems of support, incentives, authentic conversations, vulnerability

Learning by doing with real exploration of materials...meaningful and curiosity; connected to real life experiences

Equipping the learner to grow...reflective process of helping individual children, studios, etc. grow and learn and gain skills they get to practice and demonstrate; real challenges

Growth mindset as they drive their own learning

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Space that feels welcoming and comfortable...ownership of their space and time including caring for their space and community

Projects and classwork being immersed in the community: field studies, getting to know people in their surrounding community; feeling grounded in their community

Multi-age groups, mentorship (big brother-big sister)

Flexibility in and out of the studios...wondering about approaches, what to do....collectively living the vision as significant members (families, children, guides, etc)

True collaboration: sharing ideas to grow together

All adults are actively involved: children should be seen and heard, loved and valued by everyone

Collaborative efforts toward small groups/large groups, working to create a newsletter, yearbook...community work that brings group together

Workshop model where children are working an producing work meaningful to them

Learning environment/studio-type space with real tools and materials accessible to kids

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Using the word learner vs. children; culture of learning, emphasizing growth mindset. Limits and boundaries of both (kid). Adults "rule the society"... I'm a submember

Adults as mentors, elders should be looked to as wisdom..."shared power"...is that really what we want?

Adult control...telling what needs to occur; authoritative

Role of the adult: guiding, supporting mentorship...inspire and equip children with resources and being explicit at times (with tools); materials, one-on-one check-ins, mini-lessons

Guide roles...authority vs. an our community lens and approach

What does this look like in action/practiced throughout the entire school community

Alignment from bottom to top, top to bottom, every which way

In-the-moment decisions (habits) is often telling as opposed to thinking through behaviors, commitments, agreements with the intent of helping them grow

Adults "on-duty" are also integral members of the community supporting active engagement

Grown-ups need to be in spaces to supervise but should be actively engaging with children  (ROLE & EXPECTATIONS OF ADULTS)

What is offered within the environment during non-studio times

How do schools operate as a way to reflect vs. what do we want to implement, who do we went to be in terms of our values, beliefs, agreements, etc.

Intentional limitations of power where everyone has responsibility and a voice (in action)

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ANDREW

PM Learning Design, Studio systems...what they need to thrive and function well, what does a Guide look like (norm setting and clarity)

Writer's workshop, genre studies, Quest, reader's workshop, math workshop

Morning launch and closing guidance (what does it look like)

Roadmap for on-boarding

Series of learning...mindset, learning design components

JESS

Structured step-back: day of observations  (who's here, data, what are they doing, where are we, where do we want to go from here)

What we said we wanted to be and what's currently occurring

1-3-5 year vision, roadmap, plan: program and curriculum with finance and budget in mind

Guide training and support

Structure for leadership meetings; collaborative structures to work with one another (PLCs, admin, etc.)

What does a guide look like...what we're looking for in a guide

Moving from level-to-level Having badges (competencies, grade level)

Staff training/development, equipping guides with workshop models, SEL, building community, etc.

Parents: Communicating with families about PM, logistics, expectations, community

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Guide review

Printed

2022 version (spring semester)

Binders/bound

Middle school needs to be finalized

Input social studies and science for all grades

External set of eyes (ADE, families, children, etc.)

Plan
January 21 meet to explore, discuss, plan
January 28th AM Meeting; Meet with Guides for feedback
Utilize as a tool with the learners the week of February 28th

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HIRING GUIDES

Job descriptions, vision... what needs to change

Send Isela the current job description

Jess and Isela will meet to come up with scenarios

Hiring process

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Recruitment that is compelling
Why work at Phoenix Modern
What does it mean to be a Guide
Arizona Education Board/Charter Board/other sites

Jot form hyperlink
Essay questions

Mindsets:

Emergent experiences...keying into interests and growing them

Resourceful

Outside the box thinking

Best relationship with child...how is that defined; What does that mean for you

Lifelong learner, consistently investigating and learning

Flexibility

Humor, even as a coping strategy

Magical moments with children

Emotional vulnerability

Real Scenarios

1. Partnerships with Families (See Saw and other Apps for Communication, End of Week Connections, Excitement about what's happening...what excites them about Phoenix Modern)

2. Organization of time

3. Organization of space

4. A child's data and what they'd plan to support this child learning and development

5. Organizational culture...interdependency, supporting one another

6. Communicating, conflict

7.  Picking a topic to create an integrated web; how might you connect the dots

8. Influencing and inspiring; how might you illuminate a topic instead of just tell about it

9.  How might you introduce a topic (choose one)

10. Building community; a child not included

11. Being proactive looks like to them

12. What are you curious about?

13. Are you curious about learners?

14. Capture videos when on campus (candidate)

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Job description responsibilities (1/26 Post)

Aligning it to create reflective tools and evaluation

Building a process for screening and interviewing and decision making

5 minute video...what is a guide at Phoenix Modern (What resonated with you, different from past experiences, challenging for you, what did you notice about the children in the video)

February contract offer with very clear vision for the upcoming school year

We're still building the ship

More visible for jobs on website

Inspiring, equipping (systems, framework, tools)

Side note: Socratic discussions...facing distraction, 7 sins of communication, wayfinding, SEL, etc.

Values (set of beliefs for families)

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Consolidated hiring documents (from 1/21 meeting)

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Consolidated hiring documents (from 1/21 meeting)

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Opening/Closing Circle
Writing workshop mini-lesson
Math small group
Exhibition
Artifacts
Learner's work

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Work backwards from what guides need to be prepared.

- Our big picture vision and beliefs
- Role as a guide (refer to JD)
- Communicating with families (session updates: launch midpoint updates, closing ) (weekly posts on learners work/progress)
-Staff communication channels/process
- What to do with an incident/concern
- Language/Growth Mindset Praise
- Studio Management/Behavior Systems
- Urgent/Important matrix
Framework, Recipe, World Class Examples (look like, feel like, sound like):
-How to of workshops (math, writing, reading)
-How to launches and closing circles
- Walking through a typical day/week
-How to quest/exhibition

HOW DO WE TAKE CARE OF SELF, OTHERS, THINGS:
-Adult care/self regulation
-Adult behavior norms /how we talk about learners
- Solution orientated
-  Strengths based
-  Growth Mindset
- Curiosity not judgement
-Getting to know our families
-How we disagree/challenge each other
-Master duty schedule/team effort/how we support each other
Autonomy, Mastery, Purpose + Joy
Meaningful, relevant, tangible learning experiences
Core value days?
Personnel Handbook/Expectations
How we use days without learners
This is what it looks like to be prepared

Artifacts:
Personnel Handbook
Family Handbook
Guide Playbook
Badge Tracker System <-Jess
Genre Unit Plans (examples) <-Jess
Quest plans (examples) <-Jess
Evaluation/Feedback Tool using JD responsibilities
Self Reflection Form (Whole-person framework)

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July Orientation

Welcome + Short journey thus far  + New staff introduction (10 min)

Goals/priorities/commitments for the coming year   (10 min) (Jess- cohesive experience across school/strong culture; raising academic bar; continuing to build relevant, meaningful quests)

Review Handbook

What Phoenix Modern is/What it isn't (15)

"My kid wants to study whatever they want, whenever they want."

"My kid can't focus or sit still in public school."

"Accountability = shame"

Academic responsibility?

Self-paced but also.. keeping a pace. ..

No homework, BUT...

Working in partnership (encouraging self-advocacy) /how we communicate

The benefits and realities of being a small staff

Newsletters/communication (read them)

Calendar

Ways to get involved

What to expect at launch..

Send some resources after:
- Tip sheet (language, helping kids through emotional stuff; homework; questions to ask)

Family Launch

Messages from Guide

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Math diagnostic? What is everyone's baseline?

How much math per day is independently? Khan Academy, Woot Math...
What are the skills to be mastered and what are the best tools available for learners to use.
How is guide and learners tracking progress?
Does the criteria actually prove mastery?
For all levels, how do learners prove mastery?
How do we best equip learners with a variety of resources (digital, vocab wall, math talks, etc.)

What is reading diagnostic? MAP?
How build a culture of reading for joy/personal interest.

Badge Tracking system

Writing Workshop
Create genre study unit plans

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We imagine a community of learners driven by an innate sense of wonder, where children experience joy and loving relationships, and the learning approach is designed to support a lifetime of growth.

At Phoenix Modern, we believe that children are capable of anything, but how they learn and the pace at which they learn is unique to each individual child.

We use a mastery-based grading system for reading, writing, and math. Unlike a typical grading system, a mastery-based system only allows learners to progress when they are ready. We do not force a child to move forward with only a limited understanding of the content, which is both frustrating and demeaning to the child as a competent and capable learner. We give children the time, space, and support to become fully confident in each skill before moving forward. When a child has mastered a skill or piece of content, he simply moves up to the next level. There will always be another level, because there is always more to learn.

We document and capture children’s learning and growth continuously over time, rather than assign fixed grades to learners’ learning. This common practice, used both in Reggio Emilia and in Montessori schools, allows for us to capture snapshots of a child at a moment in time. That snapshot does not label the child. Rather, it helps us to paint a picture of where each child is academically, socially and emotionally in that very moment, and it allows us to design thoughtful experiences to continue to foster his or her growth and development.

EXTENDED DAY AFTER SCHOOL PROGRAM

BEHAVIOR GUARDRAILS & DISCIPLINE POLICIES

At Phoenix Modern, we are striving to build a safe and loving community for learners. We believe in the potential of every child and are committed to helping them as whole beings - socially, emotionally and academically. We ask that children and families honor our commitment with their own commitment to contributing positively to our safe and loving community.

In the event that a child’s behaviors causes harm to the community or intentionally interrupts the learning of another, the following interventions will occur:

Students may not carry medicine into the school. Parents must give the medicine and written instructions to a guide. For prescription medicine, please send the medicine in the original container from the pharmacy with the child’s name on it and a dated note listing the times and amounts to be given that day. Include whether or not refrigeration is required.

Substance Misuse and Abuse