Oakland International High School: A Thriving Community School for Oakland's Newcomer Students
Saved in:
| Title: | Oakland International High School: A Thriving Community School for Oakland's Newcomer Students |
|---|---|
| Language: | English |
| Authors: | Charlie Thompson, Learning Policy Institute |
| Source: | Learning Policy Institute. 2023. |
| Availability: | Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2023 |
| Sponsoring Agency: | California Endowment Stuart Foundation Sobrato Family Foundation |
| Intended Audience: | Practitioners |
| Document Type: | Reports - Evaluative |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High Schools, International Schools, Community Schools, Immigrants, Refugees, Public Schools, Student Needs, Educational Practices, Student Centered Learning, Student Centered Curriculum |
| Geographic Terms: | California (Oakland) |
| Abstract: | Entering Oakland International High School is like walking into a brighter and more welcoming world. Conversations in as many as 35 languages float through the sunny courtyard, where students come from nearly as many countries. Every student at the school is a newcomer, which means they have been in the United States for fewer than 3 years. Oakland International opened in 2007 as part of a network of public schools that exclusively serve newcomers. Since then, the school has grown into a robust community school with structures, practices, and partnerships that support and engage students--from medical care to support their health and well-being to a student-centered curriculum to support their academic success. This report examines the structures and practices in place at Oakland International High School that allow students, families, educators, and partners to experience a tight-knit and welcoming school community. This exploration of Oakland International's student-centered community school approach identifies six key takeaways for practitioners: (1) Relationships are essential and are supported by structures and practices such as cohorts, advisories, parent teacher home visits, and restorative circles; (2) Experiential learning, college-preparatory classes, and language acquisition are synchronized and mutually reinforcing, especially when bolstered by meaningful assessment; (3) Working with all students--especially newcomers--requires a coherent, culturally responsive approach that incorporates cultural humility, an inquiry mindset, and a willingness to adapt to meet students' needs; (4) Community school supports and partnerships expand the capacity of everyone on campus; (5) Ongoing professional development and dedicated planning time are key to staff learning, effectiveness, and sustainability; and (6) A continuous improvement lens, coupled with a commitment to collaborative problem-solving, leads to meaningful innovation. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED642542 |
| Database: | ERIC |
| Abstract: | Entering Oakland International High School is like walking into a brighter and more welcoming world. Conversations in as many as 35 languages float through the sunny courtyard, where students come from nearly as many countries. Every student at the school is a newcomer, which means they have been in the United States for fewer than 3 years. Oakland International opened in 2007 as part of a network of public schools that exclusively serve newcomers. Since then, the school has grown into a robust community school with structures, practices, and partnerships that support and engage students--from medical care to support their health and well-being to a student-centered curriculum to support their academic success. This report examines the structures and practices in place at Oakland International High School that allow students, families, educators, and partners to experience a tight-knit and welcoming school community. This exploration of Oakland International's student-centered community school approach identifies six key takeaways for practitioners: (1) Relationships are essential and are supported by structures and practices such as cohorts, advisories, parent teacher home visits, and restorative circles; (2) Experiential learning, college-preparatory classes, and language acquisition are synchronized and mutually reinforcing, especially when bolstered by meaningful assessment; (3) Working with all students--especially newcomers--requires a coherent, culturally responsive approach that incorporates cultural humility, an inquiry mindset, and a willingness to adapt to meet students' needs; (4) Community school supports and partnerships expand the capacity of everyone on campus; (5) Ongoing professional development and dedicated planning time are key to staff learning, effectiveness, and sustainability; and (6) A continuous improvement lens, coupled with a commitment to collaborative problem-solving, leads to meaningful innovation. |
|---|
