A new model of
educational entrepreneurship
in the public education system
How far will the ripples spread?
Tuition Free Public Charter School
7th – 12th Grade
Historical Perspective

Born out of the progressive, communal model of
Miles Horton and Paulo Freire (1930s)
 Theoretical underpinnings from John Dewey
(1900) & Ted Sizer (1980s & 90s)
 Practical lessons from the open school
movement of the 1960s & 70s
 One of few schools in the country to truly
integrate student interests and performance
assessment with systemic high standards and
the latest technology
The Future is Here,
Are You Ready?
“The Minnesota New Country School
is a learning community committed to
quality personalized project-based
learning with demonstrated achievement.”
Enter the doors of innovation…
Creating a “Win-Win” Environment
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Students get
unbridled attention
and activity
 Parents get constant
communication and
feedback
 Teachers get a sense
of professionalism
unheralded in public
education
Teachers as Owners model

Teachers organize
themselves in a small
professional association
 The association negotiates
a lump sum contract with
the governing board
 Teachers perform their work
in a spirit of ownership and
are accountable for
everything from the learning
program and student
achievement to facility
management and school
finance
Governance Model
Democratic principles of governance –
decision-making model gives equal voice to all
 Teacher Professional Practice - teachers take
genuine ownership and accept ultimate
responsibility for student achievement, school
finance, and professional development
 Professional Development Plans for all staff
 Peer evaluation, performance-based pay and
at-will agreements

Changing the relationship between
the board and the teachers…
 Board
becomes a purchaser of
educational services and other related
contracts
 Board focuses on goal setting and
monitoring performance-based
agreements
 Shared ownership offers teachers true
site-based management and control of
resources
Learning Model
 Grounded
in a Constructivist Framework
 Project-based learning is the core of the
learning program
 State standards are met primarily through
projects, not classes or courses
 Projects are student-initiated and studentdriven
 Performance-based assessment is a
critical means of assessing students
Learning Model (continued)
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Assessment of life skills is a key outcome
Advisory Groups of 15-20 students are teamed
with each Generalist Advisor
Public presentations of student projects are part
of the design plan
Full integration and broad application of
technology
Facility allows for open, flexible space and
personal work stations for students
Facility provides a public presentation area
Open spaces encourage
collaboration
VISUALLY . . .

A classroom without
walls – 17,000 sq. ft.
building
 Mostly unpartitioned,
open space filled with
student and advisor
workstations and
meeting/work tables
STRUCTURALLY . . .

A high school without
high school courses
 No daily course
periods
 No high school bells
A community member donated a Silo
that provides a unique,
quiet space on the inside
…and a sliding door on the back of
the Silo opens up to create a stage!
Refocusing the use of technology

To a central and
integral part of the
learning process
 To be directed by
students
 To enhance student
presentations
Every student has their individual
work space and ready access to
technology – wide array of software
and access to the internet
Teachers take on the role of
Advisors
Connections to caring adults
motivates students to master
an academically rigorous,
relevant curriculum
Changing the role of the teacher

From lecturer and
director of instruction
to resource provider
and participant in the
learning activities
Advisors collaborate with one
another throughout the day . . .
Students work independently
and collaboratively
Students work together on their math
A time for silent reading
Students earn their freedom…

Expectations are
made clear to all
students
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Students earn
privileges and
freedoms based on
their performance
Students take pride
in keeping their school clean

Each advisory group
takes on the janitorial
duties for one week at
a time
 Students hold one
another accountable
for keeping the facility
clean
Students acquire knowledge, attitudes
and skills to engage in
sustained, lifelong learning
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Define their own roles,
tasks, and time
management
Learn how to
communicate, show,
affect, produce, and take
responsibility
Understand and apply
complex ideas and
processes
Develop depth of
knowledge and master
integrated skills
A Purely Project-Based School

One that asks learners
to devise, develop,
process, self-assess,
produce, and perform a
long-term project
 One that provides
students with an
opportunity to learn how
to learn, learn about the
world, learn who they
are and what they want
to become
Project Proposal Form
Project Proposal Form (Continued)
Performance Rubric
Student Performance Goals

All students are required to complete 10 project
credits per year (approximately 100 hours per
credit)
 Interdisciplinary projects are developed around
an individualized learning plan with input from
the student, parent and advisors
 Projects must meet the requirements of the
State Standards
 To graduate, seniors are required to design an
in-depth, interdisciplinary Senior Project
Intrinsic motivation is a natural
by-product when students…
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Can choose what they will learn
 Have time to really investigate something of
interest
 Are truly responsible for their learning
The door of opportunity is opened to
learning worthwhile, meaningful skills
Creating a
Resource-rich Environment
Media Center

Resource Library including a wide array of books,
videotapes, software programs, digital cameras, etc.
 Another quiet space to work
 Includes additional resources for students with special
needs
Incorporating “The Arts”
Students are in the process of
completing a Stained Glass Mural –
reflecting the beauty of diversity
Students have created
stained glass panels for
front and side doors
Artists in the making…
Let the music flow…
Students share their talents
with one another
History comes alive . . .
. . . A student gives relatives a
tour of the school and explains
about the Holocaust project that
is displayed on the walls
Relatives share with students
about their experiences during
World War II . . .
Hands-on Science
. . . In the science lab,
or where ever you find it!
The Greenhouse
Auto Shop
Students work on a car they
pulled out of a ditch full of
water during heavy rains
Student project resulted in
an experimental, high
performance vehicle that
exceeded 280 mpg!
Serving the community…

Profit from the soda
machine provides
resources for various
community service
projects

Students take full
responsibility for
related accounting
Student-run businesses
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Students sew logos
etc. for local
businesses
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Profit goes back into
the school budget for
student activities
Documenting
Lifelong Learning Experiences

Students document
learning that takes
place outside the
classroom – with
family and friends and
earn credit based on
the learning that
occurs
 Students share their
experiences with their
peers and advisors
Assessment of learning
Student shares the insights she is
learning through her economics project
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Demonstration of
learning throughout
the process

Requires processes
or performances
and tangible
accomplishments to
be witnessed
Attributes of a High Achieving School
(Gates Foundation)
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Common Focus
High Expectations
Respect and
Responsibility
Personalized
Time to Collaborate
Technology as a Tool
Performance-Based
Transforming Education
and Creating a
Passion for Learning . . .
How far will the ripples spread?