Introductions 

• It is important for neighborhood schools to survive.
• The process appears to be interesting.
• Want to look at the premises under which alternative schools were established in 4J.
• Interested in the future of choice in 4J.
• Concern about the future of Whiteaker.
• Would like to expand the variety of programs and choice in the district.
• Don’t want schools to get too big.
• Concern about mandatory assessment that is being required by the state.
• Would like to continue to have choice, but with equity.
• Would like to learn more.
• Would like a strong, compassionate district.
• To openly look at choice, in the context of change.
• Look at all alternatives.
• Look at research.
• Fear that recommendations from the task group might be rejected.
• Worried about the affect of charter schools on choice.
• Worried politics will prevail:  “we have always done it this way.”
• Worried neighborhood schools will not survive.
• Caution:  this could be controversial.
• There may be systems in the way of change.
• This may be too big.

Review of Process

Calendar for the Schools of the Future Process

Review of the vision statements adopted by the Schools of the Future Committee. 

• They are student centered.
• Should be more integrated with the community.
• Should be working with other governments and community groups.
• They are pretty “mother and apple pie.”
• Don’t see the word, “teacher.”
• The word “community” doesn’t include other than people with children.  Need to ensure the involvement of the community.

Review of the guiding principles adopted by the Schools of the Future Committee. 

• The use of the term “curricula” in item 5 is too specific and narrowing.  It should be removed. 
• Should involve teachers. 
• The term “comprehensive” in item 3 is not clear. 
• Schools should encourage analytical and critical thinking. 
• They are so “motherhood and apple pie” that one could slip anything through. 
• Are thinking skills here? 
• The phrase, “individual potential,” is missing. 
• It is a problem that things are targeted to academics that force kids to make decisions too early.  Fail to deal with life skills. 

Charge to the task group. 

• Suspend disbelief. 
• Don’t make assumptions. 
• Listen, don’t judge. 
• Share mental models. 
• Create opportunities for team learning. 
• Use inquiry and advocacy appropriately. 
• Use skills of dialogue. 

Group agreements. 

• Start on time. 
• No proxies. 
• Use consensus to reach decisions. 
• Use a process to assure consensus:  80/20, five finger, etc. 
• All opinions are to be respected and valued. 
• Come prepared. 
• If miss a meeting, take responsibility to be briefed and review the minutes. 
• Have fun. 

 Meeting Dates 

People will provide information about their availability for meetings and a proposal for a regular meeting schedule will be reviewed at the next meeting. 

Agenda for next meeting