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ENTRY 2: COMMUNITY LEARNING AND EMPOWERMENT Annotation 1 The title of this entry gives a clue as to the role of the community in this project. Goes to Roles, Relationships, and Power: Promotes shared responsibility and accountability. Annotation 2 The preceding paragraph and this paragraph provide a rich description of the community's history, traditions, language, and culture, and show how the people relate to place in specific ways, such as using local building materials and irrigation systems that have been in place for generations. This helps the reader make sense of what later happens in this narrative, and shows that the writers of the entry have a strong sense of the place. This goes to Connections Between School and Community, since the piece revolves around a school-based event. Annotation 3 Community-based land stewardship is an important point to bring out, given the focus of the learning activities that take place later in the narrative.  Annotation 4 The learning experience that unfolds in this narrative became quite complex over time and drew in more and more community members, but it began simply, with the new principal's need to know his students. The organic way that "one thing led to another"; in this story speaks to the growing Connection Between the School and the Community, and the authenticity of the Process, especially in regard to Welcoming the questions and complications that arise from the work. Annotation 5 Though specific evidence is not presented at this point in the narrative, this claim goes to the heart of Roles, Relationships, and Power, especially Supports adults to take on new roles and Cultivates new leadership. Annotation 6 Goes to Community Learning. Annotation 7 These few sentences are loaded with claims that go directly to the heart of the themes and aspects of Entry 2: Community Learning and Empowerment, including Connections Between School and Community: Honors the local culture, Process: Welcomes the questions and complications that arise from the work, and Roles, Relationships and Power: Promotes shared responsibility and accountability. Annotation 8 Recognizes the expertise of the parents about their own community, and thus addresses Supports adults to take on new roles. Annotation 9 More evidence of Supports adults to take on new roles, as parents became learners. Annotation 10 Goes to Community Learning: Engages adults in learning. Annotation 11 Community interest in sharing their knowledge seems like a necessary precursor to growth on several aspects: Builds school-community connections, Supports adults to take on new roles, Promotes shared responsibility and accountability, and Fosters a culture for learning. Annotation 12 Goes to Builds access, communication, and trust. Annotation 13 The evidence for these changes hasn't been presented yet, but this claim goes to the heart of Fosters a culture for learning. Annotation 14 Parents were involved in instructional decision-making through the PTO. Goes to Builds school-community connections and Promotes shared responsibility and accountability. Annotation 15 Goes directly to Addresses a community problem, issue, or interest. Annotation 16 Goes directly to Supports adults to take on new roles. By surveying the parents, every parent got to consider themselves as someone with something to offer, and their area of ability, wisdom, or expertise was validated. The fact that the teacher followed through (see below) by inviting parents to provide informal and formal teaching in their areas of interest, Builds school-community connections. Annotation 17 Goes to Community Learning, but it is not clear how or how widely the information from the survey was shared. Annotation 18 Goes to Supports adults to take on new roles, and addresses several themes and aspects from Entry 1: Student Learning and Contributions. Annotation 19 Powerful and specific evidence of students learning about place, which is a focus of Entry 1: Student Learning and Contributions. In addition, the parents' decision to take their daughter on a car ride suggests parental engagement in the work, which goes to Engages adults in learning. Annotation 20 This kind of activity sets a foundation for Building school-community connections and Cultivates new leadership. The asset mapping approach specifically values teaching and leadership from sources that tend to be overlooked by institutions, which hints at potential for sharing power, as well. Annotation 21 Example of a specific way that the individual and organizational resources identified through asset mapping were actually engaged in important work at the school. Goes to Builds school-community connections. Annotation 22 Ample evidence of community people being a resource to the school and student learning. It would be interesting to document the learning that the community volunteers gained from their instructional activities. Such evidence would speak to Leads to new community understandings and Engages adults in learning. Annotation 23 Good example of the "offhand" learning of adults who saw themselves primarily as teachers, not learners. Goes to Supports adults to take on new roles. Annotation 24 These building materials and styles are indigenous, so this is an example of the way the work Honors the local culture. Same for the discussion of roof pitch and turquoise that follows. Annotation 25 Evidence of changing attitudes and beliefs of teachers and community members, which in turn fed more engagement of community members in teaching, which in turn validated community peoples' knowledge. This spiraling engagement and validation certainly Leads to new community understandings, and Supports adults to take on new roles in the form of the community taking its place at the decision-making table on more issues concerning the school. Annotation 26 Having students identify their particular learning needs speaks to
an important theme and aspect in Entry
1: Student Learning and Contributions Annotation 27 Example of community members as teachers. Goes to Supports adults to take on new roles and Promotes shared responsibility and accountability. Annotation 28 Specific evidence of the way this work Engaged adults in learning. It seems the making of the topographical map added to the family's wealth of knowledge about genealogy, history, and other aspects of community life. Annotation 29 Evidence of Supports adults to take on new roles: the teachers were learners; the community members and students were teachers, through the vehicle of the topographical maps. Annotation 30 More evidence of Supports adults to take on new roles: the parents were learners; other community members and students were teachers, again through the vehicle of the topographical maps. Annotation 31 This is a profound claim that goes directly to Fosters a culture for learning. It would be good to have more specific evidence from teachers, students, and community members regarding this attitude shift, and it would be good to note explicit connections to the way this realization translated into specific collaborations. Annotation 32 Strong, specific evidence of Addresses a community problem, issue, or interest and Honors the local culture. This, in turn, Builds school-community connections. Annotation 33 This story is a great example of Cultivates new leadership. Annotation 34 Example of role reversal between students and teacher and of teacher learning: Supports adults to take on new roles and Engages adults in learning. Annotation 35 This is a tantalizing sentence that doesn't get specific enough to help us understand whether school district administrators being impressed is a routine thing or a big deal. If it is a big deal, it might go to some aspects of Roles, Relationships, and Power. Annotation 36 This paragraph and these sentences in particular offer information about the interwoven nature of the culture and ecology of the Sapello area. Annotation 37 Good example of Engages adults in learning. Annotation 38 No specifics are provided, but this is a nice development that speaks to Engages adults in learning and possibly Nurtures new relationships. Annotation 39 The story of the artist in residence that follows is a great example
of several aspects of Roles,
Relationships, and Power. The artist came in with "preconceived
notions," and the community members set her straight about the
history of Sapello, their interests, and the place-based approach that
engages the community in the students' learning. Annotation 40 The re-naming of the school without community input set the stage for the community to struggle to take back control, when the artist-in-residence arrived with her "outside" notions. The resentment that preceded the community's reclaiming of the mural project shows that the Process was mature enough to Welcome the questions and complications that arise from the work. The reclaiming of the process also suggests that the mural project Addressed a community problem, issue, or interest. Annotation 41 Goes to Roles, Relationships, and Power, especially Promotes shared responsibility and accountability. Annotation 42 Roles, Relationships and Power. Annotation 43 From the Sign-In sheet, it is difficult to tell which people are part of the advisory council and which are students and parents. The idea that students and parents went to the advisory council to discuss the mural demonstrates the commitment of the people in Sapello to cultivating the Roles and Relationships between the school and community. From the minutes, however, it is difficult to tell what the conversation between the parents, students, and advisory board was like, with respect to how agreement about the mural topic was reached. It would be helpful for portfolio makers to point out what readers should take away from each piece of evidence presented. Annotation 44 The way the wildlife tile project engaged parents as teachers and learners addresses Builds school-community connections and Engages adults in learning. Annotation 45 This is another tantalizing part of the narrative. Apparently, there has been a history of poaching in the area that has estranged hunters from the game officials. The Wildlife Tile Project gave the two groups an opportunity to connect in a constructive way. This suggests that the work perhaps Lead to new community understandings. And certainly helped Build access, communication, and trust. Annotation 46 Example of Engages adults in learning. Annotation 47 Directly addresses Builds school-community connections and Engages adults in learning. Annotation 48 The artist-in-residence learned about tile-making from the parents. The parents took the lead role in the ceramics aspects of the project. Again, good evidence of Supports adults to take on new roles and Engages adults in learning. It is also pushing community members to take on more responsibility for their students' learning, which addresses Promotes shared responsibility and accountability. Annotation 49 The organic way the parents and community members keep asserting themselves is testament to the viability of the Process. Annotation 50 In an understated way, this alludes to Ms. Salazar's learning, which speaks to Engages adults in learning. But the fact that the community has consistently pushed the project in a direction that meets its needs is evidence of a perhaps more dramatic piece of learning at the community level, which speaks to Leads to new community understandings. The community is starting to see itself as powerful and having an important role in the life of the school. Annotation 51 Again, speaks to the organic way the project developed and steadily drew in more community members and their expertise. Cultivates new leadership and Welcomes the questions and complications that arise from the work are both addressed. Annotation 52 Mr. Sanchez has expanded his role from custodian to a wider role of critic and supervisor. Great example of Supports adults to take on new roles. The fact that his authority is recognized is a sign of Cultivates new leadership. Annotation 53 The engagement of families in the project is sustained across the whole project, showing that the connection is not superficial. Goes to Builds school-community connections and Fosters a culture for learning. Annotation 54 The project helped to reinforce the Spanish language heritage of the area. This Addresses a community problem, issue or interest and Honors the local culture. Annotation 55 The description of the celebration that follows shows that community members played important roles in the celebration and continued their roles as leaders and teachers. The celebration solidified the School-community connection. Annotation 56 Addresses Engages adults in learning. This is a place where some reflections from adults (written or transcribed from oral conversations) would add vibrant evidence. Annotation 57 This intangible, which goes directly to Roles, Relationships, and Power, seems to be one of the most important outcomes of the project. Again, it would be great to have some direct evidence from community members, in which they discuss their perceptions of the evolving role of the community in the life of the school. Annotation 58 For people who were involved in creating the portfolio, this is an important outcome, which goes directly to Leads to new community understandings and Fosters a culture for learning. Annotation 59 This is an interesting piece of self-reflection. The portfolio process pushed the adult participants to expand their understanding of "who learns." This directly addresses Fosters a culture for learning. Most of the work of the project was undertaken with the goal of extending student learning. As a result, there is almost no documentary evidence of the learning of adults in the community, except as recalled in the narrative. This is a fairly common path in place-based learning that originates in schools. The fact that the writers of the portfolio came to see the importance of community learning is evidence of the change in community thinking and values. Annotation 60 The claim is that place-based learning will continue even if there are school level changes, because the community will carry it forward. It makes sense, but it would be good to find out whether this has happened. Annotation 61 The honesty of this reflective passage is relevant to Process. Annotation 62 The honesty continues in the analysis that follows, which lays out the difficulty community members and teachers had in bringing attention to community learning through several drafts of the portfolio. The paragraph concludes with a statement that the understanding of learning has broadened as a result of completing the portfolio and going through the repeated efforts to focus on community learning. This level of honesty and analysis bodes well for the future of place-based learning in Sapello. Annotation 63 The fact that ALL teachers at the Mike "Mateo" Sena Elementary school participated in the portfolio assessment process is evidence of Fosters a culture of learning. Annotation 64 The focus group discussions of the events in the narrative were a great way of involving community in assessment of school-based activities and student learning. This speaks directly to Promotes shared responsibility and decision-making. Minutes or a transcription of the focus group discussion would provide strong and direct evidence of many of the themes and aspects in Entry 2. Annotation 65 The list includes teachers, administrators, school staff, parents, and community members. This is evidence that the project supports the aspect Builds school-community connections. Annotation 66 The repeated meetings of the group speak to the commitment to the project and the portfolio process, which in turn speaks to the growing strength of the school-community connection, and the Process. Annotation 67 Items 9 and 16 are missing from our evidence collection. Comments for the Exhibit 1: Photo, students with community map of Sapello This is the first of many pieces of evidence that are of poor image quality, so it difficult to "read" much information from it. It is clear, however, that the students are interested in and proud of the map. It is clearly large enough to include a pretty high level of detail provided by the parents. Exhibit 2: Request for Volunteers This piece of evidence is evidence of the effort to build school-community connections by engaging parent volunteers to teach about their jobs, interests, hobbies, collections, and talents. This kind of volunteer request form is not uncommon in schools; it is the follow-through and respect shown to parents who teach about what they know that signals an authentic connection. Exhibit 3: Completed survey used for the "Exploring Our Community" research project These survey forms were the basis for student-conducted interviews of parents, grandparents, and other community members. If this example is typical, these surveys yielded a wealth of information about the history, geography, and resources of the Sapello area. Since students were central in conducting this research, this work is a good example for Entry 1: Student Learning and Contributions. To the degree that the interviewees enjoyed and participated in answering the questions, it goes Engages adults in learning. And to the degree that the information gleaned from the surveys were made available in meaningful ways to the wider community, this effort could potentially Lead to new community understandings. Exhibit 4: Photo, Students learning surveying as part of mapping project Like other photographic evidence, the image quality is poor, so it
is hard to draw much information from this evidence, though it does
lend "proof" that the activities did indeed occur, and students
did participate actively. Exhibit 5: Photo, Students display 3-D maps of Sapello Again, poor image quality makes it impossible to "read" details in these photos, but it's clear there are several maps, proudly displayed. Exhibit 6: Student's Sapello Tourist Guide The Guide is very hard to read but you can make out a few details concerning mining shacks, putt putt, the ranch on which his uncle works, and animals ("baer, dear, fox, bager, skank, elk, water snakes, rabbits, turtais, bobcats, mountain lions, raccoons, bighorndeer"). By itself, this evidence is probably more related to Entry 1: Student Learning and Contributions.
Exhibit 7: Student's drawing on an elk Again, this image is a bit hard to "read," but the student seems to have included some important details, indicating that they are excited about the drawing and have an interest in the wildlife. This is related to some of the student learning aspects of Entry 1: Student Learning and Contributions. Exhibit 8: Advisory Council Minutes 10/31/00, and Advisory Council Sign-In Sheet The first item in the minutes concerns the artist-in-residence and directs that the project will focus on tiles portraying wildlife. The minutes do not reveal the discussions that preceded the decision, but they certainly are evidence that the community had the last word on how the project would proceed. This piece of evidence addresses Roles, Relationships, and Power.
Please Note: During the portfolio assessment process, teams often write several editions of the portfolio narrative to best communicate the story of the place-based learning work. As such, Exhibit 9 was not submitted with the re-write of this portfolio narrative.
Exhibit 10: Newspaper article about firefighting assembly Notice the second to last paragraph in particular: "'The school helped us by providing their school for a command outpost and this presentation is one way we can return the favor,' said Las Manuelitas Fire Camp Manager Paul Lyons." Evidence of Builds school-community connections. Exhibit 11: Photo, Students and parents work on wildlife tiles Like many other photos in this collection, this one is hard to read, but it is possible to pick out students and adults. This buttresses the evidence for Promotes shared responsibility and accountability. Exhibit 12: Photo, Mr. Joseph Lucero creating a frame for the wildlife tiles Hard to read, but verifies Mr. Lucero's engagement in the project and his use of carpentry tools. Also gives an idea of the size of the project. Exhibit 13: Photo, The wildlife tile mural, almost completed Almost no detail can be seen, but it verifies that the project came together.
Exhibit 14: Guide for Observing an Animal The numbering in the narrative may not match this particular item, as it does not seem to relate to the family photographs that are mentioned. But it does relate to students' continued learning about specific animals. Note that the form has a place for both English and Spanish names of the animal, though in this case, the Spanish name is not completed. Exhibit 15: Spanish language parent and elder survey for exploring animal names and information about animals This form is one of the tools used to connect the Spanish language heritage of the area, which in turn Builds school-community connections. |
