Polaris Expeditionary Learning School for Creative Learning is located in Fort Collins, Colorado. It is not established through a specific neighborhood, it is a complete choice-based school meaning enrollment is voluntary. This school is very unique from other schools in the district because it is an expeditionary learning school. The school focuses on the ten design principles of Expeditionary Learning, which establishes a creative learning environment. Under this kind of the school the students stray away from traditional institutional aspects and are more present in real world situations. They attend many field trips and also obtain the same teacher for two full years. There are not textbooks like a standard classroom, and the teachers and known on a first name basis. The school ranges from kindergarten all the way through high school. Due to the time being spent with teachers and students, the relationship between the students is very establish and powerful. The students are able to establish a solid routine. At Polaris, the goals are to:
• Achieve high academic standards as measured by standardized assessments; • Enhance students’ character development and social responsibility; • Engage families in the educational process; • Connect schools and communities; and • Challenge and support students’ inherent inquisitiveness.
There are approximately 20-25 students in each class at Polaris. The idea that the students create a closer connection with their teacher, having them for two years, allows the teacher to really understand learning styles and capabilities of each individual student. The students and teachers establish close, comforting relationships that allows the students to learn in comfortable environments. There are also student-teacher-parent expectations for each individual student. Polaris encourages parent involvement and is known to have the most parent involvement in the district. Parent can participate in fieldwork and fieldtrips available to students and also the Parent Action Crew that keeps the parents up to date and involved with students and Polaris by organizing events. Parents can also stay involved through Intensives. Intensives focus on a specific subject for a week, allowing for further study and further in-depth subject exploration. Parents can also stay involved by visiting the Polaris website and using ParentVue to view student and school information. Polaris has a full time health technician in addition to a nurse that is enrolled through the entire district. Polaris is aware of special needs, allergies, and accommodations, made aware during the student registration process. Polaris focuses on making the environment safe and comfortable for all students. The demographics of Polaris include about 59% male and 41% female. The total minority rate is 13%, making the diversity levels relatively low. Polaris actively participates with the support of their School Accountability Committee. The SAC makes recommendations and inputs regarding choices and decisions about the school. The classroom does not have too much empty wall space. The walls are covered with reminders, schedules, and motivational sayings. The visuals on the wall are key to organization of the classroom; the visuals designate and show where everything is located. There is a door to the hallway and a door leading outside located in Tamara’s room. On the wall next to the hallway there is a sink, class pet, and also the garbage can and recycling bin. The next sidewalls include the SmartBoard, schedule, and the student mailboxes. This space is used often with students and their daily routines. The back wall is where Tamara’s desk is located along with the students’ cubbies and any extra supplies. The students’ desks are in pods of 3-4 located in the center of the room.
Below is an anonymous description of the students in Tamara’s grade 2/3 class.
Student 1 is an outgoing, confident student. She always says what is on her mind and sometimes she tries to get teachers to do things for her.
Student 2 is a very shy student. She loves animals and does not participate in class discussions unless she is called on.
Student 3 is a very creative and inspired student. He enjoys challenging himself to make his work as fast as possible as well as collaborate with other students. He always provides his input to other students and participates actively.
Student 4 is an interpersonal student. He chooses to keep to himself and get his work done but does not like to share as much as some students. Very creative when it comes to planning and decision-making.
Student 5 is a shy but hardworking student. She is very kind and always follows directions appropriately and participates in class discussions when asked.
Student 6 is very verbal and also has specific reasons behind everything and also wants to know other opinions and decisions. Great student to participate in discussions, whether group or individual.
Student 7 is a unique hardworking student that tends to challenge instruction. Once given instruction she always questions the process, and asks others to do things for her, trying to get away with less artistic tasks.
Student 8 is a talkative, hardworking student. Sometimes he gets off task and travels to other students but jumps right back in the creating process when redirected.
Student 9 is very unique and always completes assigned tasks from a much different perspective. He challenges directions but interprets the projects in his own way and tends to work quickly.
Student 10 is outgoing and loves group work. He is engaged with group work compared to any individual assignments. When assigned solo work, the student always tries to find a way to work with others and talk about the art making that is happening.
Student 11 is reserved and shy. During a one-on-one conversations the student succeeds with teacher initiated questions and conversations, but struggles without a prompt.
Student 12 is a positive and hardworking student. The student always has his own, original and unique ideas that stray far away from the demonstration or examples provided which shows creative thinking and confidence.
Student 13 is a challenging student who likes to challenge the teachers and only participate how he wants during class. Will perform a task but not always the required task. This student is able to create creative unique works when he is pushed in the correct ways to participate.
Student 14 is shy with other classmates but mostly very happy and enjoys school. During individual conversations and class discussions, she is thrilled to share her findings and hard work. She pushes herself and thinks about things deeper as she starts to get the hang of things.
Student 15 is a very outgoing, intelligent student. He is more than willing to participate in group discussions and help out classmates when it comes to decision making. He loves to challenge himself originality and creativity when it comes to art.
Student 16 is a hardworking student, when he is on task. Often gets off task with another student to discuss games and has to be redirected to work. Also has trouble raising his hand and blurting things out during discussions.
Student 17 is an extremely hard working student, and is always excited to share his findings with classmates and teachers. This student requires assistance often but is always so kind and thankful for any help given. Very polite and willing to ask for help.
Student 18 Outgoing and hardworking student. She likes to have individual meetings and conversations with teachers. Always willing to participate in discussions and art making.
No names have been used when evaluating students.