14 September 2007
Relationship Centeredness
Relationships will be key in Studio School. The structure of a small school such as Studio School makes instructional and cultural changes possible (Hendrie, 2004). The relationship culture change in Studio School will begin with teachers. Klonsky (2002) emphasized two key functions of teachers in a successful small schools: (a) teachers work together in a professional community, and (b) teachers stay together with a group of students long enough to get to know them well. These changes in how teachers become professional collaborators with each other and with students will be foundational to Studio School. Teachers as members of professional learning communities are engaged in a “systems” theory of learning where they are continuously proposing, critiquing, and reiterating instructional practices. Professional development in such schools is not something teachers go to, but an integral practice in their professional lives. To this end Studio
The small schools movement is about relationships and creating a culture where students, teachers, families, and community members are known (Klonsky, 2000). They are the healing entity for what Palmer (1993) called the pain of disconnection in education. Small schools tend to compensate for their limited resources by creating supportive, close-knit, and accountable learning communities in a safe, caring, and connected environment. They also have lower student-teacher ratios, increased ties with community members and families, lower absenteeism, higher graduation rates, and lower incidents of violence, crime, and drug abuse (Howely & Howley, 2002). Finally, Cotton (2001) concluded, there is more involvement by members of the community, parents, and other relatives in small schools that promote learning communities.