The clear expectations set forth earlier are empty promises without thoughtful and disciplined execution. A great school must know both what it wants to achieve for its students and how it can do that. Here are the themes that imbue Avenues’ educational operations and affect every aspect of the school:
Too many schools rely on a single leader. Our campuses have broad leadership teams, including: a head of school, division heads, associate division head, a chief administrative/operating officer, a director of talent and a director of teaching and learning. Though the school head has ultimate accountability for school quality, responsibility is dispersed among a strong core team.
Teachers are the heart of Avenues. What attracts them to Avenues? First, great teachers want to teach in great schools. They look for an exciting and thoughtful educational design. They know the hallmarks of a good educational program and appreciate the careful preparation that has gone into Avenues. Second, teachers care about ongoing professional development, and Avenues is particularly advanced in this regard. Third, teachers are drawn to strong school leadership. They want to learn from those who lead them. Fourth, many are attracted to a school where they can advance in their careers (to lead teachers, division heads or even heads of school). With its plan for campuses around the world, Avenues is uniquely competitive in this area. Finally, as set forth in its mission statement, Avenues plans to align the rewards of teaching more closely with the values they bring to society.
Avenues has a highly developed, coherent, intelligent and responsibly evolving “school design” that lays out the hundreds of important choices that go into the conception and execution of a fine school. The design process started well before the opening of Avenues’ flagship New York City campus in 2012. The creation of that design was a highly collaborative process, and Avenues is committed to maintaining a high degree of fidelity to the design.
Avenues envisions advanced assessment systems not typically seen in private education. The most important of these are not end-of-year tests, which have next to no value in helping teachers adapt instruction to meet the day-to-day strengths and weaknesses of their students. The most valuable assessment systems are real-time, in-class assessments to help teachers monitor the effectiveness of their day-to-day instruction.
Avenues expects students both to be with teachers and students in a traditional school setting and to take advantage of the power and flexibility of new technology. Students enjoy a rich mix of instructional techniques. Part of the day is in traditional classroom settings; other portions are with small teams of students on project-based work; and some time is spent pursuing highly individualized learning, often with the aid of technology. This requires a serious commitment to technological infrastructure, which is embedded in the Avenues plan.
Avenues expects students to pursue significant independent study. Support for this approach manifests itself in different architecture (for example, “studio” areas within the school where students can work on their own or in small groups); a different schedule (time during every day for students to pursue their areas of excellence; and faculty support (teachers specially trained to facilitate this educational approach).
The world’s leading cities offer a wealth of learning resources to teachers and students. In the cities where Avenues campuses are and will be located, there are museums, art galleries, media institutions; companies in every imaginable sector; seaports and airports; state, federal and local government entities. All these are classrooms waiting to happen as one does not have to be in school to be learning.
Because most private schools are single-site institutions, they rely on external sources for the professional development/training of their faculty, providing teachers stipends/funds to attend this or that course. As Avenues develops its system of campuses, it will provide Avenues-specific development programs for its faculty. For example, Avenues’ art teachers from every campus will come together to share and develop their skills.
A school design should never be finished. Avenues research and development team is committed to ensuring our educational program is constantly improving through the adoption of better practices, new technologies, new courseware, etc.
August 14, 2019
Global Journeys offers several programs students can take during Fifth Term, and in 2019, students participated in programs to China, Ecuador, Guatemala, Brazil and Hawaii.
August 8, 2019
The 7th grade Wu Ji Xian class completed another project in their target language—a financial literacy project named “ru guo wo you yi bai wan,” or, “if I had one million dollars.”
July 30, 2019
We discovered an even better way to encourage students to speak more in Chinese—by holding a "show and tell" in the target language.
July 25, 2019
This past spring, the kindergarten’s Owls and Toucans learned about their teachers' different cultures in the target language. We took time to talk about the mountainous terrain which yields various types of exotic fruit in Honduras and also touched on the volcanos surrounded by lakes in Nicaragua.
July 18, 2019
This year I had the opportunity to work with my 6th grade dance club to create a piece for the Avenues spring dance concert. We decided to use the Maya Angelou’s poem “Life Doesn’t Frighten Me at All” as a jumping-off point.