This paper argues that in order for high schools to accomplish successful transformations into multiple small learning communities, they must invest in a structured and systemic planning process that focuses building and district staff on key decisions and important prerequisite skills for initial implementation; limit the process by a firm implementation deadline; and partner with experienced, technical assistance providers. The authors introduce readiness assessment, planning and capacity-building processes that they find to be essential to successful school wide conversion. The paper concludes with six lessons generated from the authors’ experiences and initial data about better and worse ways to launch the transformation of large high schools into small learning communities.
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Background and Context
One key approach to improving instruction for high school students is redesigning the environment and structure in which they learn. Creating smaller learning communities is one way schools are fundamentally reshaping that environment. Guided by a belief that student achievement will improve in a more personalized environment, advocates of smaller learning communities hope that smaller class sizes, increased teacher collaboration, comprehensive advisory systems, and a more relevant and rigorous curriculum will reap substantial gains in academic achievement.
