Promising Futures

Abstract

The Maine Commission on Secondary Education created the Promising Futures: A Call to Improve Learning for Maine Secondary Students in 1998 to change the direction of Maine high schools. Its core principles promote a safe, respectful, and caring environment; high universal expectations with a variety of learning opportunities; understanding and actions based on assessment data; teacher practice which values and builds upon the contributions and needs of each learner; equitable and democratic practices; and coherence among mission, goals, actions, and outcomes. There are fifteen core practices for learning and teaching, some of which include: every student is respected and valued by adults and by fellow students (1); every teacher tailors learning experiences to the learner’s needs, interests, and future goals (2); and every teacher has sufficient time and resources to learn, to plan, and to confer with individual students, colleagues, and families (11). The document also includes some current practices that high schools should start to phase out, especially those that oppose the core practices. To make these changes a success it will take the participation of educators, parents, students, policy makers and many others.

Reflection

The idea of Promising Futures schools has been needed in Maine high schools because it places an emphasis on learning rather than the scores on a test. One quote I really liked states: “A good teacher is one who makes it O.K. to make mistakes and makes us go back over things you don’t understand, correct it, and learn it…” (25). I agree with many of the core principles and practices mentioned in the document, but I think a lot of them should be expected. I would love to teach at a Promising futures school because it is nothing like a typical high school. Since being published in 1998, I’m surprised that more high schools have not adopted this philosophy.