How much does “being seen” matter to student success? The answer, as we all know, is a lot – and this weekend I listened to a new podcast that proved the point once more.
“The Advisory: Class of 2006” tells the story of students who attended The Met, the Metropolitan Career and Technical Center High School in Providence, Rhode Island.
As a school the Met truly breaks the traditional mold: they have no teachers, no classes, and no tests. Their mission is built to serve their unique population of students, who find themselves there because mainstream public schools don’t work for them. The Met is built around a core belief that every student deserves an education built around who they are, what they care about, and what they hope to become. I first visited them 10 years ago, and have followed their growth ever since.
The podcast is hosted by Andrew Frishman, a friend and colleague who was at the Met in its early years. He now leads Big Picture Learning, the umbrella organization for the school and others like it around the world. We have always connected around our shared philosophy that relationships must be central to learning. His podcast is co-narrated by members of the class of 2006, and makes the work of deep learning come alive in a way I hadn’t anticipated.
Instead of teachers, they have “advisors,” adults who work with the same group of students for four years and serve as their guides and navigators. They are there to help students discover who they are as learners, pursue their passions, and connect with adults in the wider community who might support their journey.
Andrew wondered about the first class of students he taught 20 years ago: How are they doing? How did their four years at the Met shape their lives? His exploration took the form of interviews with his former students and revealing conversations about their experiences.
As Andrew and his students from 20 years ago reflect on their time together, it becomes clear that what made the biggest difference back then – and today – was “being seen” and “mattering”. By senior year, they said, they were a cohesive and beloved community. The students learned to trust themselves and each other – and to have each other’s backs. We see what’s possible when human connection is at the center of school life, even in the face of considerable trauma and tragedy.
There is much talk these days about career-connected learning and internships in the community. We talk about how to connect students to meaningful and engaging learning experiences in and out of school so that they can thrive as individuals and citizens in a competitive and rapidly changing society. I worry that we are not naming what truly makes these experiences transformative: the deep relationships that develop, the sense of community that allows for the whole to become greater than the sum of its parts, and a recognition that mutuality is ultimately what moves learning forward – that both students and teachers are growing. It’s easy to miss – and even minimize – these less visible aspects of learning.
This year we are exploring schools like the Met that are breaking the mold as part of our new Massachusetts Alternative Educator Network. Last week, members of the Network visited the Bronx Arena High School – be sure to check out today’s blog by Diana Lebeaux about their visit.
And don’t miss “The Advisory: Class of 2026.” It captures what is often invisible, bringing to life the everyday relational moments that support learning. Bring a tissue.
In connection,
Jane