Reflections

I was initially interested in alternative secondary school programs because my third practicum was at an alternative high school program geared at credit recovery for ‘at risk’ student who had a history of poor attendance, and/or at risk of becoming fully disengaged from the school system. Although reinforced by my later research, such as the [|Early School Leavers] document (2005), it was obvious to me that students who have unidentified and un- accommodated exceptionalities would become disengaged and avoid school out of frustration. I was also interested in this topic because it seemed to encompass all forms barriers including exceptionalities and poverty. And judging from the Ontario College of Teacher’s Guidelines for [|Additional Qualifications in Alternative Education], it clear that alternative programs address everything from progressive discipline, theories of social, socioeconomic, emotional and moral development, flexible programme models , understanding of the Youth Criminal Justice Act to developing awareness of Aboriginal ways of knowing and perspectives (p.4-6).

 As a teacher, this topic really reiterated that establishing positive classroom communities is the essential first step in any educational setting, mainstream or alternative. Throughout my research, students who participated in these programs continually expressed their frustration with mainstream education’s inflexibility in terms of programming, classroom management strategies that often relied on removal or expulsions/suspensions, and lack of understanding about work obligations, parenthood and youth homelessness. While these ‘at-risk’ students benefited from specific accommodations to help them achieve credits, the provided accommodations all stemmed from a caring and flexible classroom communities where students felt they belonged, were safe and allowed to work at their own pace. It was truly surprising to me hear these formerly disengaged students talk about how they were engaged in these alternative programs, classrooms and schools. Prior to this research topic, I thought of building classroom communities as a soft skill second to content but it has become clearer to me that there is no opportunity for content absorption if students do not attend because of poor classroom communities.
 * __What I Learned as a Teacher __**

 As a learner researching alternative secondary school programs, I often would get bogged down in research and not look at the broader picture. Frustratingly so, I also found that some of my guiding questions could not be answered through my research papers, indicating that perhaps there was not research in that topic. In these circumstances I could have relied more on anecdotal evidence through interviews with teachers in alternative education. In future, I believe this experience has taught me to rely more on colleagues and mentors’ best practices and to rely less on scholarly journals. Professionally, being able to ask for help from peers and administrators is therefore something that will help my teaching practice and something I hope to improve on in the future. Practically, it would also make sense that I rely more on colleagues and front line workers, since they are the ones continually serving the new needs and strengths of students.
 * __What I Learned as a Learner __**

While I read everyone’s postings, as a group member I could have provided more focus to other member’s research by being more critical. In terms of my responsive to other’s inquiries on my topic, I did well to answer member questions about my research. I think I also presented information in accessible ways.
 * __Group Participation __**

Lastly my understanding of alternative secondary school programs has broadened. As I researched more and more into the topic, I realized it encompassed more than the credit recovery context that I came to it with. Embedded in the very inception of alternative programs, is the idea that student success comes in many forms and that education is here to provide pathways to post-secondary choices whether that be further education, workplace or community living. In my research, I also read many criticisms of alternative programs and schools as counter to inclusive and equitable teaching practice. The critics, often speaking in the American private and public alternative school context, fear that alternative programs ghettoize racial, ethnic, socioeconomic groups; served as holding areas for students with exceptionalities and provide little assurances of quality education. And on the one side of the debate, proponents of alternative programs argue that inclusion does not necessary mean that one model will be able to fit all students and that these programs merely serve the diverse needs of students who do not achieve in the traditional school setting. While I certainly share concerns about alternative programs being adequately staffed, funded and monitored, I do not necessarily think that being separate is unequal. I think these alternative programs are merely providing service to a needy clientele. Yes, racialized, low income and exceptional students are overly represented in alternative programs and yes, mainstream education should be doing a better job of meeting their needs in the first place, but how does that help these students right now? Mainstream education is mainstream because it reaches the majority, but I do believe that alternative publicly funded programs can meet the needs of those that typically fall through the cracks of the mainstream.
 * __Shifting Understanding of Alternative Secondary School Programs __**

Summary Findings Guiding Questions and Answers

New Goals

Implementation Plan

References