Dinowitz asks for classroom-level examples, not just timelines
Dinowitz says principals and teachers have heard broad strokes and timelines but not what Portrait looks like in the classroom. He asks what rigorous experiential learning actually looks like and how it differs from a regular class project.
So I want to kind of summarize a little bit so far for that question of what it looks like.
Asset mapping, you've gone to all your high schools, or are you focused on sort of your PBATs, like your old schools?
So what we have done is we've met with every single superintendent, and the superintendents run their principal meetings.
And so this spring, we met with every single principal, not just the high schools, not just the high schools in my former district, but really across the system.
I want to turn it over to Katie Hansen, who can also speak a little bit more about some additional continued engagement that we've been doing.
And I just want to try to be focused.
I want to get away from the timeline.
Sure.
And I'm communicating to you what teachers, principals, administrators, superintendents have communicated to me, that they've gotten a lot on the timeline, a lot on the broad strokes.
But not really a lot on what it looks like in the classroom.
Like what is a rigorous experiential learning and how does that differ from just like a regular class project that a teacher might do, you know, a two-day little project.
So if you can incorporate that, I would appreciate that as well.