Like many people, I was introduced to High Tech High a decade ago by the film Most Likely to Succeed. In fact, I watched a webinar last week with some of the key people involved in making and financing the movie talking about it all came together, their experience at the Sundance Film Festival, the impact the movie has had and continues to have … The film is as relevant today as it was ten years ago. 

I’m shown into Michael’s grade 10 chemistry class. The class is underway, coming up to a break very soon. Michael asks a student to show me what they are doing. I can’t say I understand the chemistry much. What I notice is how clearly the student explains the activity. Clarity is good, whatever Michael has done to prep them so far has worked well.

He announces the break, which most of the students take, but in typical teacher fashion, Michael follows up with the students who remain in the room, answering some questions about class, then just hanging out, building rapport. He seems completely at ease. So do the students. 

Class restarts and now I have a chance to take a more considered look at the students. Lots of black clothing, but not exclusively. Some hats and hoods, one student with headphones, casual. A couple students are finishing yogurts from the break. Michael explains what the students will be doing in the second half of class, “Laptops at 30 degrees, please,” and then the students are back to working, Michael circulating, using the wall of whiteboard to jot down a molecule as he talks. The work is independent, but students talk to each other, there’s a nice buzz.

It’s been awhile since I’ve been in a classroom in America. Scanning from left to right I see the periodic table of the elements (of course!), a Lego globe, Lego Lady Liberty – I wish her message was still as believable as when I was in high school – a satellite, more space, the White House, the Tower Bridge, the Empire State Building. My guess is Michael is into Legos. There’s even the iconic Japanese wave made of legos in bas-relief. Then another periodic table, a huge rainbow flag – all are welcome here, thank you, Michael! – two more periodic tables, no doubt there’s a love for chemistry, the screen, all sorts of science stuff in a bookcase, a storage place for chemicals, more cupboards, more science stuff, more white boards, more Legos. Classic science room. Twenty students.

“Does anyone need help in this space?” asks Michael, and he is soon in another conversation with a student. 

A student across from me shares her Summary of Learning and the rubric that guides it. It’s one page, in the form of a multiple story house with a peaked roof, filled with creative lettering for Lewis Dot Structures, the Bohr Model, isotopes, protons, electrons, neutrons … It’s a piece of art and a chemistry summary all at once. The rubric is also a single page with reminders of what should be included and a simple scale of “needs revision, meets expectations, and exceeds expectations.” I ask what happens if you get a teacher’s response of “needs revision.” “You have to redo it,” the student tells me. And then later there is the final grade, after the students have had a chance to review. A formative and summative assessment, simple and effective.

Another student at my table, there are four of us sitting here, gets the teacher’s attention. “Michael?” All first names here. He comes over and they look at some work that is coming up soon. It must look a little complicated because they have a chuckle and Michael assures her it really isn’t that complicated. The atmosphere is so familiar, so kind. Michael hasn’t stopped circulating this whole second half of class. He stops at the center table because a student is getting a little antsy, playing with a wadded ball of paper. Michael looks at him and glances toward the trash bin by the door. The student understands and gets up to throw the paper away.

Then Michael sits down next to me, asking if I have any questions. He talks about the flexible classes, advisory period later today, the projects they have done so far this year, past students who are now on to college or other pursuits, their pictures on the cabinet behind us. He talks about classes during the week that teachers run based on their own interests – it sounds like he’s currently running a coding class – and about the last two weeks of the year, when teachers offer an extended experience in something they love. Michael takes the students rock climbing, bouldering. 

While we are talking he mentions he has been at the school for five years. The student next to me offers that she has been at the school since first grade. “And do you like it?” I ask. “It’s the best,” she says without hesitation. “I like know everybody, I can say hi to everybody.” To me it sounds like the atmosphere in the class is a microcosm of the school. Creative, calm, independent, informal, respectful. Such a great class to introduce me to this school.