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ERIC Number: EJ1205899
Record Type: Journal
Publication Date: 2019-Feb
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0276-928X
Get Connected: Trust and Identity Re-Engage Students in Massachusetts Charter Schools
Murray, Liz
Learning Professional, v40 n1 p30-34 Feb 2019
Transitions are a part of life for all students, but particularly for students at Phoenix Charter Academy in Massachusetts. Phoenix students have persevered and shown resilience through challenges in school and in their personal lives that many of us cannot imagine. Students come to Phoenix with a wealth of strengths and assets, from strong work ethics to curious minds to strong interpersonal skills. Yet many of them hold erroneous beliefs, such as "I don't belong in college" or "I'm not meant for these career pathways," in large part because society and their previous experiences have bombarded them with negative messages about their potential and abilities. At the heart of Phoenix Charter Academy's work is an identity transition through which students come to see themselves as people who can and will succeed in school, career, and life. In this way, Phoenix Charter Academy aims to show students -- and the rest of the world -- what all young people can do and to defy the limitations of societal assumptions, classism, and racism. This article discusses how Phoenix builds a foundation of trust with both staff and students. Examples of how Phoenix provides support for staff through institutes, common planning time, and coaching are provided.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: N/A