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Group Innovative School: PIT Academy

David Baker, Kath Carr, Ali Grava, Crystal Shub, Kaitlyn Valis

ET660 Innovative Digital Schools

Loyola University Maryland

Dr. David M. Marcovitz, Professor

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School Mission and Culture

The PIT Academy is a passion driven learning option for students who are looking for

authentic educational opportunities both inside and outside of the classroom through building

relationships with all stakeholders involved in the school that values the individuals critical

thinking, creativity, and communication.

Our mission focuses on advancing the students in their passions and interests through

multi-perspective thinking through interdisciplinary opportunities. These hands-on learning

opportunities allow for collaborative scenarios with a variety of stakeholders where authentic

applications forge inquisitive learning.

In the 21st Century school, it is imperative to develop innovative thinking, providing the

student with the opportunity to contribute to the community at large through utilizing individual

passions and interests to further inquisition and stamina to creatively address community needs.

PIT Academy stands for Passionate Innovative Thinking. The academies establish opportunities

for higher level engagement, cultivating a productive environment which honors the students

passions and the applications of their learning options. The academies are designed to meet the

standards through the umbrella of one of the specified areas of study: Social Sciences, Visual and

Performing Arts, Engineering, Applied Technology, and Science.

There is a symbiotic relationship that exists with all of the stakeholders in PIT Academy,

peers, teachers, mentors, parents or guardians, administrators, counselors, community members,

and businesses. PIT Academy looks to support the students community service and engagement

through a wide range of school activities, athletics, clubs, service learning, community service,

and internships. Through the development of these relationships, the students work with advisors

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within the school setting, mentors that drive the external focus in the community, and counselors

providing opportunities within the community and other partnerships, as well as, working with

the admissions process and transition.

Teaching and Learning

PIT Academy provides a three tiered approach. The first year, Explorers, allows students

to dabble in all areas of passion and interest offered at PIT Academy. Toward the last quarter of

their first year, they apply to the academy or academies of their choice: Academy of Social

Science, Academy of Science, Academy of Visual & Performing Arts, Academy of Engineering,

Academy of Applied Technology. Once accepted into the academy or academies, the second and

third years, Scholars and Masters respectively, continue to take the core classes; however, they

all focus on the area of study of the academy. During this time, their job shadows become

internships that they attend to during the second half of the day on Wednesdays. This allows for

preparation for the internship to take place the two days previous and application of the

internship in the two days following the internship. In the fourth year, Apprentices, the students

are immersed completely in their internship and only attend the school for core classes that are

designed to support the internship and preparing their final project as a culmination of their four

years of learning and growth.

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Scheduling for Learning

Through flexible scheduling, the school day opens at 7AM when the students are

checking in with their advisors, teachers on staff, between 7AM-9AM according to when their

50-minute schedule begins for their classes. They are required in their first three years to attend

school for lessons for a total of seven hours for Explorers, and five hours for Scholars, Masters,

and three hours for Apprentices. During these lessons, the core classes that are required for

accreditation and acceptance to post-secondary institutions are conducted. For Explorers,

Scholars, and Masters, these hours are for Monday, Tuesday, Thursday, and Friday. On

Wednesdays, the lessons are complete no later than 2PM in order for the students to attend

either job shadows or internships according to their program year. For the Apprentices, their

schedule requires them to attend briefly to attend the required fourth year of both English and

Math, but a majority of their time is in their internship off-site.

Normal class time is no longer than 50 minute blocks in an A day/B day format. Each day

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of the school has a corresponding lab time of two hours on a designated day: Performance and

Visual Arts Lab, Science Lab, Math Lab, and Engineering Lab. Since English requires no real

lab, this is a designated time for the students to meet with their advisors for any assistance they

may need. The students are afforded an hour long lunch period in the day. This gives them the

opportunity to eat, socialize, join clubs, or meet with teachers and advisors for further assistance.

Student learning is facilitated through a 1:1 device program. They are given a general

device in their Explorers year and dependent on which academy they enter in their Scholar year,

they are provided with a device that is appropriate to their needs. Their classes are videoed and

available through the schools learning management system in order to accommodate the flexible

scheduling necessary for individual students. Labs take place both in the designated laboratories

at the school, as well as in the field.

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Development of Knowledge and Skills

A typical Explorer must have the willingness to attend classes and job shadows that

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introduce them to a wide variety of academic opportunities, many that may be outside of their

passions and interests. This provides them with a more liberal educational background. The core

values of the academy are the common thread that runs through each of the courses, which last as

long or as short as is necessary for the student to show mastery in the standards set forth by each

of the subjects.

Students in their Scholar and Mastery years attend core classes that focus on how the

subject pertains to the academy. The labs provide the students with the opportunity to apply their

knowledge to authentic situations and scenarios. This same practice is applicable to the

Apprentice year, but they are no longer in labs. All of their application of their knowledge takes

place in the internship and development of their senior project.

Roles of the Teachers, Advisors, and Mentors

PIT Academy recognizes that innovation comes from the top down. Teachers play a dual

role in the school. Not only do they teach the core courses focusing on the individuals critical

thinking, creativity, and communication in their area of expertise, but they act as advisors in their

academy or Explorers year. In order to engage these teachers/advisors in this innovative way of

educating, every Wednesday after 2PM when the students are attending their job shadows or

internships, the teachers/advisors are given time to collaborate, plan, and learn new ways to

engage the students in their area and how interdisciplinary learning can further support the

students in the school.

There are two types of advisors. The advisors for the Explorers work closely with the

transition of the student into the innovative way that the school is created and assist the students

through their investigation of the various academy focuses. They work closely with the

administration, counselors, and parents in this advisory role. For the Scholar, Master and

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Apprentice years, the advisor remains with the student in their academy for the duration of their

career at PIT academy. These advisors help the students in navigate the choices and independent

learning paths that the students are working. The advisors in both areas meet with their students

every day in order to help maintain accountability.

Mentors are adults that are outside of the school. These adults are professionals that the

students work with in their job shadows and internships. Ideally, the mentor that the student

begins to work with in the Scholar year is the same for their final three years at PIT Academy.

They are there to provide the hands-on guidance as it pertains to their role in the business,

organization, or program their internship takes place.

Student Agency & Engagement

PIT Academy believes in an open application process in order to select students for this

innovative school system. After completing the application process, each applicant is required to

undergo an audition process, taking the shape of a variety of formats which would allow the

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student to showcase their passions and interests in their learning path. This application can take

the form of a portfolio of work and interview process. In order to make it accessible regardless

of economic status, PIT Academy offers financial assistance in a variety of forms. We provide

scholarships that are provided through partnerships within the community: private, mentorship,

and business. Financial aid is also an option in order to assist with the cost of attendance at PIT

Academy.

Potential Student Profiles and Growth

There is not just one type of student who attends PIT Academy. Since there is a

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personalized learning element, it is a vital the student applying to the academy be self-motivated,

as well as, accepting of constructive criticism.

Profile 1: Maeve is a first year students at PIT Academy who felt uninspired at her previous

school and like she wasnt learning about the things she was interested in during school. She did

not necessarily know what her lifelong passion would be when she entered PIT, but she had a

few interests that she was willing to explore and had a desire to pursue further knowledge about

her love of building things. Maeve works collaboratively with her advisor to plan out her

learning career over four years and articulates what she wants to learn about. Internships and

mentorships are key to a students experience at PIT so Maeve is willing and excited to represent

the school well in the community and explore, learn, and think intuitively about her impact and

influence on her community and the world.

Profile 2: Learning at PIT Academy looks different than at other more traditional schools. There

is significant time given to projects, labs, and opportunities to apply knowledge and skills. Jim is

student in his third year at PIT. He is a motivated student who has always been active and

engaged in learning both inside and outside of school. Jim is able to work and learn

independently and particularly likes the flexible learning times that exist at PIT. He can work

independently or collaboratively during lab and project time. Jim has played a significant role in

determining what he is learning and his advisor and teachers ask him to stretch and challenge

himself daily to think critically. Being able to create and design has always been a part of his life

and childhood, so being at a school where that is not only encouraged, but required is important

to his growth as a learner and a person.

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Maintaining Student Engagement and Enrollment

Retention is a concern in any school, but even more so at PIT Academy since its learning

process is so different from the standard type of school. In order to help with this transition, PIT

Academys Exploration year provides each student with an advisor, a teacher in the school, who

specializes in the transition from the traditional school setting to the more self-driven learning

process. Once a member of a particular academy, the student is provided an advisor in the

academy, as well as, a mentor through their weekly job shadowing experience. These mentors

come from the community and business internship experience and is maintained for the three

years through until graduation. Furthermore, the PIT Academy provides supports for the

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parents/guardians of the student in order to help them continue support the student in this very

different and innovative learning process at home.

In order to support students in their passions and interests, PIT Academy is divided into

five different academies. In keeping with the schools core values, each year and academy

maintains the critical thinking, creativity, and communication by providing mathematics,

English, programming, and languages that focus on the areas of study in each academy. This

helps maintain the requirements with the accredited post-secondary institutions. Evidence of the

standards required for graduation are maintained through a digital portfolio, where students can

demonstrate their mastery of the standards through their academys focus. These digital

portfolios are used for final presentations at the end of students career at PIT and can also be

used for acceptance and catalyst into further educational and career opportunities.

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Networks & Partnerships

In order for PIT Academy to innovate, partnerships play an important role in furthering

the passions and interests of the students who attend. PIT Academy actively seeks out and

connects to a wide variety of community and business partnerships in the areas on which each

academy focuses: Social Science, Science, Visual & Performing Arts, Engineering, Applied

Technology. Leaders in the field work closely with our students in their job shadows and

internships, but they also work closely with our teachers in order to help develop the appropriate

and meaningful curriculum and labs that supports each area of study for the student.

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These partnerships include domestic and global post-secondary institutions. Through

these partnerships, the students have the opportunity to access the institutions online course

offerings in order to earn postsecondary credit. The institutions are involved in the development

of courses at PIT Academy in order to ensure not only the accreditation is valid, but that the

students are fully prepared for their post-secondary opportunities.

All curriculum, labs, job shadows, internships, and service learning at PIT academy is

defined and redefined according to the ever shifting needs of the local and global community. In

order to maintain the level of innovation necessary for PIT Academy, these collaborations will

take place bi-monthly and will include representatives from all stakeholders.

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The work between PIT Academy and these partnerships are not isolated to the educators,

community members, and business. The parents play an important role in working with all

stakeholders to ensure that they are aware and supportive of the innovative style of learning their

student is undergoing. Through all of this collaboration, the student will benefit as well as

witness the power of working in a cohesive group in order to create a more innovative way of

learning, thinking and growing. Through the modeling the core values of critical thinking,

creativity, and communication, students understand the authenticity of their learning innovation,

which only reinforces the mission of PIT Academy.

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