Urban Prepatory Academy

Urban Academy Observation

Urban Academy is a diverse transfer school, situated within a larger high school, located on Manhattan’s east side.

Assessment

Students demonstrate mastery through an assessment structure based on proficiencies. Each core subject has proficiency and student must master all six in order to graduate. Proficiencies are cumulative, project-based and multi-leveled. For example, in order for a student to be proficient in art, he or she must take several art classes, seek a mentor in the arts (gallery, museum, etc), conduct an interview and host an art exhibition.

Courses

The courses offered by Urban Academy reflect the culture of the students, with titles like “Drop it like it’s hot” and “History is So Gay” the presentation of the courses, or at least the titles, is provocative, edgy and relevant. I wonder if this has an impact on the level of student investment?

I observed a classroom, Shakespeare Goes To The Movies, that was conducted in a more traditional manner. Students sat in a circle reading out loud scenes from Hamlet. Every student participated in reading a selection from the play with the exception of one male student who was ignored during the class. While other students were overly present having numerous opportunities for participation, feedback and personal requests (bathroom and water breaks). One student in particular, Peter, was disruptive; he was impatient and impulsive, calling out frequently when it was other student’s turn to speak. This was something the teacher addressed publicly a couple of times and when the class stopped for a short break, she spoke to him individually which seemed to have an impact on his behavior.

Advisory

Tutorial was lead by a veteran teacher named Terry that was respected by many of his students. He wore a flamboyant floral tie, pink finger nail polish on one nail and a provocative pin that stated “Save your Humanity: Boycott Israel”. Despite his unconventional “packaging” he had a strong rapport with his students which was demonstrated when I overheard him reaching out to a senior student who was stressed out because of her mother’s high expectations. She approached him with “I need your help, I need motivation”. Terry empathized with the young woman and gave her his phone number and instructed her to have her mother call him so they can all talk. I thought this went beyond the typical student-teacher relationships that exist in NYC public high schools. It was very telling of the amount of trust students had for him since they sought him for academic, social and personal advice.