The mission of the Hoboken Charter School is to create an environment in which students can grow not just academically but as responsible members of society.

Founded in 1997, Hoboken turned to civic engagement to address larger challenges of segregation and declining enrollments. Dr. Deborah Hecht, one of the school’s founders explains that “an important goal for the school was the build upon the richness and diversity in Hoboken.”

Overall, the school features the “3R’s” promoted by the Gates Foundation: rigor, relevance, and relationships.  Service-learning is a leading strategy to weave civics throughout the various disciplines, and units and lessons cover core material while making extensive use of current events and problems, such as Muslim residents being “profiled” after September 11.

Professional development for teachers is frequent and on a regular schedule. It also occasionally features community members who share expertise and perspectives on current local issues.

These sessions plus years of experience have made teachers deft at connecting the classroom to the real world in part through service-learning.

“We wanted to create a school for our children that would meet their needs and bring in the best components of all we’d ever seen in schools, with civic engagement actually spelled out,” says Hecht.

CURRICULUM

Service-learning is embedded in the whole curriculum, not just in a particular class or period.
 
“So, if we have art classes, what’s happening in the world is reflected in the teaching and into the project the students are doing,” says principal Alfredo Huereca.  “We have done works related to Indonesian art and what happened with the tsunami, the hurricane in New Orleans… “

In social studies, students are studying civil rights, and one of the main events at the school is the Dr. Martin Luther King, Jr. celebration.  “We end up with a big celebration on MLK day, which is reflected in all the art students have created K-12.  That event is culmination of activities that have happened over a period of two months in which students have been talking about issues related to the civil rights movement.  We even visited the mayor here in Hoboken and discussed what the civil rights movement of forty years ago means right now.”
 
The school’s practice of incorporating service-learning meant it was quick to respond to the community after Sept 11, 2001 (Hoboken is just across the harbor from lower Manhattan and the Twin Towers).  “It was a moment when the needs in our town connected with broader world events,” observes Hecht.  Students observed that some of their Muslim neighbors were afraid to leave the house and mobilized the community into being a “hate-free zone.”
 
Historically, students observe a concern or need within their environment and respond.  The teacher might start with a chart about a particular topic in which she or he tries to find out how much knowledge students have in that particular area.  The teacher then relates that particular topic to the school’s curriculum.

“In the early years, the school had a lesson template and a lot of guidance in terms of making sure the need was identified, what the planning activities were, all the components of service-learning and a strong connection to community needs,” explains Hecht. 

“Over time, as the school and teachers developed more expertise, the need to rely upon something quite so structured became less and less.  Now it’s become almost organic in the school.  One teacher has something responding to slavery; the community and world connections flow naturally.  Putting the curriculum in the context of history and civic engagement is just part of something they do, rather than something they have to stop and think about.”

PROFESSIONAL DEVELOPMENT

The school dedicates a lot of time during the school week to professional development.  Every Thursday teachers spend an hour-and-a-half on professional development, and one Thursday a month students are dismissed early so teachers can meet from 1-5pm.  The school either brings somebody to talk about a particular technique or skill, or it dedicates that time to dialogue among the teachers so they can interrelate their course content with one with the other.

In the past, the school has offered professional development on using the Internet to incorporate current events into their classes.  The school also brings outside consultants and sends teachers to conferences and workshops.  

“My philosophy is that it’s all a learning process, not just for the students but for the entire community,” says Huereca.
 
POLICIES

The school doesn’t have a requirement of working a particular number of hours; rather, service-learning and community service are embedded in the whole curriculum.

“I think that’s the thing that makes it more exciting, productive, and meaningful to the students,” says Huereca.  “The students can see that every part of their lives is connected, every single aspect regardless of interest or passion, and there’s always a way to give back to the community.”
 
“Sometimes we find students come into projects thinking they can change the world,” adds Hecht.  “They usually find they can change just a small piece.  We help students develop realistic expectations for what they can do in the world, and then push the envelope a little further.  Take a risk, make a change.  That’s part of what life is.”
 
CLIMATE AND CULTURE

I have high expectations for the work I do, and I want to bring that to the school,” says Huereca.  “That sense of high expectations goes for students and goes for faculty. I encourage them to show a commitment to their job and commitment to themselves.

“I believe that for students to be successful, they have to be aware of who they are, and to respect where they come from and the community where they belong.  We all deserve the feeling we can truly succeed.  Whatever their passion is, I encourage students to follow it.”