City Academy has found a unique way of blending the civic
dimensions of its policy and leadership, instructional program including professional development, and community partnerships.  Although the charter school faced some natural start-up challenges, its leadership and faculty seem to have their eye on the ball with educating students for citizenship and democracy.

"We took a hard look at all the different structures and systems of our school and made sure that civic learning was incorporated as much as possible in every instance," says principal Sonia Woodbury.

"We tried to make it possible for students to have a voice and take responsibility for their actions -- that they were relied upon to make things work well in the school.  We knew we didn't want just to teach a civics course, but actually live it."

INSTRUCTION

City Academy provides a host of opportunities for students to combine classroom instruction, on-site learning, and service.  Every year, the 7th and 8th grade class integrates a trip to a former mining community into its Utah Studies curriculum.  "Students learn about the history of mining and about a terrible mining disaster about 100 years ago, then visit the cemetary and talk to the curator of the museum.  They listen for things they might do to give back to the community," explains Woodbury. 

One group wrote poems based on the tombstone, compiled them into a book, sold it at the museum store, and put the proceeds back into the school.  Another group planned an exhibit for the museum.  Sometimes they talk to older people who remember the mining communities, or clean up the cemetary.  The goal, says Woodbury, is to be learning as much as they're serving.

Service projects come up in other ways, too.  Each year, one of the grade level advisory groups starts to feel very strongly about an issue and invites the rest of the school to participate in a service project.  This last year, a group took a Christmas box to a shelter for abused children.  In advisory group, thety learned more about abuse and why a community provides shelters.  They also explored some of the community issues that go along both with abuse and with caring for abused community members.

In addition to the unique service projects students develop year-to-year, the older students work in internships related to their academic study.  For instance, the AP Environmental Science class might volunteer for a local advocacy group. 

"We encourage teachers to go out into the community whenever it seems relevant to what they're doing in class.  We don't make community engagement a requirement, but many teachers choose to work at our school because they know we advocate for that.  When teachers see service and community ties as an integral part of learning, then students
do, too."   

POLICIES

One service-learning credit is required for graduation.  Most students earn it through the internship class, but some complete it on their own.

"We also have a pretty standard policy that students have a right to a voice in their education," says Woodbury.  "That attitude permeates everything.  For instance, if a student is kicked out of class, the student fills out a form describing what happened.  Later we hear the teacher's voice, too, but the student has an opportunity to have his or her voice heard." 


SCHOOL-COMMUNITY RELATIONSHIPS

"As a charter school that's moved three times in the last seven years, it's been hard to establish ourselves with a local community," admits Woodbury.  The school has managed to start a community garden, and to have a soup dinner and discussion tables with some of the neighbors.

"Every time we find a chance to a way that makes sense, we work in the community and share our resources," Woodbury says.  And, now that the school has a long-term lease, Woodbury hopes the school will engage in some regular community-engagement practices.   

PROFESSIONAL DEVELOPMENT/CLIMATE AND CULTURE

The place of civic learning is reinforced as a concept in professional development opportunities.  "We are always infusing civic learning into the curriculum and professional development," says Woodbury.  "The question is always, 'How are we also preparing students to be good citizens?'"

However, building a culture of equity and student engagement is hard, Woodbury admits.  City Academy has learned that it takes consistent effort each school year to introduce new students and teachers to the civic values of the school and sustain that mission. 

They are developing orientation events for new students and new teachers as well as on-going opportunities for the whole school to work on living the fundamental principles of the First Amendment -- ideas such as creating community and upholding the common good and responsibilities of freedom of expression. 

"I can really feel a different culture here," concludes Woodbury.  "There's not an us-them mentality between adults and students, but the sense of a real community of people who are all in this together.  It doesn't mean adults aren't in a position of authority.  It just means that we are all listening to each other."