School Leadership 2.0 Editor's Note:

 SL 2.0 members, Kimberly Licato (Westhampton Beach School District) and Jackie Ammirato (Longwood School District) recently toured Finland to see firsthand the school system that is arguably the best in the world.  They share their impressions in a series of blog posts that continue today.  Thanks Kimberley and Jackie for sharing your trip with us.

Our second visitation took place on Tuesday, September 15^th.   We visited the Friisila Primary School in Espoo, an elementary school in a suburb outside of Helsinki, Finland.  This small, upper-class neighborhood housed a school for students in grades 1-6.  As we pulled up to the school, we noticed two Finnish girls, approximately 8 or 9 years old, playing on the swings as they waited anxiously for their school day to begin.  It was another reminder of the “trust” that exists in Finland between the community and their neighborhood school.  

This particular school was founded in 1959 and was built in the shape of a “bee’s nest” and all of the classrooms were all designed in a hexagon shape.  This particular school had 130 pupils, 9 teachers and one Headmaster, who was also a Special Education teacher in the building.  The theme of this particular school was “As Long as We Have Children, We Have Hope.”  

Hanna-Mari Sarlin, the Headmaster of the school, greeted us to her school.  She was dressed casually wearing a pair of sneakers.  When I inquired about her casual dress code, she replied “I am with the children all day and it would be too difficult to dress any other way.”  She also informed us of her daily forty-five minute bike ride to the school.  

She brought us up to her classroom and gave us a brief presentation of her school. She reviewed the courses offered to students at this school.  In this particular building, the study of the English language begins in the 3^rd grade and in 4^th grade all students begin to study Swedish.  Upon graduation from this school, all students are proficient in Finnish, English and Swedish.  She explained that this is an important aspect of eventually becoming citizens who can compete in this ever-changing global market.  In addition, teachers from the building make visitations to other schools, in other countries, in order to observe different practices and methodologies.  Next month, she is planning to take a group of teachers to a primary school in Amsterdam in order to do a school visitation.  

Throughout our discussions, she explained to us the pedagogical values of the city of Espoo.  These values included respect for everyone, cooperation between the parents and the school community, students having an active role in their own learning as an individual process and students learning to make their own decisions conserving sustainable development: ecologically, socially and economically.  

She informed us that Finland is adopting a new curriculum as of next fall, 2016.  The process was a two-year process with decisions involving the National Board of Education, students, educators, universities, parents and administrators.  The Headmaster explained to us the broad concepts of learning that included seven different areas in basic education at the primary level.  These areas include:  skills for working life and entrepreneurship, skills for taking care of yourself and everyday life skills, cultural skills, interaction and skills in expression, skills of participation and sustainable development, multi-literacy skills, thinking skills, “learning to learn” skills and informative and communicative skills.  She discussed with us some of the ways her school plans on implementing the new paradigm.  The school plans on instruction that includes cross-curricular themes, students having more responsibility and freedom in their own learning process, and the teachers who will serve more as a “support” in the classroom aiding their students in their individual learning process.  This will all be implemented by developing a learning environment that will motivate students to take risks and enjoy learning.  

As we observed various classes throughout the academic school day, we noticed that the older students in grades 5 and 6 were given choices as they worked on projects or tasks.  They were allowed to use the lunchroom areas, tables in the hallways, the floors or even corners of the classrooms in order to complete their work.  In addition, they were given the choice to work individually, with the instructor or in groups in order to complete the tasks assigned to them.  Many of the lessons we observed contained approximately ten minutes of instruction, followed by an assignment in order to develop skills in that area.  

The Headmaster throughout the day often referred to her school as “our house” and she explained to us that the older students in her building were asked to participate as leaders in various clubs and activities and often participated in school-wide decisions.  There is also a “Board of Pupils”, which consists of two members from every class, who meet monthly in order to discuss new ideas and school-wide decisions.

As we walked around the hallway, we noticed many shoes outside of the classrooms.  When we inquired about this practice, the Headmaster explained to us that students always take their shoes off prior to entering the classroom.  They are outside approximately six times a day and they do not want to bring outside dirt into the classroom.  

As we walked around the school property during one of the many “breaks” in the school day, the Headmaster pointed out the area that would turn into an ice-skating rink in the winter and the various trails around the property that would become cross-country skiing paths for students to enjoy during the cold, winter months.  It was evident to us that the Finnish people have learned to embrace their seasons and students were required to be outside regardless of temperatures or weather conditions. 

We were very inspired by all that we had witnessed throughout the day at this Finnish primary school.  Throughout our various interactions and conversations with the adults and the students in the building, we noted the continual use of the words “safe”, “respect” and “happiness” that were often used to explain different aspects of this particular school.

Kimberly Licato (Westhampton Beach School District)

Jackie Ammirato (Longwood School District)