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 third visitation took place on Wednesday, September 16th.   We visited the Lauttasaari School approximately ten minutes outside of the city center of Helsinki.  This particular neighborhood school housed students in grades 6-12.  We got to the school early, and decided to debrief about the findings of the past few days and visitations.  As we were discussing in the school lobby, a black lab ran past us.  She was quickly escorted into the Teacher’s Lounge.  A few minutes later, we were greeted by a World Languages instructor, who we would be spending the day with during our visitation.  We were then introduced to an English teacher, who we would be observing that morning.  The dog came around the corner and we inquired about the reason why the dog was present in the school.  They informed us that this lab was the “unofficial” school dog.  This particular teacher had done research on the presence of dogs in relationship to the effects they have emotionally on children.  According to this teacher, studies have shown that the presence of a dog in a room, can often have a positive effect on adolescents and can often “calm” students down when they are upset.  The dog spends her days at this particular school.  She roams around the various classrooms and is also placed in the library where students read to her during their breaks. 

We were then asked to observe a high school English class that morning.  We were walked up to a classroom on the second floor of the building.  We immediately noticed the various places the students were sitting.  The majority of them were at their desks and a few were sitting on large exercise balls.  This particular lesson was conducted entirely in English with the exception of a few translation exercises in which the students utilized the Finnish language.  As we observed the lesson the black Labrador walked in and out of the classroom and was absolutely no distraction to the students.  This particular class was a 75 minute class and approximately 40 minutes into the lesson the teacher stopped the lesson and had the students conduct a series of stretching exercises in order to allow them a “mental and physical break” from the lesson and to get them “moving” within the classroom.  There were no transitional issues and the teacher then quickly resumed her lesson.  There was another Teacher Assistant in the classroom helping specific students with their work.  This person explained to us that she had graduated this past May from high school and was currently working as a Teacher Assistant in order to increase her chances on getting into a teacher preparation program in Finland.  She explained to us that it is extremely competitive and very difficult to get into teacher programs in Finland.  There were only 12 applicants accepted the previous year out of 2-3,000 at the nearby university into the area of Special Education instruction.  She also explained the process of getting into one of these programs which involves reading 9 articles on pedagogy and studying the details of each articles in order to prepare for an entrance examination.  There is also an interview process, a teaching sample and group work which allows the university professors an opportunity to see how innovative the candidates are as individuals and how creative they could be in the classroom.  This process is all done prior to accepting a student into the program.  Teaching is a highly regarded profession in Finland and they admired and respected by all.  In addition, all high school teachers are certified in a minimum of two subject areas in order to work at this level.  Many of the teachers we met throughout the day had previous work experiences prior to entering the teaching profession. 

Next, we were asked to visit a variety of classes in the areas of Technology and Textiles.  We were once again reminded of the importance of students possessing skills in the area of woodwork and sewing.  These are considered “life skills” in Finland that everyone should possess in order to function in the real world.  These courses are introduced as early as first grade and continue through graduation.  We visited a middle school technology classroom and the students were busy working on their woodwork projects. They explained to us that they had the option to create something based on their own personal interests.  The only requirement was it had to be a toy and it must have wheels.  The remainder was up to them.  If they did not have a younger child to give this toy to, it was required for them to donate it to a neighborhood daycare or pediatric division of a local hospital.  This once again demonstrated the desire for students to become individuals who can think creatively and on their own all while they are given both direction and instruction.

The textiles course involved students both sewing and crocheting.  The students who chose to crochet were given the choice of where they would like to work in the various areas of this high school.  Students were always on task and focused regardless of the absence of an adult in their work area.

During lunch, we were given additional opportunities to learn more about the Finnish school system.  We once again visited the school cafeteria to find all students and teachers eating in the same area and well-balanced lunch was served at no cost to the student.  We learned in our conversations with teachers that Finland encourages them to take sabbaticals and the school district pays them a percentage of their salary in order to do so.  This World Languages teacher explained to us that this past year, he had the opportunity to live in Italy and France as part of his sabbatical experience.  He also explained to us that high school students often take trips abroad as part of their high school studies with their schools.  The students at Lauttasaari were going on a trip to London in the near future in order to visit international companies.  

We also visited the Teacher’s Lounge, which contained both work- spaces as well as a leisure area with couches, a coffee machine and a “massage chair” for those with stressful days.  All teachers utilized ceramic mugs and a dishwasher was present in the lounge.  Once again demonstrating to us the importance of environmental awareness in Finland.  The teachers explained the absence of yearly assessments in their 1-12 educational system and that only high school students take a uniform assessment in order for them to enter the university system.  High school students in Finland have three or four years in order to complete their courses. Students are encouraged to take different pathways and while some go onto university studies, others go to trade schools or onto full time jobs. 

This experience once again showed the desire of the Finnish people to create citizens who are aware of the world around them through international travel experiences, language skills and individuals who can function with everyday life skills.

Kimberly Licato (Westhampton Beach School District)

Jackie Ammirato (Longwood School District)