EBC High School for Public Service

Describe the ISSUES (facts, problems, and opportunities) in the case. Look for underlying issues as well as obvious problems the characters face.

  • How did the faculty and staff encourage students to tackle community issues outside the school walls? What motivated the students to engage in these issues?
  • What do you believe is the mission of our public schools? Do you believe that public schools should educate students primarily to solve common problems and be engaged civically?
  • How could larger schools replicate this public service model? Rural schools?
  • How has your own school contributed to service learning classes and curricula in your community?
  • Describe your views on single-sex advisory.

 

Consider the PERSPECTIVE of each character or group presented in the case. What is their unique take on the issues? What informs their point-of-view? What insight do you gain into issues by considering others� opinions?

  • EBC staff work with social workers to bridge the cultural gap of understanding that can separate students from their parents and guardians and can be a further divide between the school and family. How might these initiatives affect families of EBC students in the future?
  • How do students and staff at the East Brooklyn Congregations (EBC) High School for Public Service-Bushwick view their role in the local community?
  • How might Advisory teachers assess the program in terms of time and resources?

 

What KNOWLEDGE might inform how to address issues in the case? Which sources of knowledge might you consider (professional, experiential, empirical)? What more would you like to know before proposing any actions or next steps?

  • What does the service to society curricula look like at EBC? What knowledge is necessary to incorporate a service to society curriculum in your class? In your school?
  • What unique information and resources do social workers offer the EBC school community?
  • How might EBC students� knowledge of civics affect their post-secondary decisions?
  • What informational advantage is offered students who attend the Summer Bridge?

 

What ACTIONS might you recommend characters in the case take to address issues? What possible next steps might occur?

  • Advising students for the responsibilities of being an active member of a community is taken seriously at EBC. What actions have Mr. Capellan and his staff taken to encourage more mentoring of students for those roles? What further actions might guide the coming years?
  • How can schools create safe and inviting environments where students can search out mentors in teachers and staff?
  • What might Victor Capellan do to support teachers putting in extra time for special programs?

 

What are the CONSEQUENCES of proposed actions? What might happen, short- and long-term, intentionally and unintentionally, of following your suggestions? What else might you consider as possible results of suggested actions?

  • How does Mr. Capellan pull together resources to offer innovative programs for students? What might be some long-term consequences of these actions?
  • What might be some of the problems of engaging students with the local community? With service learning programs?
  • What are potential positive and negative effects of implementing a single-sex program?
  • What would be the affect of another population shift at the school? How might this affect existing students and families?