About Us

April Major
5th grade Math and Science Teacher – Vista La Mesa Academy, Lemon Grove
TL Graduate 2010

“Relevant, inspiring, personalized. These are three words that come to mind when reflecting upon my experience as a High Tech High graduate student. There are many programs out there, but I am convinced none like this. Each class was highly engaging with the most amazing instructors who were not only knowledgeable, but personable, caring, and great models for how every classroom should be. Assignments and readings were authentic and helped mold my practice in a positive way. Despite going to class after a full day of teaching and other work obligations, I didn't leave class tired. The dialogue that took place with a small cohort of people who soon became friends was invigorating. I spent the car rides home reflecting, planning, and pondering. I have been a teacher in public schools for 16 years and know firsthand how challenging these times are. This program never let me lose sight of why I chose education in the first place- to make a difference in a child's life! I have been able take the lessons I've learned and all the research I've done, and reinvent my classroom to be a dynamic place where kids' voices are valued and students are empowered. I have not lost myself to the four walls of my classroom. I am part of an ever-growing community of learners and am continuously grateful for my HTH GSE experience.”

April Major has taught for over a decade in San Diego County and abroad. As a fellow in the Japan Exchange and Teaching Program, she taught English in Japanese public schools to grades pre-K-8. In San Diego, she has been involved in leadership training for the arts and is currently a Math, Engineering, and Science Achievement advisor and teacher at Vista La Mesa Academy in Lemon Grove. April earned her B.A. in sociology, with minors in mathematics and Japanese studies, as well as her multiple subject teaching credential with CLAD emphasis from UC San Diego. She holds a math specialist certificate from SDSU, and her M.Ed. in Teacher Leadership from the HTH Graduate School of Education.Less ←
“Relevant, inspiring, personalized. These are three words that come to mind when reflecting upon my experience as a High Tech High graduate student. There are many programs out there, but I am convinced none like this.”
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April Major
5th grade Math and Science Teacher – Vista La Mesa Academy, Lemon Grove
TL Graduate 2010

 

OUR APPROACH

Leading with Innovative Practice

Like the HTH K-12 schools, the HTH GSE is committed to providing its students with learning experiences that are personalized, authentic, and relevant. Our graduate students create personal learning plans, pursue a project-based curriculum, explore their own questions through action research and other forms of inquiry, and develop digital portfolios to demonstrate their learning. HTH GSE programs lead with practice and provide ample opportunities for students to apply theory to real-world teaching and learning contexts. Just as we expect surgeons to have hands-on experience in their residencies, HTH GSE provides its graduate students with hands-on, practical experience in the real world of effective, innovative schools. 


Challenging Common Assumptions

For over 75 years the American high school has followed three critical operating instructions that are so ingrained in the culture by now as to seem natural:

  • Segregate students by class, race, gender, language ability, or perceived academic ability.
  • Separate academic from technical teaching and learning.
  • Isolate adolescents from the adult world they are about to enter.

High Tech High schools overturn these tenets by grouping students heterogeneously, integrating the curriculum, and placing students in the adult world of work and learning. In turn, the GSE prepares educators both to design and to assume leadership in such programs, driven by a commitment to equity, rigor, and relevance for all students.

 

A Culture of Collaboration

GSE faculty are committed to providing educators with ample opportunities to work and learn together across grade-levels, disciplines, and diverse schooling structures. We believe that learning is a social enterprise, and occurs most deeply in communities where people are surrounded by caring, committed colleagues. To that end, our programs are selective and built on a cohort model, ensuring that all GSE students are known well and are surrounded by peers who encourage them to think deeply, take risks and take action to create positive change in their schools. 


A Total-Immersion Adult Learning Community

With a graduate school of education embedded within its K-12 schools, the entire High Tech High community is a powerful group of learners all working towards the same mission: to prepare K-12 students for postsecondary success and thoughtful citizenship. HTH GSE students learn and work alongside HTH teachers, administrators and students. They learn as the best teachers do from their students and each other by examining what works and what does not, by inviting feedback, and by assessing their own effectiveness in terms of student outcomes. As a community of learners, HTH serves as a laboratory of teaching and learning for all its members.

INSTITUTIONAL LEARNING OUTCOMES

The mission of the GSE is to develop reflective practitioner leaders who work effectively with colleagues and communities to create and sustain innovative, authentic, and rigorous learning environments for all students. This shared vision is articulated in our Institutional Learning Outcomes (ILOs) to Practice Thoughtful Inquiry and Reflection, Design Equitable Learning Environments, and Engage in Leadership for School Change and the corresponding learning outcomes for each program.

Practice Thoughtful Inquiry & Reflection (IR)
  • Graduates will be able to pursue scholarly inquiry and reflective practice that contributes to broader understandings of teaching, learning and leadership.
Design Equitable Learning Environments (D)
  • Graduates will be able to design learning environments that offer access and challenge to all learners.
Engage in Leadership for School Change (L)
  • Graduates will be able to build supportive learning communities to transform teaching and learning.


STRATEGIC PLAN & PRIORITIES

The HTH GSE aspires to be recognized within the country and around the world as a hub of progressive practice related to teaching and learning, and as a model of thoughtful, integrated, and transformative graduate education that has a direct impact on K-12 schools. This aspiration reflects HTH GSE's special and unique capacity as a graduate school embedded in highly effective and innovative K-12 schools to bridge the worlds of theory and practice, of scholarship and action.

To achieve this aspiration, the HTH GSE has outlined the following three strategic priorities:

Strategic priority number one: The GSE aims to model and promote thoughtful and forward-thinking teaching and leadership both within and beyond its clinical sites.

Strategic priority number twoThe GSE aims to assist teachers, administrators and policy makers in their efforts to transform teaching and learning locally, nationally, and globally.
 
Strategic priority number three: The GSE aims to secure the financial sustainability of our institution, and ensure its future.

To learn more about these priorities and our plans for achieving them, click here.

HTH GSE is on Facebook! Follow us and learn about GSE events!

The 2013-14 HTH GSE Handbook and Catalog is available here.


Updated: February 7, 2014, 12:56 pm


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