Hazen Union: A Community School Approach to Learning
Laurie Anne Kozar
Hazen Union School Principal Dr. Jason Di Giulio likes to ask challenging questions: “What is a school?” and “What does a school do?” The questions arise from Di Giulio’s deeper philosophical stance that embraces inquiry as a core value. The questions are ones that Di Giulio has asked of himself, students, staff, administrator, and community members. It is this knack for seeking understanding, this process of investigation, that has enabled Di Giulio to become a successful educational leader and Hazen Union School to become a successful community school.
The process of creating a community school does not follow a recipe. “School and education is highly structured in Vermont,” Di Giulio reflects. “When you ask people to think about the question, ‘What is the job of school?’ It scares people.” “Some think, ‘Do we need as many teachers and professionals?’” Di Guilo would argue we need everyone: teachers, students, staff, custodians, parents, families, business - community! Exploring the framework of Community Schools is a process: “If we allow ourselves to become learners with a willingness to question the dominant narrative about what school is, and what it does, we find that the questions lead into other questions.” This process reflects the way in which the framework is fleshed out and the unique answers which arise from the needs in community are as unique as that community – and the answers are not static but change over time as the needs change. Talking with Di Giulio one finds that the questions keep coming: “If you ask, ‘what is the role of school’ as an organization, then you also must ask, “What is the role of each individual - of the parents, of the families, of the community members?” Everyone has a role to play. Di Guilo clarifies, “It might require some creativity in thinking about what new narratives we hope to create and to embrace.”
Di Giulio does not shy from the more challenging questions that surface when creating a community school and planning programs such as experiential learning, place-based learning, J-Term, or independent studies: “How do we address grading – how do we do assessment?” Classroom based foundational learning doesn’t go away, rather Hazen brings in resources from within the community. “We are setting-up the circumstance for learning for students who don’t learn well in the classroom or didactic model.”
And far too often the system falls short of helping students to be ready to learn: There are needs which fall outside of the narrow framework of didactic education. “We have to recognize that we as adults, teachers and community members may not have the expertise, but we can advocate for students and help students to be ready to learn within the systems and frameworks we have created.” Di Giulio points to the partnership between UVM researchers and the Vermont Agency of Education that reflects some of the changes in thinking about education in rural schools and especially those of preparing students to learn – and meeting health related needs within the school setting.
Much of the work around student health services at Hazen Union is addressed by Vaiva Velzis, the Community School Coordinator. Velzis provides wrap around services – much like an in-school health clinic. Some of the needs that students express include basic needs like food, and housing (there are students who experience homelessness). The Community School Coordinator is a key position: Hardwick sits on the cusp of several Human Service Agencies, and there is a dearth of resources in the area. Resolving the needs for students is often a negotiated arrangement between the student, the school, and the community partners. One prime example is community partner The Civic Standard who works closely with the school. They have set up a couch surfing system for students who need safe, clean housing. It is this partnership model that answers to the many faceted question of how to help students to be ready for learning – sometimes the answer is providing human services, mental health, safe and clean shelter, and transportation. The array of needs requires a partnership model, and it is also that partnership model that meets a less tangible need, but one that is vital and a barometer of human wellbeing: a sense of belonging.
Di Giulio concurs: “Connection with the community is a vital ingredient! Learning doesn’t happen in a vacuum.” It is all about connection – to ideas and to other people and to the community.” This attitude about community needs and student needs feeding into each other is reflected by the students with whom we spoke briefly: When I asked Sade, Carrie, and Ella what needs they saw as important needs – for themselves, for their school, or for their community – the response was immediate, genuine, and very much community leadership minded: “The parking lot needs to be upgraded,” says one student. “There are potholes, and it is horrible for people to walk across who are coming to the school to attend events,” agrees another. “The lines are faded: Trying to park is very confusing,” concurs the third. I press them for more ideas: “It would be great if Hardwick had a sport apparel store,” ventures one. “Yes, sports are a large part of the community here.” Clearly these students are thinking of the big picture, how to make life better, thinking critically and productively and that speaks to the model of shared leadership that is naturally built into their idea sharing and conversations.
The students also mentioned community resources like the Civic Standard that hosts community meals and music events, the Highland Center, which offers summer programs for acting, music, and painting. And of course, the school’s offering of after school, enrichment, or summer programs, such as the Field Studies program, Building A Bridge Program – an experiential program to welcome new incoming 7th grade students; as well as Matters of Transition, which allows incoming 9th grade students a gradual relaxation into the structure of moving between classes. Hazen also hosts a Career Cafe, a Wellness Fair and a Job Fair and there are classes connected to work-based learning: Working Lands, Wayfinding, G-Coding and CNC in the NEK. Certified Production is a free dual enrollment course through Community College of Vermont. There is enriched time: after school, before school, and even on weekends; STEAM: Makerspace, Generator, Spark, Creativity, Innovation & Entrepreneurship at Hazen, Pathways (Independent Based Learning - IBL), and Service-Learning Project - Recipe for Human Connection/Community Lunch… and more!
What is clear in speaking with Dr. Di Giulio, and students at Hazen Union School is that they are successful in supporting transitions and sharing leadership. The school is central to social engagement in this rural community. It is a circular system at Hazen: when students are learning then the community thrives / when the community is thriving, then students are ready to learn.
