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Higher Order Thinking (HOT) Schools
{HOT Schools Logo}
NEW! Beginning spring 2010, HOT Schools professional development opportunities will be extended to K-8 educators statewide. Individual HOT School teams will conduct sessions highlighting best practices in HOT Schools. These one-day sessions will provide educators a glimpse into various aspects of HOT Schools and an opportunity to observe, engage in, and dialogue about ways in which HOT School teachers have transformed HOT theory into practice. This is a great opportunity for schools interested in knowing more about implementing aspects of the HOT Approach that fit the needs of their school culture.
Characteristics of HOT Schools
In HOT schools, the arts are rigorous academic subjects, each with its own sequential curriculum that conveys knowledge not learned through other academic disciplines. HOT schools integrate the arts across disciplines, creating arts-rich environments that motivate students to make connections between and among subject areas and ideas. HOT schools cultivate a democratic school culture to which all members of the school community
contribute and in which individual leadership is emphasized.
The HOT approach is reflected in a school’s commitment to child centered, experiential, arts integrated teaching and learning. In an arts infused environment, the processes of creating, performing and responding lead to increased achievement, increased attendance by students and staff, lower rates of retention, higher self-esteem, decreased discipline problems, greater parent participation and a growing sense of community.
Current HOT Schools
The Commission is currently working with the following public schools located in rural, urban and suburban communities in Connecticut. Ranging in size from 250 to over 700 students, these schools represent diverse cultural demographics.
|
Town |
School |
State
Senate
District |
Senator |
State
House
District |
Representative |
|
Colchester |
Jack Jackter Intermediate
School |
33 |
Eileen Daily |
48 |
Linda Orange |
|
Easton |
Samuel Staples School |
28 |
John McKinney |
135 |
John Stripp |
|
Enfield |
Enfield Street School |
7 |
Jonathan Kissel |
58 |
Kathleen
Tallarita |
|
Hartford |
University of Hartford
Magnet School |
5 |
Jonathan Harris |
18 |
Andrew Fleischmann |
|
Manchester |
Martin Elementary School |
4 |
Mary Ann Handley |
9 |
Chris Stone |
|
Meriden |
Lincoln Middle School |
13 |
Tom Gaffey |
82 |
Buddy Altobello |
|
Middlefield |
John Lyman School |
13 |
Tom Gaffey |
100 |
Ray Kalinowski |
|
New Haven |
John C. Daniels School of International Communication |
|
|
|
|
|
New Haven |
Worthington Hooker School |
11 |
Martin Looney |
96 |
Cameron Staples |
|
Norwalk |
Columbus Magnet School |
25 |
Bob Duff |
140 |
Joseph Mann |
|
Pomfret |
Pomfret Community School |
35 |
Tony Guglielmo |
50 |
Michael Alberts |
|
Simsbury |
Squadron Line School |
8 |
Thomas Herlihy |
16 |
Robert Heagney |
|
South Windsor |
Pleasant Valley School |
3 |
Gary Lebeau |
11 |
Michael Christ |
|
Wolcott |
Alcott Elementary School |
16 |
Chris Murphy |
80 |
John Mazurek |
Professional Development
The hallmark of HOT Schools is its comprehensive approach to training and professional development. Classroom teachers, arts specialists, artists, principals, and parents all assist with the planning and design of professional development which is offered year-round.
HOT Schools Summer Institute This weeklong residential program is open to all HOT schools and interested participants from Connecticut and the nation. The Institute faculty includes national experts and noted artists. The week provides a solid grounding in HOT Schools philosophy, develops arts integration skills, and raises awareness of democratic practice in leadership development for students and teachers.
Mini-Institutes The work of the summer institute is reinforced by two 2-day mini institutes, one in the fall and one in the spring. These gatherings hone in on a specific program component.
Peer Days Arts specialists and classroom teachers attend these day-long sessions at which they jointly develop standards-based curricular units or fields of study integrating a specific art form. Peer days are highly valued because they allow arts specialists and classroom teachers time to plan and work together.
Parent Support Parents are a critical part of the HOT Schools team. Parents are invited to participate in all professional development opportunities alongside teachers and become advocates for arts education.
Teacher-Artist Collaborations (TACs) take residencies to the next level and are characterized by the depth and breadth of training provided for teacher-artist teams. TACs promote a collaborative process in which artists and teachers jointly design arts-integrated experiences aligned with state and district standards. TACs provide rich opportunities for children to make connections between and among subject disciplines and ideas.
HOT Strategies
HOT schools employ innovative learning strategies that appeal to multiple intelligences and all levels of ability. Successful HOT strategies include:
Magical Mailbox, a student-owned and student-operated receptacle for student writing
Literary Board, a peer review board comprised of students who meet to set criteria, standards, and guidelines, as well as review Magical Mailbox submissions
Town Meeting, an all-school gathering that celebrates student work such as dramatic readings of poetry or writing set to original music
ECHOS (Enhanced Curricula HOT Opportunities) a series of designated block times when the whole school is engaged in theme-based arts activities.
Student Senate, a student governance group that meets regularly to address and pose solutions to school wide issues, concerns and events raised by their peers.
Application Process
Schools must apply to become a HOT School. The application deadline for 2008 has passed. The guidelines and application provided are for informational purposes only and are subject to change for the next application round.
HOT Schools Program Guidelines (PDF)
HOT Schools Program Application (PDF)
(Download the most recent version of Acrobat Reader from Adobe to view PDF files)
Contact: Bonnie Koba, 860-256-2730 or bonnie.koba@ct.gov
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