Challenging Common Assumptions For more than 75 years most American schools have followed three standard practices that are so culturally embedded as to nearly escape question: isolate students from the adult world, separate thinking from doing, and segregate students by perceived academic ability, class, race, gender, or language ability. Since 2000, High Tech High K-12 schools have overturned these tenets by: Admitting students through a lottery and grouping them heterogeneously Engaging students in the adult world of work through fieldwork and internships Integrating hands, hearts and minds through rigorous, hands-on projects The GSE prepares educators to design and to assume leadership in programs with a parallel commitment to equity, rigor, and relevance for all students. Rather than create replicas of High Tech High, educators learning through the GSE are encouraged to use our clinical sites as a context for learning: an opportunity to take risks, reflect on practice and shape their own vision for effective teaching, learning and leadership. Leading with Innovative Practice The GSE emerged from, and is fully embedded within, a charter school network of innovative, project-based schools. Like the thirteen High Tech High K-12 schools that serve as a context for adult learning, the GSE is committed to providing learning experiences that are personalized, authentic, and transformative. GSE students create personal learning plans, pursue a project-based curriculum, explore their own questions through rigorous inquiry, and develop digital portfolios to demonstrate their learning. They learn by doing and have ample opportunities to explore the intersection of theory and practice and reflect on their learning. Like medical students in a teaching hospital, GSE students take courses and conduct research while engaging daily in the real world of effective, innovative schools. Designing for Social Justice High Tech High was founded as an equity exper...