One of the truisms in many schools is the cycle of waxing and waning that often accompanies many new initiatives, leading to initiative fatigue. So, when we see a school community not only persevere with a new initiative over time, but gradually increase its commitments and efforts toward new and deeper learning, we pay attention. Back in late winter of 2023, we noted “Stuff is happening at Leland and Gray Middle and High School in Townshend, VT, and people are noticing.” And now, nearly two years later, Leland and Gray continues to stand out as a leader in deeper learning through their ongoing investment in project-based learning (PBL), building on years of innovation and adaptation. Since first launching PBL as a school-wide initiative, Leland and Gray has steadily transformed both classroom experiences and school culture, driven by a commitment to authentic and experiential student-centered learning.

 

Leadership and Vision

The school’s PBL journey began during the spring semester of the 2018-2019 school year under the leadership of then-Principal Bob Thibault (now Superintendent of Windham Central Supervisory Union) and Jessica (Jesse) Riemenschneider, PIP ’23, who initially served as Leland and Gray’s PBL Coordinator and is now Assistant Principal. During this time, three teachers (English, science, and social studies) decided to experiment by offering an interdisciplinary 2-block PBL opportunity. Of course, these efforts were soon disrupted with the onset of the COVID-19 pandemic. But the desire to design more meaningful and engaging learning experiences persisted and eventually expanded, leading to the launch of a school-wide PBL effort that included a modified schedule to accommodate this initiative.

 

With a vision that was now schoolwide, these early efforts focused on building teacher capacity, securing school board support, and overcoming logistical hurdles such as scheduling and funding. Building upon the great work of Jesse and Bob, Laura Tabachnick, social studies teacher and current PBL Coordinator, joined the team at Leland and Gray and leads this next phase by bringing deep, firsthand working knowledge of and a vision for embedding PBL and experiential learning more deeply into the curriculum.

 

From Pilot Projects to Schoolwide Practice

Over the past two years, Leland and Gray has shifted from isolated PBL experiences to a more integrated and experiential approach. The school now features “Intensives,” which are multi-day, immersive experiences for students across grade levels, replacing previous partial-day PBL blocks. These intensives have included a variety of experiences, from trips to cities like Chicago, New York, and London, to hands-on workshops like chainsaw certification. Supporting this shift is a growing focus on professional development, with Laura supporting teachers in designing learning expeditions and authentic culminating events, and featuring successful projects at faculty meetings to inspire colleagues.

 

Challenges and Growth

The transition hasn’t been without challenges. Both Jesse and Laura note that shifting practices can be a challenge for teachers and requires support from both the school and the community, as well as opportunities for educators to engage in their own deeper learning. This commitment of time and energy, however, serves as a testament to the Leland and Gray faculty’s willingness to challenge themselves in order to challenge their students in the most meaningful of ways. In addition to the demands of teacher planning and professional learning, balancing logistics such as group sizes and teacher availability remains a work in progress. Yet, the school’s willingness to experiment, such as piloting a three-day intensive program and exploring senior capstone projects, demonstrates resilience and a commitment to continuous improvement.

 

This evolution in student opportunities has required an evolution in how teaching and learning is perceived. Laura emphasizes that deeper learning goes beyond engagement; it’s about providing authentic, real-world experiences that foster critical thinking, collaboration, and self-direction, among other deeper learning outcomes. She notes that as a result of teachers’ willingness to design and iterate, students are now more likely to see the relevance of their learning, whether earning chainsaw certification or participating in service trips. The experience had by each student, Laura notes, is not meant to complement the learning, but rather, is the learning. Leland and Gray teachers are the designers of these experiences.

 

Community and Culture

What does the Townshend community think about all of this? The school’s efforts have been met with strong support from the school board and families alike. Parents and students value the unique learning opportunities provided by Leland and Gray teachers, and faculty collaboration has flourished. Even amid uncertainty about school restructuring at the state level, Leland and Gray’s focus on experiential learning and visible outcomes, such as public exhibitions and celebratory events, has helped build a culture of pride and innovation.

 

Looking Ahead

With an eye toward the future, it should be no surprise that Leland and Gray is not standing still. Plans are underway to:

  • Make intensives a graduation requirement.
  • Launch grade-level kickoff activities and a senior capstone project.
  • Continue professional development for teachers, ensuring PBL becomes the norm rather than the exception.
  • Continue making student learning visible and scaling these efforts further.

As Laura puts it, the school is moving from “doing PBL” to “being a PBL school,” making deeper learning a defining feature of the Leland and Gray experience, rather than merely an add-on benefit. Other schools looking to reimagine learning would do well to watch–and learn from– Leland and Gray’s evolving journey.

 

Adam Norwood, EdD, coordinates the Barnes Initiative for Collaborative Learning, coordinates professional education partnerships at UVEI, and coaches teachers and school leaders in UVEI licensure programs. In all of his work, he prioritizes deeper learning for staff and students alike. You can contact Adam at anorwood@uvei.edu.