Biweekly homerooms as relationship-centered small communities¶

Design · All designs
Evidence · no claims cited

Description¶

McLane High School transformed its homeroom structure as a core RCS effort to build consistent relationships in a large school. The report explains that "Biweekly homeroom periods aimed to form small communities for McLane's large student population and enable consistent, multiyear connections." Through its RCS partnership, McLane refined this pattern by training select students to lead homeroom community-building efforts and providing related professional development to educators, embedding relationship-building into the regular schedule rather than treating it as an add-on.

Design Implications¶

Context¶

Requirements¶

Biweekly scheduled homeroom time
Training for select students to lead community-building
Professional development for educators on homeroom practices

Constraints¶

Target Learners¶

High school students in a large comprehensive high school

Learning Goals¶

Sense of belonging in a small community
Consistent multiyear connections with adults and peers

Claims¶

Youth-led professional development trainings on racial justice and relationship-centered practices

Examples¶

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Key Sources¶

Hernández, L. H., & Rivero, E. (2023). Striving for relationship-centered schools: Insights from a community-based transformation campaign. Learning Policy Institute. https://doi.org/10.54300/621.856

Page metadata

Field	Value
`type`	`design`
`id`	`biweekly-homeroom-small-communities`
`title`	`Biweekly homerooms as relationship-centered small communities`
`description`	`McLane High School transformed its homeroom structure as a core RCS effort to build consistent relationships in a large school.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `hernández-2023`

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