From Michael Horn - Innovating within existing schools is critical. Society created our current system of age-graded classrooms to serve a large number of students in the most economically efficient way possible by standardizing the way we teach and test. We must change this—in both old and new schools.
From Tom Vander Ark - We don’t know what learning will look like in 2035 but we can predict a wider variety of approaches and options; instead of school choice, it will be experience choice; instead of a focus on coherent school models, we’ll focus on coherent learning pathways. Education 2035 won’t cost more (in real terms) and will work better for more learners. But progress over the next two decades will be uneven improving rapidly where innovators collaborate.
They hope to design curriculum and assessment systems that value the diversity of their students...Don't we all!
If you are claiming disruption then, you believe the following three things:
A complete, systemic change will overtake the sector
The current incumbents will not survive
The current incumbents are incapable of dealing with the new world, which will be populated by new entrants.
Over the last eight years, largely since President Barack Obama's election, states have recruited schools chiefs who have ushered in major education policy changes during their tenures. In large part, they were criticized for their brash leadership styles and for asking too much of teachers and students. Most of them have now been replaced by new state superintendents who take on that role with more discretion and sensitivity, and are thought of as being more inclusive of community input – but they aren't getting rid of the policy changes.
"kids are productive learners when they come to us, and over the course of 12 years, we pretty much turn learning into something they don’t want to learn anything more about. We make it unproductive and disengaging."
test-based accountability is failing on its most important mandate—eliminating the achievement gap between different groups of students.
Here is a concrete example that many schools are struggling with: We want to find time in the daily schedule for… (take your pick: mindfulness, balance, reflection, global programs, capstones, new courses, more sleep for students, teacher collaboration, etc). But there are a limited number of minutes in the day. And everyone has their own pet need or bit of turf to protect. How do we decide what to add, what to keep, and what to let go?
From Jonathan Martin - A profile of new (and relatively new) innovative educational models which are becoming more significant alternatives in the landscape of educational choice, and includes interviews with leaders of these alternative models.
From Chris Tienken - "Colleagues and I used US Census data to predict state test results in mathematics and language arts as part of various research projects we have been conducting over the last three years. Specifically, we predicted the percentage of students at the district and school levels who score proficient or above on their state’s mandated standardized tests, without using any school-specific information such as length of school day, teacher mobility, computer-to-student ratio, etc."
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