How Passion Projects and Community Partners Create Relevant Learning for Teens in School
Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue
How School Leaders Can Attend to the Emotional Side of Change
Want Change In Education? Look Beyond The Usual Suspects (Like Finland)
Why 'Unlearning' Old Habits Is An Essential Step For Innovation
Five Guidelines to Make School Innovation Successful
Four Ways School Leaders Can Support Meaningful Innovation
Taking Small Steps Towards Change At A Big, Traditional High School
Why A School's Master Schedule Is A Powerful Enabler of Change
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But in the midst of this tragedy the residents began to see an opportunity to rethink how they would rebuild the core institutions of the town.\u003c/p>\n\u003cp>“We’re in Iowa, these are not things you deal with,” said Shawn Cornally, co-founder of Iowa BIG, a project-based school that came into being after the flood. “So the entire city was grappling with these giant questions together.”\u003c/p>\n\u003cp>The local newspaper, owned by the Gazette Co., wanted to be part of rebuilding the community. As part of a series on reimagining Cedar Rapids, the company tapped Cornally -- a high school STEM teacher whose subjects have included calculus, physics and computer science -- to spearhead an effort called “The Return to School Project.” Over 100 adults strapped on backpacks and went back to school -- walking in the shoes of students. They were asked to report back on what they noticed about the experience.\u003c/p>\n\u003cp>“They said stuff like, ‘Man, teachers work their butts off and it’s kind of like no one in the building cares, even other teachers,’” said Cornally. They also noticed that students spent a lot of time transitioning, and they talked only about grades, never about what they were learning. But the adults noticed a lot of positives as well. They said it was clear school was a second home to kids and played an important support role for many of them.\u003c/p>\n\u003cp>Cornally wrote an article about these observations that ended with a call for Cedar Rapids to consider a school without grades or classes as part of its effort to rebuild. Rather than using standardized tests to measure learning, students would be held accountable by community partners with whom they would work on projects.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That article sparked a small experiment at the community college, with just 12 students and one half-time teacher. Over the next 10 years it grew into Iowa BIG, an alternative education offering that now has two sites, 240 students, eight teachers and a huge network of community partners. They even recently won one of the smaller \u003ca href=\"https://xqsuperschool.org/xq-schools/iowa-big\" target=\"_blank\" rel=\"noopener\">XQ Super School grants\u003c/a> for innovative school models.\u003c/p>\n\u003cp>\u003cstrong>WHO ATTENDS IOWA BIG?\u003c/strong>\u003c/p>\n\u003cp>Cornally said students interested in attending BIG often come in two types: super-high achievers looking for something interesting for their résumé, and kids for whom traditional school does not work. “They come to us because we don’t control their time, just their output,” Cornally said.\u003c/p>\n\u003cp>Iowa BIG is far from a traditional school, but it is public. According to Cornally, Cedar Rapids doesn’t have private or charter schools almost as a matter of tradition. All kids attend public school, so those schools are well-funded, strong academic institutions. Generations of Cedar Rapids-area families attend the same high schools and there is a lot of pride and identity around them. But the big, comprehensive high school with bells, AP classes and more traditional teaching styles doesn’t suit all learners.\u003c/p>\n\u003cp>That’s where Iowa BIG comes into the picture. It’s a partnership between the three school districts in the Cedar Rapids area. Students can take classes at Iowa BIG, but they graduate from their home schools and often split time between the two institutions. All three districts contribute full-time employees to BIG, and all get to claim the program as part of what they offer. This arrangement can be both great and hard for students. On the one hand, they have access to different kinds of opportunities at BIG, but some have to travel long distances between schools.\u003c/p>\n\u003cp>BIG classes are focused around \u003ca href=\"http://projectbbq.com/BBQ/public.php\" target=\"_blank\" rel=\"noopener\">big projects\u003c/a> that students care about. Cornally calls them “Saturday projects,” something the student would want to be working on over the weekend, but gets to do for school instead. The projects almost always include an outside partner with whom students collaborate. That real-world home for the product helps make students accountable for their work and to their collaborators. Cornally said this approach to collaborative projects is more palatable to students who have rebelled against traditional homework. Despite all that, the courses that appear on student transcripts sound standard.\u003c/p>\n\u003cp>“We have a custom-built software system that tracks each kid against the state standards they're responsible for,” Cornally said. While the classes don’t look like traditional English or chemistry classes, the teachers are aware of the standards they need to hit. They try hard to build those standards into the project in interdisciplinary ways, but when they can’t they are honest about it with the students.\u003c/p>\n\u003cp>“That honesty is worth a million dollars to a teenager,” Cornally said. Because students come from different schools, are on different schedules and live far apart, most don’t come to the BIG building every day. Students communicate with each other and with teachers through Slack and schedule times to meet up only when necessary.\u003c/p>\n\u003cp>Kellen Ochs likes BIG because the adults there respect his time. He likes science and thought he wanted to be a chemist until he started taking chemistry classes at his traditional high school. He learned about BIG from a friend who is a year older. Kellen was a disenchanted freshman enviously watching his sophomore friend leave to go to BIG nearly every day.\u003c/p>\n\u003cp>“He would always talk about how he went to do actual things, with real people where he learned actual things,” Kellen said. That sounded interesting, and when Kellen saw Shawn Cornally’s \u003ca href=\"https://www.youtube.com/watch?v=aldMBgT6u-4\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a> he thought to himself, “This guy’s reading my mind. This is exactly what I want.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/aldMBgT6u-4?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of Kellen’s favorite projects at BIG is building a biodiesel engine. He and his group have been teaching themselves about how motors work and working out the chemistry to convert used cooking oil into something combustible.\u003c/p>\n\u003cp>“I think everybody knows what we’re doing and what’s going on at a molecular level now,” Kellen explained about his group’s progress. “The hard part is we had to build a fume hood and that took so long. Now we’re getting back to the fun inorganic chemistry part.”\u003c/p>\n\u003cp>He said his group made a batch of oil but didn’t get it hot enough, so only some combusted. It’s all about adding the right amount of ethyl alcohol and other reactants, Kellen explained. He’s been using a lot of YouTube videos and online materials to teach himself the inorganic chemistry he needs, and his group has taught each other a lot through trial and error.\u003c/p>\n\u003cp>The group meets once a week for an hour and half to check in on progress and divvy up new tasks, but Kellen says the amount of work he puts in varies from week to week. Sometimes he spends hours on it, and other times his part doesn’t take that long. He likes that he’s learning how to manage his time and that his group trusts him to complete his tasks.\u003c/p>\n\u003cp>Kellen is also taking English literature at BIG, a class he was originally less enthused about, but has found surprisingly enjoyable. “I thought I was going to be really bored because we did poetry in the ninth grade and it was horrible and I hated it,” Kellen said. But at BIG the poems feel more relevant -- they’ve been reading poems about the African-American experience in America.\u003c/p>\n\u003cp>“They are living in my reality whereas when you read Shakespeare I could swear he was living in a different reality,” Kellen said. He stopped and looked up some of the names of the poets he’d enjoyed: \u003ca href=\"https://www.poetryfoundation.org/poets/natasha-trethewey\" target=\"_blank\" rel=\"noopener\">Natasha Trethewey\u003c/a>, \u003ca href=\"https://www.poetryfoundation.org/poets/gregory-pardlo\" target=\"_blank\" rel=\"noopener\">Gregory Pardlo\u003c/a>, \u003ca href=\"https://www.poetryfoundation.org/poets/claudia-rankine\" target=\"_blank\" rel=\"noopener\">Claudia Rankine\u003c/a>.\u003c/p>\n\u003cp>But Kellen’s passion project at BIG is pool alarms. The project idea came from a local professor whose nephew drowned when his parents lost sight of him for just a moment. The pool alarm didn’t go off. Now Kellen and his friend are trying to build a better pool alarm, one that can’t fail when it’s needed.\u003c/p>\n\u003cp>\u003cstrong>THE PROJECTS\u003c/strong>\u003c/p>\n\u003cp>BIG finds projects in three main ways: businesses or organizations come asking to collaborate, teachers develop projects and find partners interested in collaborating, and students initiate projects. “The kids’ ideas are just as good as the adults' ideas,” Cornally said.\u003c/p>\n\u003cp>“We are excited when a kid has an idea because half the time they’re good and half the time they’re bad, but it’s the same as the adults.” No matter how the project comes to them, Cornally said teachers work to think it through, flesh it out and make sure it’s a viable project. If it is, it gets added to a custom-built database that students can browse when they shop for projects at the start of the semester.\u003c/p>\n\u003cp>“We live in that universe of just below your resource line, but well above flippant,” Cornally said. In other words, many businesses come to BIG with projects that would help operations, but aren’t mission critical. That’s a perfect space for high school students to bring their enthusiasm, creativity and energy.\u003c/p>\n\u003cp>For example, the United States Geological Survey wanted to create an app to streamline the process when citizen scientists send in fossils. That’s an app the agency probably wouldn’t spend limited resources on, but they’re excited to have it if a student can build it.\u003c/p>\n\u003cp>As students work on their projects they get support from teachers, who also ensure that students are meeting the state standards required for the course. Teachers meet in a daily “scrum” where they talk about projects, individual students, who needs more support, who is avoiding all the math in the project, and who on staff would be most effective at reaching out.\u003c/p>\n\u003cp>At the end of the semester the school carefully translates all the project work students did into traditional credits that are recognized by traditional high schools and colleges. “You cannot be the person who changes how college does admissions and how they want to see data reported,” Cornally said. “And you can’t screw your students over by doing that.”\u003c/p>\n\u003cp>While the projects may not neatly fit the criteria colleges expect to see, students often discover passions they want to pursue in college through the projects they do at BIG. Bailey Swartzendruber is a good student at her traditional high school, but began taking BIG classes her senior year because she wanted to use her learning to take more of a leadership role in the community. She’s headed to the University of Iowa for college and plans to major in International Business with a minor in human rights.\u003c/p>\n\u003cp>“BIG really opened that up for me,” Swartzendruber said. She came into BIG with vague goals of wanting to do something positive for the community that connected to business. She and her adviser started talking about the refugee crisis, which soon became a project writing social studies curriculum around refugee issues. Swartzendruber is excited that her work could soon be used by students around the world.\u003c/p>\n\u003cp>“Living in the Midwest, living in Iowa, I just never thought I would get this opportunity,” she said.\u003c/p>\n\u003cp>Swartzendruber also took statistics at BIG, an experience that left her with conflicting emotions. She found the open-ended, self-directed approach to math difficult. She had weekly seminars on the content and then was asked to apply it to her refugee project. For example, her teacher gave her data on the location and number of displaced persons and asked her to use coding software to analyze it. She felt overwhelmed by the task.\u003c/p>\n\u003cp>“At first I kind of gave up on it and didn’t turn any of my stuff in, which is so not me,” Swartzendruber said. She didn’t feel she had fully grasped the concepts before she was being asked to apply them to a situation where she also didn’t know how to use the coding software. It felt uncomfortable to learn by doing, rather than through rote practice. With hindsight, she can see that learning in a new way was uncomfortable, but that she gained valuable skills she’ll be able to use in the future. She looked at the college coursework she’ll be tackling next year and immediately noticed one class requires the same coding software she now knows how to use.\u003c/p>\n\u003cp>Ultimately, Swartzendruber is aware that, despite being a good student coming into BIG, she didn’t have a lot of the practical skills required for work. She was terrified to email her partner organization, didn’t know how to manage her time when she wasn’t being told exactly what to do, and had little experience disagreeing with collaborators. These are all skills she knows she has improved while at BIG. They are also skills her teachers explicitly monitor and work to improve in students.\u003c/p>\n\u003cp>“I feel like at my regular high school I’m just going through the motions. I felt it wasn’t pushing my boundaries,” Swartzendruber said. Now, when she goes into the BIG building, she’s inspired by the work of her fellow students. One girl designed a fashion line, coordinated a fashion show, and took it on the road with real models. Another is interviewing faith groups to find out how welcoming they are to people with alternative lifestyles.\u003c/p>\n\u003cp>“Whenever you go there you see kids working on crazy things, and so dialed in to what they’re doing,” Swartzendruber said. “When I go to BIG I want to be there.”\u003c/p>\n\u003cp>That’s one of the most important things to Cornally. He was a successful AP computer science teacher for years before helping to start Iowa BIG. He worked at a high-achieving high school, but when he ran into former students home on break from college and asked them what they learned in AP calculus that was useful in college, they rarely had an answer.\u003c/p>\n\u003cp>It was a clarifying moment. “Why do I lose sleep over you?” Cornally asked himself. If students didn’t need what he taught them, and didn’t remember it either, why was he working so hard? “I’m just a baby sitter that talks about calculus,” he realized. That’s when he began a journey to transform education. At BIG he’s confident students remember the work they did and can point to how it impacted their development. At Iowa BIG the “rigor” comes from knowing his students really well.\u003c/p>\n\u003cp>\"As a district we've been looking for a personalized learning environment for a while,\" said Erik Anderson, principal of Prairie High School in the College Community School District outside Cedar Rapids. As the district works towards a 10-year plan that will include changes at all its sites, Anderson said Iowa BIG is offering interested students some of that personalization now. And, his teachers are learning from Iowa BIG, too -- some are trying to incorporate community-driven projects into their classes, while others are reimagining class as independent work time with teacher consultations available.\u003c/p>\n\u003cp>\"There's been flexibility required from everyone,\" Anderson said. He's proud of his staff for understanding that the goal is for students to have a good learning experience. And he sees the effect BIG is having on students in other small ways.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"You can see these young people grow and mature at a different rate, especially in how they interact with adults,\" he said.\u003c/p>\n\n","blocks":[],"excerpt":"Schools in Iowa are collaborating with businesses, organizations and partners to provide real-world relevance to student interests. The result is that students work on projects meaningful to them while learning how to manage their time.","status":"publish","parent":0,"modified":1528242575,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/aldMBgT6u-4"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2710},"headData":{"title":"How Passion Projects and Community Partners Create Relevant Learning for Teens in School | KQED","description":"Schools in Iowa are collaborating with businesses, organizations and partners to provide real-world relevance to student interests. The result is that students work on projects meaningful to them while learning how to manage their time.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50974 https://ww2.kqed.org/mindshift/?p=50974","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/05/how-passion-projects-and-community-partners-create-relevant-learning-for-teens-in-school/","disqusTitle":"How Passion Projects and Community Partners Create Relevant Learning for Teens in School","path":"/mindshift/50974/how-passion-projects-and-community-partners-create-relevant-learning-for-teens-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When a huge flood devastated Cedar Rapids, Iowa, in 2008 the community was faced with a host of problems more commonly seen in big cities, like homelessness. But in the midst of this tragedy the residents began to see an opportunity to rethink how they would rebuild the core institutions of the town.\u003c/p>\n\u003cp>“We’re in Iowa, these are not things you deal with,” said Shawn Cornally, co-founder of Iowa BIG, a project-based school that came into being after the flood. “So the entire city was grappling with these giant questions together.”\u003c/p>\n\u003cp>The local newspaper, owned by the Gazette Co., wanted to be part of rebuilding the community. As part of a series on reimagining Cedar Rapids, the company tapped Cornally -- a high school STEM teacher whose subjects have included calculus, physics and computer science -- to spearhead an effort called “The Return to School Project.” Over 100 adults strapped on backpacks and went back to school -- walking in the shoes of students. They were asked to report back on what they noticed about the experience.\u003c/p>\n\u003cp>“They said stuff like, ‘Man, teachers work their butts off and it’s kind of like no one in the building cares, even other teachers,’” said Cornally. They also noticed that students spent a lot of time transitioning, and they talked only about grades, never about what they were learning. But the adults noticed a lot of positives as well. They said it was clear school was a second home to kids and played an important support role for many of them.\u003c/p>\n\u003cp>Cornally wrote an article about these observations that ended with a call for Cedar Rapids to consider a school without grades or classes as part of its effort to rebuild. Rather than using standardized tests to measure learning, students would be held accountable by community partners with whom they would work on projects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That article sparked a small experiment at the community college, with just 12 students and one half-time teacher. Over the next 10 years it grew into Iowa BIG, an alternative education offering that now has two sites, 240 students, eight teachers and a huge network of community partners. They even recently won one of the smaller \u003ca href=\"https://xqsuperschool.org/xq-schools/iowa-big\" target=\"_blank\" rel=\"noopener\">XQ Super School grants\u003c/a> for innovative school models.\u003c/p>\n\u003cp>\u003cstrong>WHO ATTENDS IOWA BIG?\u003c/strong>\u003c/p>\n\u003cp>Cornally said students interested in attending BIG often come in two types: super-high achievers looking for something interesting for their résumé, and kids for whom traditional school does not work. “They come to us because we don’t control their time, just their output,” Cornally said.\u003c/p>\n\u003cp>Iowa BIG is far from a traditional school, but it is public. According to Cornally, Cedar Rapids doesn’t have private or charter schools almost as a matter of tradition. All kids attend public school, so those schools are well-funded, strong academic institutions. Generations of Cedar Rapids-area families attend the same high schools and there is a lot of pride and identity around them. But the big, comprehensive high school with bells, AP classes and more traditional teaching styles doesn’t suit all learners.\u003c/p>\n\u003cp>That’s where Iowa BIG comes into the picture. It’s a partnership between the three school districts in the Cedar Rapids area. Students can take classes at Iowa BIG, but they graduate from their home schools and often split time between the two institutions. All three districts contribute full-time employees to BIG, and all get to claim the program as part of what they offer. This arrangement can be both great and hard for students. On the one hand, they have access to different kinds of opportunities at BIG, but some have to travel long distances between schools.\u003c/p>\n\u003cp>BIG classes are focused around \u003ca href=\"http://projectbbq.com/BBQ/public.php\" target=\"_blank\" rel=\"noopener\">big projects\u003c/a> that students care about. Cornally calls them “Saturday projects,” something the student would want to be working on over the weekend, but gets to do for school instead. The projects almost always include an outside partner with whom students collaborate. That real-world home for the product helps make students accountable for their work and to their collaborators. Cornally said this approach to collaborative projects is more palatable to students who have rebelled against traditional homework. Despite all that, the courses that appear on student transcripts sound standard.\u003c/p>\n\u003cp>“We have a custom-built software system that tracks each kid against the state standards they're responsible for,” Cornally said. While the classes don’t look like traditional English or chemistry classes, the teachers are aware of the standards they need to hit. They try hard to build those standards into the project in interdisciplinary ways, but when they can’t they are honest about it with the students.\u003c/p>\n\u003cp>“That honesty is worth a million dollars to a teenager,” Cornally said. Because students come from different schools, are on different schedules and live far apart, most don’t come to the BIG building every day. Students communicate with each other and with teachers through Slack and schedule times to meet up only when necessary.\u003c/p>\n\u003cp>Kellen Ochs likes BIG because the adults there respect his time. He likes science and thought he wanted to be a chemist until he started taking chemistry classes at his traditional high school. He learned about BIG from a friend who is a year older. Kellen was a disenchanted freshman enviously watching his sophomore friend leave to go to BIG nearly every day.\u003c/p>\n\u003cp>“He would always talk about how he went to do actual things, with real people where he learned actual things,” Kellen said. That sounded interesting, and when Kellen saw Shawn Cornally’s \u003ca href=\"https://www.youtube.com/watch?v=aldMBgT6u-4\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a> he thought to himself, “This guy’s reading my mind. This is exactly what I want.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/aldMBgT6u-4?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of Kellen’s favorite projects at BIG is building a biodiesel engine. He and his group have been teaching themselves about how motors work and working out the chemistry to convert used cooking oil into something combustible.\u003c/p>\n\u003cp>“I think everybody knows what we’re doing and what’s going on at a molecular level now,” Kellen explained about his group’s progress. “The hard part is we had to build a fume hood and that took so long. Now we’re getting back to the fun inorganic chemistry part.”\u003c/p>\n\u003cp>He said his group made a batch of oil but didn’t get it hot enough, so only some combusted. It’s all about adding the right amount of ethyl alcohol and other reactants, Kellen explained. He’s been using a lot of YouTube videos and online materials to teach himself the inorganic chemistry he needs, and his group has taught each other a lot through trial and error.\u003c/p>\n\u003cp>The group meets once a week for an hour and half to check in on progress and divvy up new tasks, but Kellen says the amount of work he puts in varies from week to week. Sometimes he spends hours on it, and other times his part doesn’t take that long. He likes that he’s learning how to manage his time and that his group trusts him to complete his tasks.\u003c/p>\n\u003cp>Kellen is also taking English literature at BIG, a class he was originally less enthused about, but has found surprisingly enjoyable. “I thought I was going to be really bored because we did poetry in the ninth grade and it was horrible and I hated it,” Kellen said. But at BIG the poems feel more relevant -- they’ve been reading poems about the African-American experience in America.\u003c/p>\n\u003cp>“They are living in my reality whereas when you read Shakespeare I could swear he was living in a different reality,” Kellen said. He stopped and looked up some of the names of the poets he’d enjoyed: \u003ca href=\"https://www.poetryfoundation.org/poets/natasha-trethewey\" target=\"_blank\" rel=\"noopener\">Natasha Trethewey\u003c/a>, \u003ca href=\"https://www.poetryfoundation.org/poets/gregory-pardlo\" target=\"_blank\" rel=\"noopener\">Gregory Pardlo\u003c/a>, \u003ca href=\"https://www.poetryfoundation.org/poets/claudia-rankine\" target=\"_blank\" rel=\"noopener\">Claudia Rankine\u003c/a>.\u003c/p>\n\u003cp>But Kellen’s passion project at BIG is pool alarms. The project idea came from a local professor whose nephew drowned when his parents lost sight of him for just a moment. The pool alarm didn’t go off. Now Kellen and his friend are trying to build a better pool alarm, one that can’t fail when it’s needed.\u003c/p>\n\u003cp>\u003cstrong>THE PROJECTS\u003c/strong>\u003c/p>\n\u003cp>BIG finds projects in three main ways: businesses or organizations come asking to collaborate, teachers develop projects and find partners interested in collaborating, and students initiate projects. “The kids’ ideas are just as good as the adults' ideas,” Cornally said.\u003c/p>\n\u003cp>“We are excited when a kid has an idea because half the time they’re good and half the time they’re bad, but it’s the same as the adults.” No matter how the project comes to them, Cornally said teachers work to think it through, flesh it out and make sure it’s a viable project. If it is, it gets added to a custom-built database that students can browse when they shop for projects at the start of the semester.\u003c/p>\n\u003cp>“We live in that universe of just below your resource line, but well above flippant,” Cornally said. In other words, many businesses come to BIG with projects that would help operations, but aren’t mission critical. That’s a perfect space for high school students to bring their enthusiasm, creativity and energy.\u003c/p>\n\u003cp>For example, the United States Geological Survey wanted to create an app to streamline the process when citizen scientists send in fossils. That’s an app the agency probably wouldn’t spend limited resources on, but they’re excited to have it if a student can build it.\u003c/p>\n\u003cp>As students work on their projects they get support from teachers, who also ensure that students are meeting the state standards required for the course. Teachers meet in a daily “scrum” where they talk about projects, individual students, who needs more support, who is avoiding all the math in the project, and who on staff would be most effective at reaching out.\u003c/p>\n\u003cp>At the end of the semester the school carefully translates all the project work students did into traditional credits that are recognized by traditional high schools and colleges. “You cannot be the person who changes how college does admissions and how they want to see data reported,” Cornally said. “And you can’t screw your students over by doing that.”\u003c/p>\n\u003cp>While the projects may not neatly fit the criteria colleges expect to see, students often discover passions they want to pursue in college through the projects they do at BIG. Bailey Swartzendruber is a good student at her traditional high school, but began taking BIG classes her senior year because she wanted to use her learning to take more of a leadership role in the community. She’s headed to the University of Iowa for college and plans to major in International Business with a minor in human rights.\u003c/p>\n\u003cp>“BIG really opened that up for me,” Swartzendruber said. She came into BIG with vague goals of wanting to do something positive for the community that connected to business. She and her adviser started talking about the refugee crisis, which soon became a project writing social studies curriculum around refugee issues. Swartzendruber is excited that her work could soon be used by students around the world.\u003c/p>\n\u003cp>“Living in the Midwest, living in Iowa, I just never thought I would get this opportunity,” she said.\u003c/p>\n\u003cp>Swartzendruber also took statistics at BIG, an experience that left her with conflicting emotions. She found the open-ended, self-directed approach to math difficult. She had weekly seminars on the content and then was asked to apply it to her refugee project. For example, her teacher gave her data on the location and number of displaced persons and asked her to use coding software to analyze it. She felt overwhelmed by the task.\u003c/p>\n\u003cp>“At first I kind of gave up on it and didn’t turn any of my stuff in, which is so not me,” Swartzendruber said. She didn’t feel she had fully grasped the concepts before she was being asked to apply them to a situation where she also didn’t know how to use the coding software. It felt uncomfortable to learn by doing, rather than through rote practice. With hindsight, she can see that learning in a new way was uncomfortable, but that she gained valuable skills she’ll be able to use in the future. She looked at the college coursework she’ll be tackling next year and immediately noticed one class requires the same coding software she now knows how to use.\u003c/p>\n\u003cp>Ultimately, Swartzendruber is aware that, despite being a good student coming into BIG, she didn’t have a lot of the practical skills required for work. She was terrified to email her partner organization, didn’t know how to manage her time when she wasn’t being told exactly what to do, and had little experience disagreeing with collaborators. These are all skills she knows she has improved while at BIG. They are also skills her teachers explicitly monitor and work to improve in students.\u003c/p>\n\u003cp>“I feel like at my regular high school I’m just going through the motions. I felt it wasn’t pushing my boundaries,” Swartzendruber said. Now, when she goes into the BIG building, she’s inspired by the work of her fellow students. One girl designed a fashion line, coordinated a fashion show, and took it on the road with real models. Another is interviewing faith groups to find out how welcoming they are to people with alternative lifestyles.\u003c/p>\n\u003cp>“Whenever you go there you see kids working on crazy things, and so dialed in to what they’re doing,” Swartzendruber said. “When I go to BIG I want to be there.”\u003c/p>\n\u003cp>That’s one of the most important things to Cornally. He was a successful AP computer science teacher for years before helping to start Iowa BIG. He worked at a high-achieving high school, but when he ran into former students home on break from college and asked them what they learned in AP calculus that was useful in college, they rarely had an answer.\u003c/p>\n\u003cp>It was a clarifying moment. “Why do I lose sleep over you?” Cornally asked himself. If students didn’t need what he taught them, and didn’t remember it either, why was he working so hard? “I’m just a baby sitter that talks about calculus,” he realized. That’s when he began a journey to transform education. At BIG he’s confident students remember the work they did and can point to how it impacted their development. At Iowa BIG the “rigor” comes from knowing his students really well.\u003c/p>\n\u003cp>\"As a district we've been looking for a personalized learning environment for a while,\" said Erik Anderson, principal of Prairie High School in the College Community School District outside Cedar Rapids. As the district works towards a 10-year plan that will include changes at all its sites, Anderson said Iowa BIG is offering interested students some of that personalization now. And, his teachers are learning from Iowa BIG, too -- some are trying to incorporate community-driven projects into their classes, while others are reimagining class as independent work time with teacher consultations available.\u003c/p>\n\u003cp>\"There's been flexibility required from everyone,\" Anderson said. He's proud of his staff for understanding that the goal is for students to have a good learning experience. And he sees the effect BIG is having on students in other small ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You can see these young people grow and mature at a different rate, especially in how they interact with adults,\" he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50974/how-passion-projects-and-community-partners-create-relevant-learning-for-teens-in-school","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20984","mindshift_20784","mindshift_1040","mindshift_70","mindshift_21200","mindshift_421","mindshift_256","mindshift_21199"],"featImg":"mindshift_51036","label":"mindshift"},"mindshift_50675":{"type":"posts","id":"mindshift_50675","meta":{"index":"posts_1591205157","site":"mindshift","id":"50675","score":null,"sort":[1522650051000]},"guestAuthors":[],"slug":"five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","title":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue","publishDate":1522650051,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/\" target=\"_blank\" rel=\"noopener\">old habits\u003c/a>, relying on what they know best. The transformation requires a leader who understands how to manage the change process.\u003c/p>\n\u003cp>“Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said \u003ca href=\"https://twitter.com/dlaufenberg\">Diana Laufenberg\u003c/a> at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.\u003c/p>\n\u003cp>\u003cstrong>PERMISSION\u003c/strong>\u003c/p>\n\u003cp>Many educators have become accustomed to working in a suffocating system that doesn’t allow room for their professional judgment or creativity. Leaders have to give teachers permission to try new things in their classrooms in order to gain educator support for the changes. It’s easy to say “give them permission to fail,” but much harder to be clear about exactly what that means in a teacher’s daily life.\u003c/p>\n\u003cp>“Most of these adults have been successful,” Laufenberg said, “so then when you tell them to try things they’re bad at or not successful at, you need to tell them it’s OK, and give them a structure to get better.” She suggests giving teachers specific examples.\u003c/p>\n\u003caside class=\"pullquote alignright\">'There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>The principal of Enosburg Falls High School in Vermont, Erik Remmers, gave several of his teachers permission to experiment with getting rid of grades in their class. Teachers wanted to do a competency-based assessment model in the hopes it would train students to focus on learning instead of grades. The teachers tested the approach by waiting until the end of the first quarter to give grades, updating students on their progress through conferences instead. Remmers made sure the two teachers clearly communicated the goals and expectations to students and parents, but then he took the heat when parents felt uncertain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I like to frame it as permission to learn,” said \u003ca href=\"https://twitter.com/MrChase\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, a Language Arts coordinator for St. Vrain Valley Schools who co-presented with Laufenberg. “We assume that people are really good at learning, but learning is really hard, especially for teachers because we’re used to making other people do it.” And learning how to teach in new ways often requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/03/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches/\" target=\"_blank\" rel=\"noopener\">feel uncomfortable and disoriented\u003c/a> at times.\u003c/p>\n\u003cp>Often a leader thinks they are giving teachers permission to try, fail and learn, but teachers don’t trust that the permission won’t eventually be revoked. Laufenberg suggests that leaders and teachers forecast together how the experiment or change might play out, and what permission will be needed down the road. Naming those things early, and getting verbal agreement from a leader, can free that teacher up to confidently experiment.\u003cbr>\n\u003cstrong>\u003cbr>\nSUPPORT\u003c/strong>\u003c/p>\n\u003cp>Teachers have a lot going on, and while it’s tempting to think that setting them lose to try to fail will transform every classroom, in reality there are always bumps along the way. \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/\" target=\"_blank\" rel=\"noopener\">Teachers need support\u003c/a> through those moments, and once again, it helps to forecast what support might be needed, confirm it is available at the start, and make sure teachers know how to ask for it.\u003c/p>\n\u003cp>In San Marcos, California, the district is pushing teachers to use technology to let kids create and showcase their work with a broader audience. There’s also a lot of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/\" target=\"_blank\" rel=\"noopener\">pushback and fear from educators\u003c/a>. It’s \u003ca href=\"https://twitter.com/adinasullivan\" target=\"_blank\" rel=\"noopener\">Adina Sullivan\u003c/a>’s job to support their skill building, highlight teacher successes, and support teachers to go deeper after an initial attempt. Sullivan says it helps when teachers are willing to acknowledge their fears or concerns so she can address them. She bases her support on a strengths-based approach, pointing out brave teacher attempts and successes as often as possible.\u003c/p>\n\u003cp>The goal is to build the capacity of the teachers and leaders in the system gradually over time. That means the level of support should gradually diminish; if the changes don’t continue without the highest levels of support, something is wrong. Another way to offer support is by connecting teachers doing similar things so they can learn from one another. Whatever the support, it’s unrealistic to ask teachers or systems to change without it.\u003c/p>\n\u003cp>\u003cstrong>COMMUNITY ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Big school changes don’t just affect the educators in the building, so bringing students and parents into the conversation early is crucial. And as learning shifts to become more interdisciplinary, connected and real-world focused, there may also be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\" target=\"_blank\" rel=\"noopener\">community partners who can help support the vision\u003c/a>.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">How do we help create the “Ideal Graduate”? We have to become teachers who foster those traits in our Students... \u003ca href=\"https://twitter.com/hashtag/learningmatters?src=hash&ref_src=twsrc%5Etfw\">#learningmatters\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/PDamianeas?ref_src=twsrc%5Etfw\">@PDamianeas\u003c/a> \u003ca href=\"https://twitter.com/nickieducate?ref_src=twsrc%5Etfw\">@nickieducate\u003c/a> \u003ca href=\"https://t.co/DkSUkgZiRO\">pic.twitter.com/DkSUkgZiRO\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/968217117114945536?ref_src=twsrc%5Etfw\">February 26, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I walk into meetings assuming that everyone is on my side, whether they know it or not,” Chase said. Assuming good intent and getting other people excited about the vision of change helps provide energy to teachers and administrators as they slog through work that can feel hard.\u003c/p>\n\u003cp>The gradeless experiment at Enosburg Falls High School has since grown into a schoolwide effort to abandon all traditional grades. It started five years ago when teachers began moving to standards-based grading. But the more they tried to focus on learning, the more grades got in the way.\u003c/p>\n\u003cp>“We tried to use different scales to change things up,” said Gabrielle Marquette, who taught junior English at the time and is now the district innovation coach. “And the reality is kids were focused on the grade and not the learning.”\u003c/p>\n\u003cp>The whole staff decided to go to a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener\">competency-based model \u003c/a>with the incoming ninth-grade class, but knew it would be a big change for parents. Their engagement efforts started early and focused on personal, relationship-based strategies. For example, before the year started teachers invited incoming eighth-graders and their families to come to the school, eat pizza, and talk about what learning would look like.\u003c/p>\n\u003cp>They also introduced every ninth-grade parent to the online system measuring competency individually. Teachers volunteered to walk each parent through the online portal, explained what the visualizations meant, and answered questions with nearly a hundred families. “It was way more one-on-one conversations and really just trying to be personal about it,” Marquette said.\u003c/p>\n\u003cp>Shifting to the new grading system has been hard for everyone. The competencies aren’t pegged to grade level and each assignment might include only a few competencies, so it can be hard to tell how a student is progressing. Teachers who were excited about the change initially are struggling. But despite the challenges of upending the traditional school model, the community tends to trust those working at the school. The intense community engagement and transparency around the goals and reasons for the change have given the educators some breathing room to figure out how to make it work.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY\u003c/strong>\u003c/p>\n\u003cp>“This word is fraught with peril and has all sorts of connotations,” Laufenberg acknowledged. “But if you do something, and faculty has been through all kinds of initiative burn, and there’s no wraparound to make sure it’s happening in a productive way, there’s a good chunk of faculty who will sit and wait it out until that next initiative comes through.”\u003c/p>\n\u003cp>In addition to gaining community support, giving teachers permission to try new things and supporting them as they experiment, leaders have to check in to make sure the changes are happening. Laufenberg worked for a district where all the elements of support were in place and the principal instructed teachers to leave their doors open so he could pop in and make sure things were moving forward. In rebellion, the teachers turned the lights off and taught in the dark.\u003c/p>\n\u003cp>“We had to have this massive intervention,” Laufenberg said. “We gave you all these things, you said you got it, we gave you the permission, but no one was doing it.” Especially when teachers are used to a new initiative every year, it’s important that leadership send a consistent message and ensure it is happening.\u003c/p>\n\u003cp>Henry County Schools in Georgia is a big district spanning 50 schools in urban, suburban and rural areas. For the past four years, they’ve been steadily shifting toward a more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">“personalized” approach to learning\u003c/a>. Each year eight or nine schools in the district go through a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener\">redesign process\u003c/a>, so some schools haven’t started the change while others are several years down the road. It’s an unwieldy change process, but \u003ca href=\"https://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=60175\" target=\"_blank\" rel=\"noopener\">one with a clear vision\u003c/a>.\u003c/p>\n\u003cp>“For us the full answer is kids being good decision-makers about what they learn and how they learn,” said \u003ca href=\"https://twitter.com/karennole?lang=en\" target=\"_blank\" rel=\"noopener\">Karen Perry\u003c/a>, the district’s coordinator of personalized learning.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=Cp2dGeQwyAU?rel=0&w=640&h=360]\u003c/p>\n\u003cp>To keep schools accountable to the redesign plans they set forth, Perry sends teams of people representing different roles in the district to evaluate how well schools are implementing and give feedback. The school itself will have done some self-evaluation and compiled a portfolio of evidence to show how they are carrying out their vision. The district also provides a school change rubric that helps provide consistency.\u003c/p>\n\u003cp>Perry says the model is based on a long-standing district practice of “loose and tight.” Schools have always had a lot of autonomy in Henry County, and they still do, as long as they are moving toward personalized learning. For example, the district says schools must have some kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a>, but the school decides how it looks, where it fits in the schedule and what curriculum it follows. The district says \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/10/how-writing-down-specific-goals-can-empower-struggling-students/\" target=\"_blank\" rel=\"noopener\">kids need to be setting goals\u003c/a>, but the school decides what that looks like in practice.\u003c/p>\n\u003cp>The outside team highlight bright spots at the school and areas of growth, based on the school’s own plan and the district rubric. “Almost always those things come back in ways that schools already knew,” Perry said. But the advantage of having an outside group of educators present is that they may have some new ideas about how to solve the issue.\u003c/p>\n\u003cp>Perry says often the district has supportive resources that she can send to the school. For example, if a school’s teachers are struggling to make \u003ca href=\"https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-project-based-learning/\" target=\"_blank\" rel=\"noopener\">projects deep and rigorous, \u003c/a>she can send them a project-based learning coach, or recommend teachers visit another school in the district that has already confronted that problem.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I had the opportunity to sit in on an amazing K class \u003ca href=\"https://twitter.com/MCE_HCS?ref_src=twsrc%5Etfw\">@MCE_HCS\u003c/a>! It is clear that these Ss are offered rigorous opportunities for learning and they actively monitor their progress! \u003ca href=\"https://twitter.com/hashtag/ensuringsuccess?src=hash&ref_src=twsrc%5Etfw\">#ensuringsuccess\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/mcemustang?ref_src=twsrc%5Etfw\">@mcemustang\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/JulezRulez71?ref_src=twsrc%5Etfw\">@JulezRulez71\u003c/a> \u003ca href=\"https://twitter.com/McCraryJennifer?ref_src=twsrc%5Etfw\">@McCraryJennifer\u003c/a> \u003ca href=\"https://t.co/8n9Yjdl8QT\">pic.twitter.com/8n9Yjdl8QT\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/958509670649466884?ref_src=twsrc%5Etfw\">January 31, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“It’s this balance of mostly support, but some accountability as well. You’ve got to do what you said you were going to do,” Perry said.\u003c/p>\n\u003cp>This project has also created more upward accountability. For example, as the schools began to make changes, their principals made it clear they needed the ability to flexibly staff their schools. And, they want more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener\">individualized professional development\u003c/a> keyed toward their specific redesign plans.\u003c/p>\n\u003cp>“Principals have been asking for this school redesign rubric for a long time,” Perry said. The district created it in response to principal feedback. “What they want is an outside point of view because they’re down in it all the time.”\u003c/p>\n\u003cp>The district has also recognized that in order to sustain this change, they need leaders excited about it. The \u003ca href=\"https://schoolwires.henry.k12.ga.us/Page/46561\" target=\"_blank\" rel=\"noopener\">GOLD Academy\u003c/a> is a district leadership program centered on what it means to lead change. District professionals who want to improve or assistant principals who want to become principals can enroll, challenge their beliefs, think with a systems lens, and ultimately become the “bench” that will hop into action when leadership positions open up. Kerry hopes this emphasis on leadership will help sustain the changes they’ve made.\u003c/p>\n\u003cp>\u003cstrong>STAYING THE COURSE\u003c/strong>\u003c/p>\n\u003cp>“There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line,” Laufenberg said. “You can tweak, but the big idea, you’ve got to give it some time to take hold.”\u003c/p>\n\u003cp>She says when leaders don’t do this the staff stops trusting them. She knows that this kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/\" target=\"_blank\" rel=\"noopener\">change work is hard\u003c/a> and that at times it will feel easier to start over with something else, but she also believes that when change can be sustained it’s incredibly rewarding work.\u003c/p>\n\u003cp>After four years in Henry County, Perry is already seeing the effects of staying the course. Despite the inevitable challenges, schools that are just entering the redesign phase are still enthusiastic about the process and the goals. Even better, “the quality of their conversation is so much better than our first cohort because we’re so much farther down the road,” Perry said.\u003c/p>\n\u003cp>Schools that have gone through the process later are learning from those that came before and they’re seeing success. And it’s easier for teachers to buy into the vision when they can see a class that looks just like theirs down the road, already succeeding.\u003c/p>\n\u003cp>“The district needs to be consistent in the message that this is what we’re doing in Henry County schools,” Perry said. And despite the fact that her district is on its third superintendent since the project began, that message remains loud and clear. In fact, the new superintendent came to the district because she wanted to be part of the innovation.\u003c/p>\n\u003cp>Laufenberg cautions change leaders to attend to all five of these areas to successfully make change. “This is a constant, persistent conversation you have to have in your system when you talk about changing something,” she said. “It’s all these things in concert with each other and constant re-evaluation of the full picture.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She suggests scheduling ways to check in with people in various roles across the district on each of these pillars to make sure the change effort stays on track. It’s possible to continue pushing forward without one of these elements in place, but it’s a lot harder.\u003c/p>\n\n","blocks":[],"excerpt":"Sustaining transformative change to complicated school systems is hard work, requiring leaders to attend to five pillars: permission, support, community engagement, accountability and staying the course.","status":"publish","parent":0,"modified":1522650051,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2616},"headData":{"title":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue | KQED","description":"Sustaining transformative change to complicated school systems is hard work, requiring leaders to attend to five pillars: permission, support, community engagement, accountability and staying the course.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50675 https://ww2.kqed.org/mindshift/?p=50675","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/01/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue/","disqusTitle":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue","path":"/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/\" target=\"_blank\" rel=\"noopener\">old habits\u003c/a>, relying on what they know best. The transformation requires a leader who understands how to manage the change process.\u003c/p>\n\u003cp>“Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said \u003ca href=\"https://twitter.com/dlaufenberg\">Diana Laufenberg\u003c/a> at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.\u003c/p>\n\u003cp>\u003cstrong>PERMISSION\u003c/strong>\u003c/p>\n\u003cp>Many educators have become accustomed to working in a suffocating system that doesn’t allow room for their professional judgment or creativity. Leaders have to give teachers permission to try new things in their classrooms in order to gain educator support for the changes. It’s easy to say “give them permission to fail,” but much harder to be clear about exactly what that means in a teacher’s daily life.\u003c/p>\n\u003cp>“Most of these adults have been successful,” Laufenberg said, “so then when you tell them to try things they’re bad at or not successful at, you need to tell them it’s OK, and give them a structure to get better.” She suggests giving teachers specific examples.\u003c/p>\n\u003caside class=\"pullquote alignright\">'There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>The principal of Enosburg Falls High School in Vermont, Erik Remmers, gave several of his teachers permission to experiment with getting rid of grades in their class. Teachers wanted to do a competency-based assessment model in the hopes it would train students to focus on learning instead of grades. The teachers tested the approach by waiting until the end of the first quarter to give grades, updating students on their progress through conferences instead. Remmers made sure the two teachers clearly communicated the goals and expectations to students and parents, but then he took the heat when parents felt uncertain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I like to frame it as permission to learn,” said \u003ca href=\"https://twitter.com/MrChase\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, a Language Arts coordinator for St. Vrain Valley Schools who co-presented with Laufenberg. “We assume that people are really good at learning, but learning is really hard, especially for teachers because we’re used to making other people do it.” And learning how to teach in new ways often requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/03/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches/\" target=\"_blank\" rel=\"noopener\">feel uncomfortable and disoriented\u003c/a> at times.\u003c/p>\n\u003cp>Often a leader thinks they are giving teachers permission to try, fail and learn, but teachers don’t trust that the permission won’t eventually be revoked. Laufenberg suggests that leaders and teachers forecast together how the experiment or change might play out, and what permission will be needed down the road. Naming those things early, and getting verbal agreement from a leader, can free that teacher up to confidently experiment.\u003cbr>\n\u003cstrong>\u003cbr>\nSUPPORT\u003c/strong>\u003c/p>\n\u003cp>Teachers have a lot going on, and while it’s tempting to think that setting them lose to try to fail will transform every classroom, in reality there are always bumps along the way. \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/\" target=\"_blank\" rel=\"noopener\">Teachers need support\u003c/a> through those moments, and once again, it helps to forecast what support might be needed, confirm it is available at the start, and make sure teachers know how to ask for it.\u003c/p>\n\u003cp>In San Marcos, California, the district is pushing teachers to use technology to let kids create and showcase their work with a broader audience. There’s also a lot of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/\" target=\"_blank\" rel=\"noopener\">pushback and fear from educators\u003c/a>. It’s \u003ca href=\"https://twitter.com/adinasullivan\" target=\"_blank\" rel=\"noopener\">Adina Sullivan\u003c/a>’s job to support their skill building, highlight teacher successes, and support teachers to go deeper after an initial attempt. Sullivan says it helps when teachers are willing to acknowledge their fears or concerns so she can address them. She bases her support on a strengths-based approach, pointing out brave teacher attempts and successes as often as possible.\u003c/p>\n\u003cp>The goal is to build the capacity of the teachers and leaders in the system gradually over time. That means the level of support should gradually diminish; if the changes don’t continue without the highest levels of support, something is wrong. Another way to offer support is by connecting teachers doing similar things so they can learn from one another. Whatever the support, it’s unrealistic to ask teachers or systems to change without it.\u003c/p>\n\u003cp>\u003cstrong>COMMUNITY ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Big school changes don’t just affect the educators in the building, so bringing students and parents into the conversation early is crucial. And as learning shifts to become more interdisciplinary, connected and real-world focused, there may also be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\" target=\"_blank\" rel=\"noopener\">community partners who can help support the vision\u003c/a>.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">How do we help create the “Ideal Graduate”? We have to become teachers who foster those traits in our Students... \u003ca href=\"https://twitter.com/hashtag/learningmatters?src=hash&ref_src=twsrc%5Etfw\">#learningmatters\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/PDamianeas?ref_src=twsrc%5Etfw\">@PDamianeas\u003c/a> \u003ca href=\"https://twitter.com/nickieducate?ref_src=twsrc%5Etfw\">@nickieducate\u003c/a> \u003ca href=\"https://t.co/DkSUkgZiRO\">pic.twitter.com/DkSUkgZiRO\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/968217117114945536?ref_src=twsrc%5Etfw\">February 26, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I walk into meetings assuming that everyone is on my side, whether they know it or not,” Chase said. Assuming good intent and getting other people excited about the vision of change helps provide energy to teachers and administrators as they slog through work that can feel hard.\u003c/p>\n\u003cp>The gradeless experiment at Enosburg Falls High School has since grown into a schoolwide effort to abandon all traditional grades. It started five years ago when teachers began moving to standards-based grading. But the more they tried to focus on learning, the more grades got in the way.\u003c/p>\n\u003cp>“We tried to use different scales to change things up,” said Gabrielle Marquette, who taught junior English at the time and is now the district innovation coach. “And the reality is kids were focused on the grade and not the learning.”\u003c/p>\n\u003cp>The whole staff decided to go to a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener\">competency-based model \u003c/a>with the incoming ninth-grade class, but knew it would be a big change for parents. Their engagement efforts started early and focused on personal, relationship-based strategies. For example, before the year started teachers invited incoming eighth-graders and their families to come to the school, eat pizza, and talk about what learning would look like.\u003c/p>\n\u003cp>They also introduced every ninth-grade parent to the online system measuring competency individually. Teachers volunteered to walk each parent through the online portal, explained what the visualizations meant, and answered questions with nearly a hundred families. “It was way more one-on-one conversations and really just trying to be personal about it,” Marquette said.\u003c/p>\n\u003cp>Shifting to the new grading system has been hard for everyone. The competencies aren’t pegged to grade level and each assignment might include only a few competencies, so it can be hard to tell how a student is progressing. Teachers who were excited about the change initially are struggling. But despite the challenges of upending the traditional school model, the community tends to trust those working at the school. The intense community engagement and transparency around the goals and reasons for the change have given the educators some breathing room to figure out how to make it work.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY\u003c/strong>\u003c/p>\n\u003cp>“This word is fraught with peril and has all sorts of connotations,” Laufenberg acknowledged. “But if you do something, and faculty has been through all kinds of initiative burn, and there’s no wraparound to make sure it’s happening in a productive way, there’s a good chunk of faculty who will sit and wait it out until that next initiative comes through.”\u003c/p>\n\u003cp>In addition to gaining community support, giving teachers permission to try new things and supporting them as they experiment, leaders have to check in to make sure the changes are happening. Laufenberg worked for a district where all the elements of support were in place and the principal instructed teachers to leave their doors open so he could pop in and make sure things were moving forward. In rebellion, the teachers turned the lights off and taught in the dark.\u003c/p>\n\u003cp>“We had to have this massive intervention,” Laufenberg said. “We gave you all these things, you said you got it, we gave you the permission, but no one was doing it.” Especially when teachers are used to a new initiative every year, it’s important that leadership send a consistent message and ensure it is happening.\u003c/p>\n\u003cp>Henry County Schools in Georgia is a big district spanning 50 schools in urban, suburban and rural areas. For the past four years, they’ve been steadily shifting toward a more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">“personalized” approach to learning\u003c/a>. Each year eight or nine schools in the district go through a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener\">redesign process\u003c/a>, so some schools haven’t started the change while others are several years down the road. It’s an unwieldy change process, but \u003ca href=\"https://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=60175\" target=\"_blank\" rel=\"noopener\">one with a clear vision\u003c/a>.\u003c/p>\n\u003cp>“For us the full answer is kids being good decision-makers about what they learn and how they learn,” said \u003ca href=\"https://twitter.com/karennole?lang=en\" target=\"_blank\" rel=\"noopener\">Karen Perry\u003c/a>, the district’s coordinator of personalized learning.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Cp2dGeQwyAU?rel=0'\n title='//www.youtube.com/embed/Cp2dGeQwyAU?rel=0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To keep schools accountable to the redesign plans they set forth, Perry sends teams of people representing different roles in the district to evaluate how well schools are implementing and give feedback. The school itself will have done some self-evaluation and compiled a portfolio of evidence to show how they are carrying out their vision. The district also provides a school change rubric that helps provide consistency.\u003c/p>\n\u003cp>Perry says the model is based on a long-standing district practice of “loose and tight.” Schools have always had a lot of autonomy in Henry County, and they still do, as long as they are moving toward personalized learning. For example, the district says schools must have some kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a>, but the school decides how it looks, where it fits in the schedule and what curriculum it follows. The district says \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/10/how-writing-down-specific-goals-can-empower-struggling-students/\" target=\"_blank\" rel=\"noopener\">kids need to be setting goals\u003c/a>, but the school decides what that looks like in practice.\u003c/p>\n\u003cp>The outside team highlight bright spots at the school and areas of growth, based on the school’s own plan and the district rubric. “Almost always those things come back in ways that schools already knew,” Perry said. But the advantage of having an outside group of educators present is that they may have some new ideas about how to solve the issue.\u003c/p>\n\u003cp>Perry says often the district has supportive resources that she can send to the school. For example, if a school’s teachers are struggling to make \u003ca href=\"https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-project-based-learning/\" target=\"_blank\" rel=\"noopener\">projects deep and rigorous, \u003c/a>she can send them a project-based learning coach, or recommend teachers visit another school in the district that has already confronted that problem.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I had the opportunity to sit in on an amazing K class \u003ca href=\"https://twitter.com/MCE_HCS?ref_src=twsrc%5Etfw\">@MCE_HCS\u003c/a>! It is clear that these Ss are offered rigorous opportunities for learning and they actively monitor their progress! \u003ca href=\"https://twitter.com/hashtag/ensuringsuccess?src=hash&ref_src=twsrc%5Etfw\">#ensuringsuccess\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/mcemustang?ref_src=twsrc%5Etfw\">@mcemustang\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/JulezRulez71?ref_src=twsrc%5Etfw\">@JulezRulez71\u003c/a> \u003ca href=\"https://twitter.com/McCraryJennifer?ref_src=twsrc%5Etfw\">@McCraryJennifer\u003c/a> \u003ca href=\"https://t.co/8n9Yjdl8QT\">pic.twitter.com/8n9Yjdl8QT\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/958509670649466884?ref_src=twsrc%5Etfw\">January 31, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“It’s this balance of mostly support, but some accountability as well. You’ve got to do what you said you were going to do,” Perry said.\u003c/p>\n\u003cp>This project has also created more upward accountability. For example, as the schools began to make changes, their principals made it clear they needed the ability to flexibly staff their schools. And, they want more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener\">individualized professional development\u003c/a> keyed toward their specific redesign plans.\u003c/p>\n\u003cp>“Principals have been asking for this school redesign rubric for a long time,” Perry said. The district created it in response to principal feedback. “What they want is an outside point of view because they’re down in it all the time.”\u003c/p>\n\u003cp>The district has also recognized that in order to sustain this change, they need leaders excited about it. The \u003ca href=\"https://schoolwires.henry.k12.ga.us/Page/46561\" target=\"_blank\" rel=\"noopener\">GOLD Academy\u003c/a> is a district leadership program centered on what it means to lead change. District professionals who want to improve or assistant principals who want to become principals can enroll, challenge their beliefs, think with a systems lens, and ultimately become the “bench” that will hop into action when leadership positions open up. Kerry hopes this emphasis on leadership will help sustain the changes they’ve made.\u003c/p>\n\u003cp>\u003cstrong>STAYING THE COURSE\u003c/strong>\u003c/p>\n\u003cp>“There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line,” Laufenberg said. “You can tweak, but the big idea, you’ve got to give it some time to take hold.”\u003c/p>\n\u003cp>She says when leaders don’t do this the staff stops trusting them. She knows that this kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/\" target=\"_blank\" rel=\"noopener\">change work is hard\u003c/a> and that at times it will feel easier to start over with something else, but she also believes that when change can be sustained it’s incredibly rewarding work.\u003c/p>\n\u003cp>After four years in Henry County, Perry is already seeing the effects of staying the course. Despite the inevitable challenges, schools that are just entering the redesign phase are still enthusiastic about the process and the goals. Even better, “the quality of their conversation is so much better than our first cohort because we’re so much farther down the road,” Perry said.\u003c/p>\n\u003cp>Schools that have gone through the process later are learning from those that came before and they’re seeing success. And it’s easier for teachers to buy into the vision when they can see a class that looks just like theirs down the road, already succeeding.\u003c/p>\n\u003cp>“The district needs to be consistent in the message that this is what we’re doing in Henry County schools,” Perry said. And despite the fact that her district is on its third superintendent since the project began, that message remains loud and clear. In fact, the new superintendent came to the district because she wanted to be part of the innovation.\u003c/p>\n\u003cp>Laufenberg cautions change leaders to attend to all five of these areas to successfully make change. “This is a constant, persistent conversation you have to have in your system when you talk about changing something,” she said. “It’s all these things in concert with each other and constant re-evaluation of the full picture.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She suggests scheduling ways to check in with people in various roles across the district on each of these pillars to make sure the change effort stays on track. It’s possible to continue pushing forward without one of these elements in place, but it’s a lot harder.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_21178","mindshift_1021","mindshift_20914","mindshift_997","mindshift_20784","mindshift_1040","mindshift_70","mindshift_1041","mindshift_231"],"featImg":"mindshift_50887","label":"mindshift"},"mindshift_49486":{"type":"posts","id":"mindshift_49486","meta":{"index":"posts_1591205157","site":"mindshift","id":"49486","score":null,"sort":[1508741078000]},"guestAuthors":[],"slug":"how-school-leaders-can-attend-to-the-emotional-side-of-change","title":"How School Leaders Can Attend to the Emotional Side of Change","publishDate":1508741078,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>During his work consulting with school leaders around change strategies, psychologist \u003ca href=\"http://www.robevans.org/Pages/about.htm\">Robert Evans\u003c/a> has found it tremendously important for leaders to understand that for many people, change -- at least at first -- isn’t about growth or capacity building or learning; it’s about loss.\u003c/p>\n\u003cp>“All of us respond to a change that someone says or does not because of what it is, but in terms of what it means to us,” said Evans during a keynote speech at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\">Building Learning Communities\u003c/a> conference in Boston.\u003c/p>\n\u003cp>“Resistance to change is normal and necessary,” Evans said. “If you are part of some big change in your school and you aren’t expecting resistance, there’s something wrong with your plan.” But he also points out that resistance can be overcome when leaders understand its source and empathize with teachers.\u003c/p>\n\u003cp>It’s rare for anyone’s first reaction to a call for change to be all positive. Much more often those pushing for change don’t realize that they are devaluing everything colleagues hold dear. Sometimes the call for change makes people feel like everything they’ve been doing up to that point has been wrong and bad for students. Worse, it can sound like a devaluation of how the teacher learned and, by extension, those who taught her. That’s a personal loss. Educators react negatively when they are asked to change not because they don’t want to do what’s best for kids, but because they feel bereaved.\u003c/p>\n\u003cp>It doesn’t help that education is full of tensions. Teachers are supposed to prepare students for the future, but by default they have to teach the past because they haven’t yet experienced the future. And, while innovation may be the watchword, there are many good qualities inherent to school that educators don’t want to lose.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a conservator’s occupation,” Evans said. “Tons of what we do in school are about values that don’t, we hope, change. It’s not just about things that do change.”\u003c/p>\n\u003cp>These tensions inherent to the system mean that what educators most need is not constant change, which can be off-putting and stressful if sustained for too long, but creativity. There is value in much of what schools currently teach, but there’s also plenty of room for creative teaching strategies to reach all students.\u003c/p>\n\u003cp>\u003cstrong>CHANGE BEGETS CONFLICT\u003c/strong>\u003c/p>\n\u003cp>One of the most difficult things about leading change in schools, according to Evans, is that there often aren’t clear structures to deal with conflict or disagreement. Leaders usually try to sell change as though it will be good for everyone, but that isn’t true. At first, there are winners and losers. In other professions people hash out these types of conflicts, addressing them head-on, but that’s rarely the case in schools. The maxim, “it’s not personal, it’s business,” doesn’t work in schools because teaching is a very personal profession.\u003c/p>\n\u003cp>“In school, everything is personal, which is how we want it,” Evans said. Many of the most powerful aspects of school community, relationship-building and support develop out of a work environment that is, and must be, personal. “But when it’s only personal it’s very hard to talk about, is it working out, is it not working.” The result is a lot of conflict avoidance.\u003c/p>\n\u003cp>Evans draws on \u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar06/vol63/num06/Improving-Relationships-Within-the-Schoolhouse.aspx\">the work of Roland Barth\u003c/a>, who describes the difference between congeniality and collegiality. Barth says congenial relationships are personal and friendly. Positive interactions with colleagues are a crucial part of why teachers come to school each day. And congeniality is a requirement for the even more important, and elusive, collegial relationships that indicate the educators in the building are working together.\u003c/p>\n\u003cp>“If you take the congenial out of the school, you strip it of all the connective tissue that makes it a decent place to be,” Evans said. “But you can be the most congenial school in America and not talk about teaching and learning.”\u003c/p>\n\u003cp>Evans acknowledges that creating a school culture that encourages productive conflict, the hashing out of ideas and differing opinions, is particularly hard because the qualities that make someone a great teacher -- nurturing, extending beyond themselves, pulling out the best in people -- are not typically the characteristics of someone who is skilled at adult conflict. And yet, Evans encourages change leaders to think about structures that allow adults to disagree constructively. Without a forum for disagreement, grumbling about change moves underground and can undermine the whole project.\u003c/p>\n\u003cp>But no matter how productively colleagues can disagree or how much they work to improve, schools are only one part of the achievement puzzle. Evans wants education leaders, policymakers and the public to be aware that educators can only change so much about a child’s life. What happens outside of school and at home is as important, if not more important, for educational outcomes than anything within the control of teachers.\u003c/p>\n\u003cp>“The correlation between money and scores is tighter than it has ever been,” Evans said. How well students will perform on standardized tests is much \u003ca href=\"https://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf\">more correlated to income\u003c/a> than what school they attend. “It’s possible to be a school that’s doing lots of really amazing things for kids and see slower progress than anyone who is busting a gut hopes for.”\u003c/p>\n\u003cp>While Evans doesn’t pull punches about the challenge of effectively leading and implementing lasting changes in schools, he has seen it happen. He’s well aware that most school leaders have an “overloaded change agenda,” and that they are trying to implement it on a ridiculously short time line. He advises leaders to choose one big thing to change at a time, and to think carefully about what other things will compete for colleagues’ time.\u003c/p>\n\u003cp>\u003cstrong>COPING WITH THE HUMAN SIDE OF CHANGE\u003c/strong>\u003c/p>\n\u003cp>Evans shared several tips on how to manage change.\u003c/p>\n\u003cp>\u003cstrong>Have a set of non-negotiables.\u003c/strong> There will always be resistance from staff, but when they understand what is negotiable and what isn’t, it’s much easier to move on and actually start making change. “As long as people imagine that if we keep talking about this it won’t really happen, they don’t have any motivation to do anything,” Evans said.\u003c/p>\n\u003cp>\u003cstrong>Change requires the deft use of both pressure and support.\u003c/strong> Without pressure no one will change; without support all the resistance will go underground, where it often lives in schools. Getting buy-in is important, but it can’t hold up action. “Buy-in is an end state, not a beginning condition,” Evans said. “The bigger the change you want to promote and the more loss it will cause, the less likely people will voluntarily bereave themselves to get into it.”\u003c/p>\n\u003cp>Evans cites a headmaster he worked with at an elite private school who struck a good balance between pressure and support. The headmaster decided that in order to attract more students the school would start a mini-term between semesters, but he wanted staff input on how to do it well. At first all the meetings focused on whether they should do a mini-term, but the headmaster quickly stepped in and made it clear the school was implementing the change -- that was a non-negotiable.\u003c/p>\n\u003cp>“Almost all of us would rather work with someone who disagrees with us, but who is clear, than with someone who seems to agree with us, but isn’t clear,” Evans said. That’s why it’s important for the leader to draw clear lines and then back them up. He also noted that far too often the people tasked to lead change in schools don’t actually have the authority to apply pressure, which isn’t fair or effective.\u003c/p>\n\u003cp>\u003cstrong>Leaders need to tell teachers they are asking to change what, how and why.\u003c/strong> Evans has watched many leaders explain what staff will be expected to do and how they will do it without offering any explanation of why it is important. “The why is far and away the most important because this is what bears on the motivation of people,” he said. However, it’s also what causes loss, a necessary condition to begin making change. Evans advises leaders be direct and honest about why change is imperative, but to do so in ways that don’t demonize or humiliate those who are experiencing a loss. Leaders can’t let them off the hook, but they can be respectful.\u003c/p>\n\u003cp>\u003cstrong>Recognize that flexibility is required.\u003c/strong> Evans likes to cite a retired school superintendent from Massachusetts, Matt King, who says there’s a difference between problems and dilemmas. Problems can be solved, but dilemmas are revisited. The issues educators face in schools are more akin to dilemmas than problems with easy fixes.\u003c/p>\n\u003cp>“Most things we’re trying to fix in American education were once the solution to something else,” Evans said. The issues are often cyclical and require patience. And, because the work is difficult and stressful, it’s even more important that change leaders celebrate small successes and compliment staff along the way.\u003c/p>\n\u003cp>“The evidence is clear that the most productive, the most successful, the most engaged and happiest people are those who have someone who cares about their development, and people who get to do every day what they’re best at instead of dwelling on what they need to change,” Evans said.\u003c/p>\n\u003cp>A positive school climate helps teachers feel like change is possible. And when school leaders can help teachers build on their strengths, instead of only remediating weaknesses, everyone will feel more competent and able to continue pushing for change.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Robert Evans in the author of two books, \"\u003ca href=\"http://robevans.org/Pages/pubBook_SchoolChange.htm\">The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation\u003c/a>\" and \"\u003ca href=\"http://robevans.org/Pages/pubBook_SevenSecrets.htm\">Seven Secrets of the Savvy School Leader: A Guide to Surviving and Thriving\u003c/a>.\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers, parents and students are asked to change how they have been doing things, it often involves an element of loss that doesn't get recognized in the push for \"innovation.\"","status":"publish","parent":0,"modified":1508741078,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1739},"headData":{"title":"How School Leaders Can Attend to the Emotional Side of Change | KQED","description":"When teachers, parents and students are asked to change how they have been doing things, it often involves an element of loss that doesn't get recognized in the push for "innovation."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49486 https://ww2.kqed.org/mindshift/?p=49486","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/","disqusTitle":"How School Leaders Can Attend to the Emotional Side of Change","path":"/mindshift/49486/how-school-leaders-can-attend-to-the-emotional-side-of-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>During his work consulting with school leaders around change strategies, psychologist \u003ca href=\"http://www.robevans.org/Pages/about.htm\">Robert Evans\u003c/a> has found it tremendously important for leaders to understand that for many people, change -- at least at first -- isn’t about growth or capacity building or learning; it’s about loss.\u003c/p>\n\u003cp>“All of us respond to a change that someone says or does not because of what it is, but in terms of what it means to us,” said Evans during a keynote speech at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\">Building Learning Communities\u003c/a> conference in Boston.\u003c/p>\n\u003cp>“Resistance to change is normal and necessary,” Evans said. “If you are part of some big change in your school and you aren’t expecting resistance, there’s something wrong with your plan.” But he also points out that resistance can be overcome when leaders understand its source and empathize with teachers.\u003c/p>\n\u003cp>It’s rare for anyone’s first reaction to a call for change to be all positive. Much more often those pushing for change don’t realize that they are devaluing everything colleagues hold dear. Sometimes the call for change makes people feel like everything they’ve been doing up to that point has been wrong and bad for students. Worse, it can sound like a devaluation of how the teacher learned and, by extension, those who taught her. That’s a personal loss. Educators react negatively when they are asked to change not because they don’t want to do what’s best for kids, but because they feel bereaved.\u003c/p>\n\u003cp>It doesn’t help that education is full of tensions. Teachers are supposed to prepare students for the future, but by default they have to teach the past because they haven’t yet experienced the future. And, while innovation may be the watchword, there are many good qualities inherent to school that educators don’t want to lose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a conservator’s occupation,” Evans said. “Tons of what we do in school are about values that don’t, we hope, change. It’s not just about things that do change.”\u003c/p>\n\u003cp>These tensions inherent to the system mean that what educators most need is not constant change, which can be off-putting and stressful if sustained for too long, but creativity. There is value in much of what schools currently teach, but there’s also plenty of room for creative teaching strategies to reach all students.\u003c/p>\n\u003cp>\u003cstrong>CHANGE BEGETS CONFLICT\u003c/strong>\u003c/p>\n\u003cp>One of the most difficult things about leading change in schools, according to Evans, is that there often aren’t clear structures to deal with conflict or disagreement. Leaders usually try to sell change as though it will be good for everyone, but that isn’t true. At first, there are winners and losers. In other professions people hash out these types of conflicts, addressing them head-on, but that’s rarely the case in schools. The maxim, “it’s not personal, it’s business,” doesn’t work in schools because teaching is a very personal profession.\u003c/p>\n\u003cp>“In school, everything is personal, which is how we want it,” Evans said. Many of the most powerful aspects of school community, relationship-building and support develop out of a work environment that is, and must be, personal. “But when it’s only personal it’s very hard to talk about, is it working out, is it not working.” The result is a lot of conflict avoidance.\u003c/p>\n\u003cp>Evans draws on \u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar06/vol63/num06/Improving-Relationships-Within-the-Schoolhouse.aspx\">the work of Roland Barth\u003c/a>, who describes the difference between congeniality and collegiality. Barth says congenial relationships are personal and friendly. Positive interactions with colleagues are a crucial part of why teachers come to school each day. And congeniality is a requirement for the even more important, and elusive, collegial relationships that indicate the educators in the building are working together.\u003c/p>\n\u003cp>“If you take the congenial out of the school, you strip it of all the connective tissue that makes it a decent place to be,” Evans said. “But you can be the most congenial school in America and not talk about teaching and learning.”\u003c/p>\n\u003cp>Evans acknowledges that creating a school culture that encourages productive conflict, the hashing out of ideas and differing opinions, is particularly hard because the qualities that make someone a great teacher -- nurturing, extending beyond themselves, pulling out the best in people -- are not typically the characteristics of someone who is skilled at adult conflict. And yet, Evans encourages change leaders to think about structures that allow adults to disagree constructively. Without a forum for disagreement, grumbling about change moves underground and can undermine the whole project.\u003c/p>\n\u003cp>But no matter how productively colleagues can disagree or how much they work to improve, schools are only one part of the achievement puzzle. Evans wants education leaders, policymakers and the public to be aware that educators can only change so much about a child’s life. What happens outside of school and at home is as important, if not more important, for educational outcomes than anything within the control of teachers.\u003c/p>\n\u003cp>“The correlation between money and scores is tighter than it has ever been,” Evans said. How well students will perform on standardized tests is much \u003ca href=\"https://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf\">more correlated to income\u003c/a> than what school they attend. “It’s possible to be a school that’s doing lots of really amazing things for kids and see slower progress than anyone who is busting a gut hopes for.”\u003c/p>\n\u003cp>While Evans doesn’t pull punches about the challenge of effectively leading and implementing lasting changes in schools, he has seen it happen. He’s well aware that most school leaders have an “overloaded change agenda,” and that they are trying to implement it on a ridiculously short time line. He advises leaders to choose one big thing to change at a time, and to think carefully about what other things will compete for colleagues’ time.\u003c/p>\n\u003cp>\u003cstrong>COPING WITH THE HUMAN SIDE OF CHANGE\u003c/strong>\u003c/p>\n\u003cp>Evans shared several tips on how to manage change.\u003c/p>\n\u003cp>\u003cstrong>Have a set of non-negotiables.\u003c/strong> There will always be resistance from staff, but when they understand what is negotiable and what isn’t, it’s much easier to move on and actually start making change. “As long as people imagine that if we keep talking about this it won’t really happen, they don’t have any motivation to do anything,” Evans said.\u003c/p>\n\u003cp>\u003cstrong>Change requires the deft use of both pressure and support.\u003c/strong> Without pressure no one will change; without support all the resistance will go underground, where it often lives in schools. Getting buy-in is important, but it can’t hold up action. “Buy-in is an end state, not a beginning condition,” Evans said. “The bigger the change you want to promote and the more loss it will cause, the less likely people will voluntarily bereave themselves to get into it.”\u003c/p>\n\u003cp>Evans cites a headmaster he worked with at an elite private school who struck a good balance between pressure and support. The headmaster decided that in order to attract more students the school would start a mini-term between semesters, but he wanted staff input on how to do it well. At first all the meetings focused on whether they should do a mini-term, but the headmaster quickly stepped in and made it clear the school was implementing the change -- that was a non-negotiable.\u003c/p>\n\u003cp>“Almost all of us would rather work with someone who disagrees with us, but who is clear, than with someone who seems to agree with us, but isn’t clear,” Evans said. That’s why it’s important for the leader to draw clear lines and then back them up. He also noted that far too often the people tasked to lead change in schools don’t actually have the authority to apply pressure, which isn’t fair or effective.\u003c/p>\n\u003cp>\u003cstrong>Leaders need to tell teachers they are asking to change what, how and why.\u003c/strong> Evans has watched many leaders explain what staff will be expected to do and how they will do it without offering any explanation of why it is important. “The why is far and away the most important because this is what bears on the motivation of people,” he said. However, it’s also what causes loss, a necessary condition to begin making change. Evans advises leaders be direct and honest about why change is imperative, but to do so in ways that don’t demonize or humiliate those who are experiencing a loss. Leaders can’t let them off the hook, but they can be respectful.\u003c/p>\n\u003cp>\u003cstrong>Recognize that flexibility is required.\u003c/strong> Evans likes to cite a retired school superintendent from Massachusetts, Matt King, who says there’s a difference between problems and dilemmas. Problems can be solved, but dilemmas are revisited. The issues educators face in schools are more akin to dilemmas than problems with easy fixes.\u003c/p>\n\u003cp>“Most things we’re trying to fix in American education were once the solution to something else,” Evans said. The issues are often cyclical and require patience. And, because the work is difficult and stressful, it’s even more important that change leaders celebrate small successes and compliment staff along the way.\u003c/p>\n\u003cp>“The evidence is clear that the most productive, the most successful, the most engaged and happiest people are those who have someone who cares about their development, and people who get to do every day what they’re best at instead of dwelling on what they need to change,” Evans said.\u003c/p>\n\u003cp>A positive school climate helps teachers feel like change is possible. And when school leaders can help teachers build on their strengths, instead of only remediating weaknesses, everyone will feel more competent and able to continue pushing for change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Robert Evans in the author of two books, \"\u003ca href=\"http://robevans.org/Pages/pubBook_SchoolChange.htm\">The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation\u003c/a>\" and \"\u003ca href=\"http://robevans.org/Pages/pubBook_SevenSecrets.htm\">Seven Secrets of the Savvy School Leader: A Guide to Surviving and Thriving\u003c/a>.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49486/how-school-leaders-can-attend-to-the-emotional-side-of-change","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_70","mindshift_1041","mindshift_21147"],"featImg":"mindshift_49502","label":"mindshift"},"mindshift_49395":{"type":"posts","id":"mindshift_49395","meta":{"index":"posts_1591205157","site":"mindshift","id":"49395","score":null,"sort":[1507134320000]},"guestAuthors":[],"slug":"want-change-in-education-look-beyond-the-usual-suspects-like-finland","title":"Want Change In Education? Look Beyond The Usual Suspects (Like Finland)","publishDate":1507134320,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a tiny hamlet in Tanzania, children who have never been to school, and can't recognize a single letter in any language, are about to start learning basic math and reading. They'll do this with the help of a cutting-edge, artificially intelligent \"tutor\" who can hear what they are saying in Swahili and respond meaningfully.\u003c/p>\n\u003cp>In the slums of Bogota, Colombia, children play with special board games, dominoes and dice games that can teach them math and reading in a matter of months. Youth volunteers in the community help bring the games to younger children.\u003c/p>\n\u003cp>On the outskirts of Tokyo, a kindergarten is built more like a giant playground. There is a circular park on the roof. You can reach classrooms by climbing a tree. A slide that goes from top to bottom of the building and the furniture is made of lightweight wooden boxes that the children can reconfigure themselves.\u003c/p>\n\u003cp>These three ideas have something in common. Each is part of a distinct global effort underway right now to identify important innovations in education and to help them spread.\u003c/p>\n\u003cp>The first project, \u003ca href=\"http://www.cmu.edu/scs/robotutor/\">RoboTutor \u003c/a>from Carnegie Mellon University, is one of the just-announced finalists in the \u003ca href=\"https://learning.xprize.org\">Global Learning Xprize\u003c/a>, a $15 million innovation competition sponsored by Tesla founder and visionary Elon Musk. Mission: Create a software application that will enable children to learn basic math and reading independently.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second, \u003ca href=\"http://www.educationinnovations.org/program/literacy-education-and-math-lab-lema\">Literacy Education and Math Lab\u003c/a> or LEMA, was highlighted in a \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/09/can-we-leapfrog_web.pdf\">recent report \u003c/a>from the Brookings Institution's Center for Universal Education titled \"Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress.\" Brookings has cataloged 3,000 innovations from 166 countries so far.\u003c/p>\n\u003cp>The third, known as \u003ca href=\"https://www.architonic.com/en/project/tezuka-architects-fuji-kindergarten/5100019\">Fuji Kindergarten\u003c/a>, was picked by a \u003ca href=\"https://hundred.org/en#header\">Finnish nonprofit\u003c/a> called HundrED dedicated, again, to spreading the top educational innovations from the world, around the world. Today they announced their first global group of 100 ideas from 42 countries.\u003c/p>\n\u003cp>Something big is happening here. Governments, nonprofits, donors and educators are gearing up to try to solve two intractable, and seemingly disparate, problems — at the same time.\u003c/p>\n\u003cp>The first one is that not enough children are learning the basics. The second is that the basics are no longer enough. And to solve these two problems, they are working hard to spotlight and spread innovations that go far beyond Silicon Valley.\u003c/p>\n\u003cp>\u003cstrong>100 years behind\u003c/strong>\u003c/p>\n\u003cp>The first problem, and likely the most familiar, is inequality. More than a quarter of a billion kids worldwide \u003ca href=\"http://unesdoc.unesco.org/images/0021/002193/219349E.pdf\">don't attend school\u003c/a>, and that number hasn't budged for a decade. The Global Learning Xprize challenge is addressed specifically at these children, who may never see the inside of a schoolhouse or meet a trained teacher.\u003c/p>\n\u003cp>For those who are in school, meanwhile, there is a massive gap in basic skills between the richest and the poorest. You can express this as points on a standardized test: in the United States, for example, that gap is almost 40 percentage points in math at the highest level.\u003c/p>\n\u003cp>Or, you can express it in years: Adults living in the poorest countries in the world are about as educated as the average for adults in rich countries 100 years ago. And, at the rate they're going, it would take another century to catch up.\u003c/p>\n\u003cp>But there's a second problem. Just learning reading and math the way it was done 100 years ago \u003ca href=\"http://www.npr.org/sections/ed/2016/08/02/479187579/3-things-people-can-do-in-the-classroom-that-robots-cant\">is not going to prepare anyone for the future\u003c/a>. Up to 70 percent of the tasks in most jobs are on track to be automated, leaving only the most creative, empathetic, technically fluent, collaborative work for humans.\u003c/p>\n\u003cp>Students need to find motivation and meaning, and take a playful attitude that makes it safe to try and fail.\u003c/p>\n\u003cp>It's as though half the world's children were 100 years behind on learning to walk, but everyone now needs to dance.\u003c/p>\n\u003cp>\u003cstrong>From walking to dancing\u003c/strong>\u003c/p>\n\u003cp>That's why Rebecca Winthrop of Brookings asked the question \"Can We Leapfrog?\" In other words, she says, \"How quickly can we transform both what and how children learn?\"\u003c/p>\n\u003cp>Leapfrogging as a concept is often associated with technology. Countries in sub-Saharan Africa, southeast Asia and elsewhere adopted mobile communications without ever having extensive landline or telegraph networks. Kenya is a world leader in mobile payments because the system came in before people had formal bank accounts or credit cards. Social goals like sustainability can leap forward, too. This summer the nation of India, where car ownership is far behind the U.S., \u003ca href=\"https://www.fastcompany.com/40422065/inside-indias-plans-to-leapfrog-the-western-model-of-car-ownership\">announced a goal \u003c/a>to sell only electric vehicles by 2030. China is leading the world in both production and installation of solar power.\u003c/p>\n\u003cp>But schooling is fundamentally a human enterprise.\u003c/p>\n\u003cp>Change can't just be a matter of mass-producing some technological marvel and pushing it to market. And there are many in the development world, says Winthrop, who argue that poor countries should master the basics before trying to address 21st century skills. Can you really take people who can't walk and show them \u003ca href=\"https://www.youtube.com/watch?v=b6pomaq30Gg\">the moonwalk\u003c/a>?\u003c/p>\n\u003cp>Her work argues that it has to be both/and.\u003c/p>\n\u003cp>\"From the learning sciences literature we know that kids can learn small things,\" like addition and subtraction, \"on the way to big things\" — like creativity and collaboration, she says. \"We're not doing poor kids any favors by the drill-and-kill method.\" Projects like LEMA, the board game project that started in Latin America and is now in 16 countries, bring a playful attitude to learning, which is part of cultivating what Winthrop calls a 21st century \"breadth of skills.\"\u003c/p>\n\u003cp>Leapfrogging isn't about supplanting traditional schools, Winthrop explains, but it does address the need to change how they do business. Even in rich countries with high literacy rates, like the United States for example, there's a great deal of dissatisfaction expressed about education. And here's where leapfrogging really gets interesting: Some of the places with the fewest resources can become sources for huge inspiration.\u003c/p>\n\u003cp>Identifying great ideas is one thing, but getting them to spread is another. It requires overcoming a silo effect, says Saku Tuominen, the Finnish innovation expert who is the creative director of HundrED.\u003c/p>\n\u003cp>\"If you think of a teacher in Helsinki, New York, New Delhi, Stockholm, Buenos Aires, they haven't got the faintest idea what is happening in another city on the classroom level,\" he says. In fact, they often don't even know much about what the teacher down the hall is doing.\u003c/p>\n\u003cp>One theme he's identified among the innovations highlighted so far has to do with exactly that problem: thinking about new ways for teachers to collaborate and co-teach. Other professions are increasingly evolving in a collaborative direction, he notes; why not teaching?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His nonprofit offers free support in PR and consulting to educators with ideas worth sharing, and it helps identify schools that want to adopt the ideas. \"We're moving to a global world and it's time to make education global as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"New ideas for learning are found in the most unexpected places. Three new projects are helping them spread.","status":"publish","parent":0,"modified":1507134882,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1187},"headData":{"title":"Want Change In Education? Look Beyond The Usual Suspects (Like Finland) | KQED","description":"New ideas for learning are found in the most unexpected places. Three new projects are helping them spread.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49395 https://ww2.kqed.org/mindshift/?p=49395","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/04/want-change-in-education-look-beyond-the-usual-suspects-like-finland/","disqusTitle":"Want Change In Education? Look Beyond The Usual Suspects (Like Finland)","nprByline":"Anya Kamenetz","nprImageAgency":"Suharu Ogawa for NPR","nprStoryId":"554316261","nprApiLink":"http://api.npr.org/query?id=554316261&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/10/04/554316261/want-change-in-education-look-beyond-the-usual-suspects-like-finland?ft=nprml&f=554316261","nprRetrievedStory":"1","nprPubDate":"Wed, 04 Oct 2017 11:11:00 -0400","nprStoryDate":"Wed, 04 Oct 2017 06:02:16 -0400","nprLastModifiedDate":"Wed, 04 Oct 2017 11:11:39 -0400","path":"/mindshift/49395/want-change-in-education-look-beyond-the-usual-suspects-like-finland","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a tiny hamlet in Tanzania, children who have never been to school, and can't recognize a single letter in any language, are about to start learning basic math and reading. They'll do this with the help of a cutting-edge, artificially intelligent \"tutor\" who can hear what they are saying in Swahili and respond meaningfully.\u003c/p>\n\u003cp>In the slums of Bogota, Colombia, children play with special board games, dominoes and dice games that can teach them math and reading in a matter of months. Youth volunteers in the community help bring the games to younger children.\u003c/p>\n\u003cp>On the outskirts of Tokyo, a kindergarten is built more like a giant playground. There is a circular park on the roof. You can reach classrooms by climbing a tree. A slide that goes from top to bottom of the building and the furniture is made of lightweight wooden boxes that the children can reconfigure themselves.\u003c/p>\n\u003cp>These three ideas have something in common. Each is part of a distinct global effort underway right now to identify important innovations in education and to help them spread.\u003c/p>\n\u003cp>The first project, \u003ca href=\"http://www.cmu.edu/scs/robotutor/\">RoboTutor \u003c/a>from Carnegie Mellon University, is one of the just-announced finalists in the \u003ca href=\"https://learning.xprize.org\">Global Learning Xprize\u003c/a>, a $15 million innovation competition sponsored by Tesla founder and visionary Elon Musk. Mission: Create a software application that will enable children to learn basic math and reading independently.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second, \u003ca href=\"http://www.educationinnovations.org/program/literacy-education-and-math-lab-lema\">Literacy Education and Math Lab\u003c/a> or LEMA, was highlighted in a \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/09/can-we-leapfrog_web.pdf\">recent report \u003c/a>from the Brookings Institution's Center for Universal Education titled \"Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress.\" Brookings has cataloged 3,000 innovations from 166 countries so far.\u003c/p>\n\u003cp>The third, known as \u003ca href=\"https://www.architonic.com/en/project/tezuka-architects-fuji-kindergarten/5100019\">Fuji Kindergarten\u003c/a>, was picked by a \u003ca href=\"https://hundred.org/en#header\">Finnish nonprofit\u003c/a> called HundrED dedicated, again, to spreading the top educational innovations from the world, around the world. Today they announced their first global group of 100 ideas from 42 countries.\u003c/p>\n\u003cp>Something big is happening here. Governments, nonprofits, donors and educators are gearing up to try to solve two intractable, and seemingly disparate, problems — at the same time.\u003c/p>\n\u003cp>The first one is that not enough children are learning the basics. The second is that the basics are no longer enough. And to solve these two problems, they are working hard to spotlight and spread innovations that go far beyond Silicon Valley.\u003c/p>\n\u003cp>\u003cstrong>100 years behind\u003c/strong>\u003c/p>\n\u003cp>The first problem, and likely the most familiar, is inequality. More than a quarter of a billion kids worldwide \u003ca href=\"http://unesdoc.unesco.org/images/0021/002193/219349E.pdf\">don't attend school\u003c/a>, and that number hasn't budged for a decade. The Global Learning Xprize challenge is addressed specifically at these children, who may never see the inside of a schoolhouse or meet a trained teacher.\u003c/p>\n\u003cp>For those who are in school, meanwhile, there is a massive gap in basic skills between the richest and the poorest. You can express this as points on a standardized test: in the United States, for example, that gap is almost 40 percentage points in math at the highest level.\u003c/p>\n\u003cp>Or, you can express it in years: Adults living in the poorest countries in the world are about as educated as the average for adults in rich countries 100 years ago. And, at the rate they're going, it would take another century to catch up.\u003c/p>\n\u003cp>But there's a second problem. Just learning reading and math the way it was done 100 years ago \u003ca href=\"http://www.npr.org/sections/ed/2016/08/02/479187579/3-things-people-can-do-in-the-classroom-that-robots-cant\">is not going to prepare anyone for the future\u003c/a>. Up to 70 percent of the tasks in most jobs are on track to be automated, leaving only the most creative, empathetic, technically fluent, collaborative work for humans.\u003c/p>\n\u003cp>Students need to find motivation and meaning, and take a playful attitude that makes it safe to try and fail.\u003c/p>\n\u003cp>It's as though half the world's children were 100 years behind on learning to walk, but everyone now needs to dance.\u003c/p>\n\u003cp>\u003cstrong>From walking to dancing\u003c/strong>\u003c/p>\n\u003cp>That's why Rebecca Winthrop of Brookings asked the question \"Can We Leapfrog?\" In other words, she says, \"How quickly can we transform both what and how children learn?\"\u003c/p>\n\u003cp>Leapfrogging as a concept is often associated with technology. Countries in sub-Saharan Africa, southeast Asia and elsewhere adopted mobile communications without ever having extensive landline or telegraph networks. Kenya is a world leader in mobile payments because the system came in before people had formal bank accounts or credit cards. Social goals like sustainability can leap forward, too. This summer the nation of India, where car ownership is far behind the U.S., \u003ca href=\"https://www.fastcompany.com/40422065/inside-indias-plans-to-leapfrog-the-western-model-of-car-ownership\">announced a goal \u003c/a>to sell only electric vehicles by 2030. China is leading the world in both production and installation of solar power.\u003c/p>\n\u003cp>But schooling is fundamentally a human enterprise.\u003c/p>\n\u003cp>Change can't just be a matter of mass-producing some technological marvel and pushing it to market. And there are many in the development world, says Winthrop, who argue that poor countries should master the basics before trying to address 21st century skills. Can you really take people who can't walk and show them \u003ca href=\"https://www.youtube.com/watch?v=b6pomaq30Gg\">the moonwalk\u003c/a>?\u003c/p>\n\u003cp>Her work argues that it has to be both/and.\u003c/p>\n\u003cp>\"From the learning sciences literature we know that kids can learn small things,\" like addition and subtraction, \"on the way to big things\" — like creativity and collaboration, she says. \"We're not doing poor kids any favors by the drill-and-kill method.\" Projects like LEMA, the board game project that started in Latin America and is now in 16 countries, bring a playful attitude to learning, which is part of cultivating what Winthrop calls a 21st century \"breadth of skills.\"\u003c/p>\n\u003cp>Leapfrogging isn't about supplanting traditional schools, Winthrop explains, but it does address the need to change how they do business. Even in rich countries with high literacy rates, like the United States for example, there's a great deal of dissatisfaction expressed about education. And here's where leapfrogging really gets interesting: Some of the places with the fewest resources can become sources for huge inspiration.\u003c/p>\n\u003cp>Identifying great ideas is one thing, but getting them to spread is another. It requires overcoming a silo effect, says Saku Tuominen, the Finnish innovation expert who is the creative director of HundrED.\u003c/p>\n\u003cp>\"If you think of a teacher in Helsinki, New York, New Delhi, Stockholm, Buenos Aires, they haven't got the faintest idea what is happening in another city on the classroom level,\" he says. In fact, they often don't even know much about what the teacher down the hall is doing.\u003c/p>\n\u003cp>One theme he's identified among the innovations highlighted so far has to do with exactly that problem: thinking about new ways for teachers to collaborate and co-teach. Other professions are increasingly evolving in a collaborative direction, he notes; why not teaching?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His nonprofit offers free support in PR and consulting to educators with ideas worth sharing, and it helps identify schools that want to adopt the ideas. \"We're moving to a global world and it's time to make education global as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49395/want-change-in-education-look-beyond-the-usual-suspects-like-finland","authors":["byline_mindshift_49395"],"categories":["mindshift_192"],"tags":["mindshift_20678","mindshift_20784","mindshift_1040","mindshift_85","mindshift_70","mindshift_498"],"featImg":"mindshift_49396","label":"mindshift"},"mindshift_48480":{"type":"posts","id":"mindshift_48480","meta":{"index":"posts_1591205157","site":"mindshift","id":"48480","score":null,"sort":[1498222337000]},"guestAuthors":[],"slug":"why-unlearning-old-habits-is-an-essential-step-for-innovation","title":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation","publishDate":1498222337,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It has opened up to new ways of dealing with people,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"Educators at a school near Boston is making the effort to unlearn old habits and perspectives that get in the way of more effective solutions.","status":"publish","parent":0,"modified":1498222364,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1124},"headData":{"title":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation | KQED","description":"Educators at a school near Boston is making the effort to unlearn old habits and perspectives that get in the way of more effective solutions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48480 https://ww2.kqed.org/mindshift/?p=48480","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/","disqusTitle":"Why 'Unlearning' Old Habits Is An Essential Step For Innovation","path":"/mindshift/48480/why-unlearning-old-habits-is-an-essential-step-for-innovation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It has opened up to new ways of dealing with people,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48480/why-unlearning-old-habits-is-an-essential-step-for-innovation","authors":["11330"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20512","mindshift_819","mindshift_70","mindshift_96","mindshift_256","mindshift_967","mindshift_21112"],"featImg":"mindshift_48501","label":"mindshift"},"mindshift_47587":{"type":"posts","id":"mindshift_47587","meta":{"index":"posts_1591205157","site":"mindshift","id":"47587","score":null,"sort":[1488179111000]},"guestAuthors":[],"slug":"five-guidelines-to-make-school-innovation-successful","title":"Five Guidelines to Make School Innovation Successful","publishDate":1488179111,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n","blocks":[],"excerpt":"Lessons learned from over 10 years of sustaining a school model that goes against the grain of traditional education.","status":"publish","parent":0,"modified":1488179111,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1195},"headData":{"title":"Five Guidelines to Make School Innovation Successful | KQED","description":"Lessons learned from over 10 years of sustaining a school model that goes against the grain of traditional education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47587 https://ww2.kqed.org/mindshift/?p=47587","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/","disqusTitle":"Five Guidelines to Make School Innovation Successful","path":"/mindshift/47587/five-guidelines-to-make-school-innovation-successful","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47587/five-guidelines-to-make-school-innovation-successful","authors":["234"],"categories":["mindshift_192","mindshift_20524"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_70","mindshift_1041","mindshift_21069","mindshift_956"],"featImg":"mindshift_47670","label":"mindshift"},"mindshift_47273":{"type":"posts","id":"mindshift_47273","meta":{"index":"posts_1591205157","site":"mindshift","id":"47273","score":null,"sort":[1483944190000]},"guestAuthors":[],"slug":"four-ways-school-leaders-can-support-meaningful-innovation","title":"Four Ways School Leaders Can Support Meaningful Innovation","publishDate":1483944190,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When schools try to innovate, they often take a traditional top-down approach: devise a strategy, roll it out to teachers and support a high-fidelity implementation. The end result is often one that lacks teacher support or genuine enthusiasm -- initiatives putter along and change is sporadic or modest.\u003c/p>\n\u003cp>In education and beyond, innovation is usually the result of iteration rather than central planning. In schools that succeed in implementing real instructional improvements, teachers figure out how to improve teaching and learning by journeying through multiple passes of a cycle of experiment, reflection and adjustment.\u003c/p>\n\u003cp>If a school leader’s goal is to implement thoughtful innovation, one way to think about school leadership, therefore, is to think about how to help teachers move through that cycle of iteration and innovation more effectively, more efficiently and more joyfully. Administrators have four powerful places where they can \"grease the gears\" of this cycle: creating an R&D budget, supporting opportunities for team learning, creating spaces for broader teacher sharing and learning, and building consensus around a shared vision and shared instructional language.\u003c/p>\n\u003cp>\u003cstrong>1. R&D\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In order to stay relevant to the changing demands of the consumer, companies and organizations invest in research and development. What can schools do to invest in research and development for good teaching? One place to start is to ask about the R&D budget in your school in a more expansive sense. How do schools allocate time, resources and energy to support teachers in trying new things?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As a school leader, the first resource that you can offer innovative teachers is your enthusiasm and your protection. Whenever I start working with teachers in a new school district around innovation initiatives, I always ask the principal or headmaster or superintendent to come to the first professional development session and offer a benediction of sorts. One part of the benediction is to offer encouragement and support for the new initiative, but the second part is to offer cover and to say, \"Look, learning takes time, and not everything you try is going to work. But as students have questions, as parents have questions, you can count on me to have your back, and support you through these changes.\"\u003c/p>\n\u003cp>https://youtu.be/2Q3VyW1zMHI\u003c/p>\n\u003cp>How can you find more time, more money, more resources to give to teachers as an R&D budget? Can you give a teacher a one-course release for a year or half a year to do some extra research and experimentation in a department? Can you pay teachers for their time over the summer to work together?\u003c/p>\n\u003cp>One of the largest untapped resources for innovation in schools are students. In many technology initiatives, schools have realized that they will never have the budget to hire enough support staff to meet all of the tech-support needs of their teachers, but there are lots of kids in schools who would love to help their teachers create better lessons and classrooms using technology. So schools around the world are organizing these \u003cstrong>\u003ca href=\"https://bhshelpdesk.com/\">great student help desks\u003c/a>,\u003c/strong> where teachers can not only get tech support, but real instructional design support.\u003c/p>\n\u003cp>\u003cstrong>2. Helping Teams Learn from Experiments\u003c/strong>\u003c/p>\n\u003cp>The second entry point is around team learning. When teachers are experimenting, how do we maximize opportunities for teams to learn from one another? Two particularly powerful practices here are Looking at Student Work and instructional rounds. \u003ca href=\"http://www.nsrfharmony.org/system/files/protocols/atlas_lfsw_0.pdf\">\u003cstrong>Looking at Student Work\u003c/strong>\u003c/a> involves closely examining representative pieces of student work, and asking questions about what kinds of learning students are doing and what kinds of evidence we can find of student learning in their assessments. Teams usually use specific protocols that help keep people focused on evidence of student thinking and understanding. These are really powerful pathways into understanding learning. The second practice is classroom observation and \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-Instructional-Rounds.aspx\">\u003cstrong>instructional rounds\u003c/strong>\u003c/a>. The idea here is to let teachers get into each other's classrooms to see innovation happening. The deeper level of exposure to teachers engaged in new practices helps others figure out how to make sense of them throughout the school year.\u003c/p>\n\u003cp>\u003cstrong>3. Creating Opportunities for Sharing Across Learning Communities\u003c/strong>\u003c/p>\n\u003cp>For the third entry point to innovation, school leaders need to create spaces where teachers can share with one another. How much time in faculty meeting is spent on announcements that you could just print out for people and have them read? How can we devote all of that time to celebrating and sharing practice, to let teachers who do cool things show them to their colleagues?\u003c/p>\n\u003cp>How can you create informal learning spaces for people to gather? Here in Boston we have the Lila G. Frederick Pilot School, which was founded by Deb Socia, a leading advocate for technology access for students in poverty-impacted communities. Deb used to run \u003ca href=\"http://commonwealthmagazine.org/uncategorized/laptops-rule-among-students-in-middle-school/\">\u003cstrong>Bagels and Laptops\u003c/strong>\u003c/a>, where every Wednesday she'd buy a big bag of bagels and invite one teacher to share work for 15-20 minutes before classes got going.\u003c/p>\n\u003cp>There are schools where administrators are experimenting with models of teacher-led professional development like \u003ca href=\"http://www.edcamp.org/\">\u003cstrong>EdCamps\u003c/strong>\u003c/a>. EdCamps are conferences or professional development days that have learning sessions, but they aren't planned in advance. Rather, participants make suggestions for what they most want to discuss and learn more about, and then teachers get a chance to share with one another. It's a forum that privileges teacher-to-teacher learning and sharing.\u003c/p>\n\u003cp>\u003cstrong>4. Guiding Innovation with Shared Vision and Shared Instructional Language\u003c/strong>\u003c/p>\n\u003cp>The fourth entry point is about guidelines and guardrails. One risk of encouraging experimentation is that it can go in a million different directions. This is one of the central risks of innovation in America schools, that it's happening all the time, but it never comes together. We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade-level teams, and not in whole schools. Great teachers retire, and their insights and wisdom retire with them\u003c/p>\n\u003cp>Effective school leaders help ensure that innovation has a trajectory that's guided by a shared vision and a shared instructional language. Ideally, teachers have a sense that they are encouraged to innovate and experiment, but particularly encouraged to try to improve the shared goals of the school. Basically, it's like giving teachers a canvas and a frame in which innovation can happen in ways that connect efforts.\u003c/p>\n\u003cp>Collaborative innovation also benefits from a shared instructional language, from a common way of describing what good teaching and learning look like. There are lots of ideas, systems, books and experts that can help as the foundation of this shared instructional language: \u003ca href=\"http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx\">\u003cstrong>Understanding by Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.pz.harvard.edu/projects/teaching-for-understanding\">\u003cstrong>Teaching for Understanding\u003c/strong>\u003c/a>, or \u003ca href=\"http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf\">\u003cstrong>First Principles of Instructional Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.cast.org/our-work/about-udl.html\">\u003cstrong>Universal Design for Learning\u003c/strong>\u003c/a>, or \u003ca href=\"http://teachlikeachampion.com/\">\u003cstrong>Teach Like a Champion\u003c/strong>\u003c/a>, or\u003ca href=\"https://www.bie.org/\">\u003cstrong> Project-Based Learning\u003c/strong>\u003c/a> or any one of many other languages of instruction. And there are plenty of schools and districts that create their own shared ways of described great teaching and learning.\u003c/p>\n\u003cp>I favor some of these approaches over others, but I actually think it's less important which language schools choose and more important that they choose a language. It's more important to get one system right than it is to get the one right system.\u003c/p>\n\u003cp>When there are some guardrails and guidelines for innovation, that's a foundation for teachers to share, collaborate and improve together.\u003c/p>\n\u003cp>There will never be enough administrators in a school building to do all of the classroom work needed to be done to truly have innovation thrive. School leaders need to focus their attention on creating the conditions where teachers have the resources, courage and support to experiment with improving their practice, and then the space to share what they are learning with other educators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/bjfr\">Justin Reich\u003c/a> is \u003c/em>\u003cem>executive director of the MIT Teaching Systems Lab and a research scientist in the MIT Office of Digital Learning\u003c/em>\u003cem>. He teaches the online course, \u003c/em>\u003ca href=\"https://www.edx.org/course/launching-innovation-schools-mitx-microsoft-education-11-154x\">\u003cem>Launching Innovation in Schools\u003c/em>\u003c/a>\u003cem>\u003cstrong>,\u003c/strong> offered through edX and taught with Peter Senge. Launching Innovation in Schools guides school leaders -- teacher-leaders, principals, department heads, IT directors, superintendents -- through fundamental principles of launching and sustaining innovation in schools. An version of this post appeared on \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2016/11/four_ways_school_leaders_can_support_innovation.html\">Education Week's EdTech Researcher\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Justin Reich outlines ways school leaders can identify, apply and nurture changes that are needed to make sure education is keeping up with students' needs. ","status":"publish","parent":0,"modified":1483944190,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1413},"headData":{"title":"Four Ways School Leaders Can Support Meaningful Innovation | KQED","description":"Justin Reich outlines ways school leaders can identify, apply and nurture changes that are needed to make sure education is keeping up with students' needs. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47273 http://ww2.kqed.org/mindshift/?p=47273","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/08/four-ways-school-leaders-can-support-meaningful-innovation/","disqusTitle":"Four Ways School Leaders Can Support Meaningful Innovation","nprByline":"\u003cstrong>Justin Reich\u003c/strong>","path":"/mindshift/47273/four-ways-school-leaders-can-support-meaningful-innovation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When schools try to innovate, they often take a traditional top-down approach: devise a strategy, roll it out to teachers and support a high-fidelity implementation. The end result is often one that lacks teacher support or genuine enthusiasm -- initiatives putter along and change is sporadic or modest.\u003c/p>\n\u003cp>In education and beyond, innovation is usually the result of iteration rather than central planning. In schools that succeed in implementing real instructional improvements, teachers figure out how to improve teaching and learning by journeying through multiple passes of a cycle of experiment, reflection and adjustment.\u003c/p>\n\u003cp>If a school leader’s goal is to implement thoughtful innovation, one way to think about school leadership, therefore, is to think about how to help teachers move through that cycle of iteration and innovation more effectively, more efficiently and more joyfully. Administrators have four powerful places where they can \"grease the gears\" of this cycle: creating an R&D budget, supporting opportunities for team learning, creating spaces for broader teacher sharing and learning, and building consensus around a shared vision and shared instructional language.\u003c/p>\n\u003cp>\u003cstrong>1. R&D\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In order to stay relevant to the changing demands of the consumer, companies and organizations invest in research and development. What can schools do to invest in research and development for good teaching? One place to start is to ask about the R&D budget in your school in a more expansive sense. How do schools allocate time, resources and energy to support teachers in trying new things?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As a school leader, the first resource that you can offer innovative teachers is your enthusiasm and your protection. Whenever I start working with teachers in a new school district around innovation initiatives, I always ask the principal or headmaster or superintendent to come to the first professional development session and offer a benediction of sorts. One part of the benediction is to offer encouragement and support for the new initiative, but the second part is to offer cover and to say, \"Look, learning takes time, and not everything you try is going to work. But as students have questions, as parents have questions, you can count on me to have your back, and support you through these changes.\"\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2Q3VyW1zMHI'\n title='//www.youtube.com/embed/2Q3VyW1zMHI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>How can you find more time, more money, more resources to give to teachers as an R&D budget? Can you give a teacher a one-course release for a year or half a year to do some extra research and experimentation in a department? Can you pay teachers for their time over the summer to work together?\u003c/p>\n\u003cp>One of the largest untapped resources for innovation in schools are students. In many technology initiatives, schools have realized that they will never have the budget to hire enough support staff to meet all of the tech-support needs of their teachers, but there are lots of kids in schools who would love to help their teachers create better lessons and classrooms using technology. So schools around the world are organizing these \u003cstrong>\u003ca href=\"https://bhshelpdesk.com/\">great student help desks\u003c/a>,\u003c/strong> where teachers can not only get tech support, but real instructional design support.\u003c/p>\n\u003cp>\u003cstrong>2. Helping Teams Learn from Experiments\u003c/strong>\u003c/p>\n\u003cp>The second entry point is around team learning. When teachers are experimenting, how do we maximize opportunities for teams to learn from one another? Two particularly powerful practices here are Looking at Student Work and instructional rounds. \u003ca href=\"http://www.nsrfharmony.org/system/files/protocols/atlas_lfsw_0.pdf\">\u003cstrong>Looking at Student Work\u003c/strong>\u003c/a> involves closely examining representative pieces of student work, and asking questions about what kinds of learning students are doing and what kinds of evidence we can find of student learning in their assessments. Teams usually use specific protocols that help keep people focused on evidence of student thinking and understanding. These are really powerful pathways into understanding learning. The second practice is classroom observation and \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-Instructional-Rounds.aspx\">\u003cstrong>instructional rounds\u003c/strong>\u003c/a>. The idea here is to let teachers get into each other's classrooms to see innovation happening. The deeper level of exposure to teachers engaged in new practices helps others figure out how to make sense of them throughout the school year.\u003c/p>\n\u003cp>\u003cstrong>3. Creating Opportunities for Sharing Across Learning Communities\u003c/strong>\u003c/p>\n\u003cp>For the third entry point to innovation, school leaders need to create spaces where teachers can share with one another. How much time in faculty meeting is spent on announcements that you could just print out for people and have them read? How can we devote all of that time to celebrating and sharing practice, to let teachers who do cool things show them to their colleagues?\u003c/p>\n\u003cp>How can you create informal learning spaces for people to gather? Here in Boston we have the Lila G. Frederick Pilot School, which was founded by Deb Socia, a leading advocate for technology access for students in poverty-impacted communities. Deb used to run \u003ca href=\"http://commonwealthmagazine.org/uncategorized/laptops-rule-among-students-in-middle-school/\">\u003cstrong>Bagels and Laptops\u003c/strong>\u003c/a>, where every Wednesday she'd buy a big bag of bagels and invite one teacher to share work for 15-20 minutes before classes got going.\u003c/p>\n\u003cp>There are schools where administrators are experimenting with models of teacher-led professional development like \u003ca href=\"http://www.edcamp.org/\">\u003cstrong>EdCamps\u003c/strong>\u003c/a>. EdCamps are conferences or professional development days that have learning sessions, but they aren't planned in advance. Rather, participants make suggestions for what they most want to discuss and learn more about, and then teachers get a chance to share with one another. It's a forum that privileges teacher-to-teacher learning and sharing.\u003c/p>\n\u003cp>\u003cstrong>4. Guiding Innovation with Shared Vision and Shared Instructional Language\u003c/strong>\u003c/p>\n\u003cp>The fourth entry point is about guidelines and guardrails. One risk of encouraging experimentation is that it can go in a million different directions. This is one of the central risks of innovation in America schools, that it's happening all the time, but it never comes together. We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade-level teams, and not in whole schools. Great teachers retire, and their insights and wisdom retire with them\u003c/p>\n\u003cp>Effective school leaders help ensure that innovation has a trajectory that's guided by a shared vision and a shared instructional language. Ideally, teachers have a sense that they are encouraged to innovate and experiment, but particularly encouraged to try to improve the shared goals of the school. Basically, it's like giving teachers a canvas and a frame in which innovation can happen in ways that connect efforts.\u003c/p>\n\u003cp>Collaborative innovation also benefits from a shared instructional language, from a common way of describing what good teaching and learning look like. There are lots of ideas, systems, books and experts that can help as the foundation of this shared instructional language: \u003ca href=\"http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx\">\u003cstrong>Understanding by Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.pz.harvard.edu/projects/teaching-for-understanding\">\u003cstrong>Teaching for Understanding\u003c/strong>\u003c/a>, or \u003ca href=\"http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf\">\u003cstrong>First Principles of Instructional Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.cast.org/our-work/about-udl.html\">\u003cstrong>Universal Design for Learning\u003c/strong>\u003c/a>, or \u003ca href=\"http://teachlikeachampion.com/\">\u003cstrong>Teach Like a Champion\u003c/strong>\u003c/a>, or\u003ca href=\"https://www.bie.org/\">\u003cstrong> Project-Based Learning\u003c/strong>\u003c/a> or any one of many other languages of instruction. And there are plenty of schools and districts that create their own shared ways of described great teaching and learning.\u003c/p>\n\u003cp>I favor some of these approaches over others, but I actually think it's less important which language schools choose and more important that they choose a language. It's more important to get one system right than it is to get the one right system.\u003c/p>\n\u003cp>When there are some guardrails and guidelines for innovation, that's a foundation for teachers to share, collaborate and improve together.\u003c/p>\n\u003cp>There will never be enough administrators in a school building to do all of the classroom work needed to be done to truly have innovation thrive. School leaders need to focus their attention on creating the conditions where teachers have the resources, courage and support to experiment with improving their practice, and then the space to share what they are learning with other educators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/bjfr\">Justin Reich\u003c/a> is \u003c/em>\u003cem>executive director of the MIT Teaching Systems Lab and a research scientist in the MIT Office of Digital Learning\u003c/em>\u003cem>. He teaches the online course, \u003c/em>\u003ca href=\"https://www.edx.org/course/launching-innovation-schools-mitx-microsoft-education-11-154x\">\u003cem>Launching Innovation in Schools\u003c/em>\u003c/a>\u003cem>\u003cstrong>,\u003c/strong> offered through edX and taught with Peter Senge. Launching Innovation in Schools guides school leaders -- teacher-leaders, principals, department heads, IT directors, superintendents -- through fundamental principles of launching and sustaining innovation in schools. An version of this post appeared on \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2016/11/four_ways_school_leaders_can_support_innovation.html\">Education Week's EdTech Researcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47273/four-ways-school-leaders-can-support-meaningful-innovation","authors":["byline_mindshift_47273"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_70","mindshift_20776"],"featImg":"mindshift_47288","label":"mindshift"},"mindshift_46766":{"type":"posts","id":"mindshift_46766","meta":{"index":"posts_1591205157","site":"mindshift","id":"46766","score":null,"sort":[1480426597000]},"guestAuthors":[],"slug":"taking-small-steps-towards-change-at-a-big-traditional-high-school","title":"Taking Small Steps Towards Change At A Big, Traditional High School","publishDate":1480426597,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s easy to hear or read stories of innovation happening at other schools and write them off -- those schools won a grant to try something new, or work with a less difficult population, or are charter networks, or are smaller, the list goes on. And while these factors matter, innovation is happening in big traditional schools too. How can administrators and teachers working in more traditional settings incorporate interest-driven, student-centered approaches without letting go of the diversity and broad offerings of a comprehensive school? It’s a challenge, but it starts with small steps.\u003c/p>\n\u003cp>Many students thrive in big traditional high schools. For some kids, playing on a sports team is the only thing motivating them to continue working hard at school. And big high schools can offer students many more choices including AP courses, foreign languages, arts and musical opportunities like band, chorus and orchestra. All these activities contribute to a vibrant community with many options for students to find a niche. Teachers and administrators at West Seattle High School are trying to hold onto all these good qualities and make shifts in pedagogy at the same time.\u003c/p>\n\u003cp>“The high school structure doesn’t work for every student,” said West Seattle Principal Ruth Medsker. Often big high schools like West Seattle require students to be compliant in order to fit in and that can lead to disengagement. Medsker is interested in finding models within her large school that offer something different to students who want it.\u003c/p>\n\u003cp>“How do we make the system fit the child instead of trying to make the kid fit the system?” she asked. Teachers at her school are exploring this question in a variety of ways, including through a pilot advisory-type program that began with a cohort of 25 tenth graders.\u003c/p>\n\u003cp>“The idea was these students have promise, they have skills, they have things to offer, but something about our school system wasn’t working for them,” said Matt Kachmarik, who acted as the advisor, social studies and English teacher to this group of students. As much as possible, school staff tried to give these 25 kids schedules that would allow them to take classes together. They also focused on non-cognitive skills using reflection, team-building games and discussion to tease out what was going on outside of school, as well as barriers to learning inside its walls.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I definitely have some students who are among the deepest thinking of anyone in the entire grade,” Kachmarik said. Some of them are under a lot of stress or have experienced trauma or just don’t have strong executive functioning skills, but they’ve found a home in what they call the Focus program.\u003c/p>\n\u003cp>\u003cstrong>FOCUS\u003c/strong>\u003c/p>\n\u003cp>The staff hoped that keeping students together with a fewer number of teachers for most of the year would allow them to develop stronger bonds with adults and peers in the school who they could turn to when they needed help. And, because everyone was getting to know each other well, they could explore more interest-based projects and even give students opportunities to shadow professionals outside of school.\u003cbr>\n“When you start doing these cohorts you’re limiting them to a few classes,” Medsker said. “But you’ve built this capacity for them to advocate and see how their class choices affect where they want to go at the end of the day.”\u003c/p>\n\u003cp>The students who took part in the initial pilot program no longer have all their classes together, nor is the focused support of advisory built into their day now that they are juniors. But at least some of the students have found more success in the wider school after the experience.\u003c/p>\n\u003cp>Terrah was struggling after her freshman year. A few years before she moved to Seattle with her mom and siblings from Ohio and the transition hasn't been easy. She didn’t have a lot of friends in middle school and high school was overwhelming.\u003c/p>\n\u003cp>“A lot of my teachers told me they saw a lot of potential in me, but my transcript didn’t really show it,” Terrah said. Her teachers could tell she was working hard, but she struggled with math and often experienced anxiety that she said feels like something is pressing down on her, pushing her to explode. She still feels that way sometimes, but when it happens, she asks to visit the tutoring center, where one of her mentors from the previous year works. She can work in her own way when she’s there.\u003c/p>\n\u003cp>“I have a different learning style than most,” Terrah said. “I don’t like sitting in classrooms and taking notes.” She appreciated that in her Focus program she got individualized attention and formed tight bonds with the other students. “I made new friends through the program. It was just teachers caring about kids individually instead of putting everyone in a box.”\u003c/p>\n\u003cp>West Seattle has taken many ideas from the Big Picture schools, which focus on relationships, relevance and rigor. A core practice of schools following that model is exhibitions, when students present their work and how it connects to learning goals in front of an authentic audience. Terrah found this assignment scary at first, but also rewarding.\u003c/p>\n\u003cp>“We took things we were really proud of ourselves and put them together into a project and showed them to everyone’s parents including our own,” Terrah said. At first, she was worried that the work she was proud of wouldn’t be impressive to other kids’ parents. But she said parents were blown away. “A lot of parents were really impressed because their kids had never mentioned school things or said ‘Hey, look at my work.’ ”\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>The initial years of this pilot program have seemed to show some good results. Students in the program had fewer absences and passed their core classes at better rates. They’ve learned about themselves as learners, including strategies and habits of mind that will help them be effective in school and they’re trying to use those now that they don’t have as much support.\u003c/p>\n\u003cp>Medsker is also pushing numerous other changes in the school that fit well with the Focus program. She’s asking teachers to do more project-based learning and the whole school is trying to change the grading system. Medsker is pushing for 70-minute periods across the district to facilitate this work and is trying to find ways to let students get credits for internships outside of school.\u003c/p>\n\u003cp>“We’re using [the Focus program] as a lab for our schools,” Medsker said. “We’re putting teachers in there who want to do the work -- teachers who are skilled at relationships and who want to do something different in their classrooms.” The program has helped start some buzz around the school -- uninvolved teachers are taking note. Several came to watch the student exhibitions and were impressed. A teacher who declined participation originally is now interested in making her course part of the cohort.\u003c/p>\n\u003cp>The team is also learning a lot along the way. While the initial exhibitions focused mostly on non-cognitive skills, now teachers are pushing to make them more about academic work. To do that, they are considering a portfolio system to catalogue student work. They’ve already begun to do student-led conferences, but they see portfolios as a step forward to make those conversations more concretely about what the student did. Teachers of the cohort are also thinking through how they might do more interdisciplinary projects.\u003c/p>\n\u003cp>West Seattle High is also trying to implement a similar program with incoming freshmen, guessing at which kids could use a little more support based on factors like attendance in middle school. The hope is that a program like this will help prevent those kids from falling through the cracks of a big high school in the first year.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, kids all learn in different ways and one of the strengths of a big school is the diversity it offers. West Seattle’s program is one attempt to provide a different option for kids who aren’t succeeding in traditional classrooms.\u003c/p>\n\n","blocks":[],"excerpt":"West Seattle High School is developing a program within the school to help struggling students develop the relationships and skills they need to thrive. The Focus program applied ideas from Big Picture Learning schools. ","status":"publish","parent":0,"modified":1480440943,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1420},"headData":{"title":"Taking Small Steps Towards Change At A Big, Traditional High School | KQED","description":"West Seattle High School is developing a program within the school to help struggling students develop the relationships and skills they need to thrive. The Focus program applied ideas from Big Picture Learning schools. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46766 http://ww2.kqed.org/mindshift/?p=46766","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/29/taking-small-steps-towards-change-at-a-big-traditional-high-school/","disqusTitle":"Taking Small Steps Towards Change At A Big, Traditional High School","path":"/mindshift/46766/taking-small-steps-towards-change-at-a-big-traditional-high-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s easy to hear or read stories of innovation happening at other schools and write them off -- those schools won a grant to try something new, or work with a less difficult population, or are charter networks, or are smaller, the list goes on. And while these factors matter, innovation is happening in big traditional schools too. How can administrators and teachers working in more traditional settings incorporate interest-driven, student-centered approaches without letting go of the diversity and broad offerings of a comprehensive school? It’s a challenge, but it starts with small steps.\u003c/p>\n\u003cp>Many students thrive in big traditional high schools. For some kids, playing on a sports team is the only thing motivating them to continue working hard at school. And big high schools can offer students many more choices including AP courses, foreign languages, arts and musical opportunities like band, chorus and orchestra. All these activities contribute to a vibrant community with many options for students to find a niche. Teachers and administrators at West Seattle High School are trying to hold onto all these good qualities and make shifts in pedagogy at the same time.\u003c/p>\n\u003cp>“The high school structure doesn’t work for every student,” said West Seattle Principal Ruth Medsker. Often big high schools like West Seattle require students to be compliant in order to fit in and that can lead to disengagement. Medsker is interested in finding models within her large school that offer something different to students who want it.\u003c/p>\n\u003cp>“How do we make the system fit the child instead of trying to make the kid fit the system?” she asked. Teachers at her school are exploring this question in a variety of ways, including through a pilot advisory-type program that began with a cohort of 25 tenth graders.\u003c/p>\n\u003cp>“The idea was these students have promise, they have skills, they have things to offer, but something about our school system wasn’t working for them,” said Matt Kachmarik, who acted as the advisor, social studies and English teacher to this group of students. As much as possible, school staff tried to give these 25 kids schedules that would allow them to take classes together. They also focused on non-cognitive skills using reflection, team-building games and discussion to tease out what was going on outside of school, as well as barriers to learning inside its walls.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I definitely have some students who are among the deepest thinking of anyone in the entire grade,” Kachmarik said. Some of them are under a lot of stress or have experienced trauma or just don’t have strong executive functioning skills, but they’ve found a home in what they call the Focus program.\u003c/p>\n\u003cp>\u003cstrong>FOCUS\u003c/strong>\u003c/p>\n\u003cp>The staff hoped that keeping students together with a fewer number of teachers for most of the year would allow them to develop stronger bonds with adults and peers in the school who they could turn to when they needed help. And, because everyone was getting to know each other well, they could explore more interest-based projects and even give students opportunities to shadow professionals outside of school.\u003cbr>\n“When you start doing these cohorts you’re limiting them to a few classes,” Medsker said. “But you’ve built this capacity for them to advocate and see how their class choices affect where they want to go at the end of the day.”\u003c/p>\n\u003cp>The students who took part in the initial pilot program no longer have all their classes together, nor is the focused support of advisory built into their day now that they are juniors. But at least some of the students have found more success in the wider school after the experience.\u003c/p>\n\u003cp>Terrah was struggling after her freshman year. A few years before she moved to Seattle with her mom and siblings from Ohio and the transition hasn't been easy. She didn’t have a lot of friends in middle school and high school was overwhelming.\u003c/p>\n\u003cp>“A lot of my teachers told me they saw a lot of potential in me, but my transcript didn’t really show it,” Terrah said. Her teachers could tell she was working hard, but she struggled with math and often experienced anxiety that she said feels like something is pressing down on her, pushing her to explode. She still feels that way sometimes, but when it happens, she asks to visit the tutoring center, where one of her mentors from the previous year works. She can work in her own way when she’s there.\u003c/p>\n\u003cp>“I have a different learning style than most,” Terrah said. “I don’t like sitting in classrooms and taking notes.” She appreciated that in her Focus program she got individualized attention and formed tight bonds with the other students. “I made new friends through the program. It was just teachers caring about kids individually instead of putting everyone in a box.”\u003c/p>\n\u003cp>West Seattle has taken many ideas from the Big Picture schools, which focus on relationships, relevance and rigor. A core practice of schools following that model is exhibitions, when students present their work and how it connects to learning goals in front of an authentic audience. Terrah found this assignment scary at first, but also rewarding.\u003c/p>\n\u003cp>“We took things we were really proud of ourselves and put them together into a project and showed them to everyone’s parents including our own,” Terrah said. At first, she was worried that the work she was proud of wouldn’t be impressive to other kids’ parents. But she said parents were blown away. “A lot of parents were really impressed because their kids had never mentioned school things or said ‘Hey, look at my work.’ ”\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>The initial years of this pilot program have seemed to show some good results. Students in the program had fewer absences and passed their core classes at better rates. They’ve learned about themselves as learners, including strategies and habits of mind that will help them be effective in school and they’re trying to use those now that they don’t have as much support.\u003c/p>\n\u003cp>Medsker is also pushing numerous other changes in the school that fit well with the Focus program. She’s asking teachers to do more project-based learning and the whole school is trying to change the grading system. Medsker is pushing for 70-minute periods across the district to facilitate this work and is trying to find ways to let students get credits for internships outside of school.\u003c/p>\n\u003cp>“We’re using [the Focus program] as a lab for our schools,” Medsker said. “We’re putting teachers in there who want to do the work -- teachers who are skilled at relationships and who want to do something different in their classrooms.” The program has helped start some buzz around the school -- uninvolved teachers are taking note. Several came to watch the student exhibitions and were impressed. A teacher who declined participation originally is now interested in making her course part of the cohort.\u003c/p>\n\u003cp>The team is also learning a lot along the way. While the initial exhibitions focused mostly on non-cognitive skills, now teachers are pushing to make them more about academic work. To do that, they are considering a portfolio system to catalogue student work. They’ve already begun to do student-led conferences, but they see portfolios as a step forward to make those conversations more concretely about what the student did. Teachers of the cohort are also thinking through how they might do more interdisciplinary projects.\u003c/p>\n\u003cp>West Seattle High is also trying to implement a similar program with incoming freshmen, guessing at which kids could use a little more support based on factors like attendance in middle school. The hope is that a program like this will help prevent those kids from falling through the cracks of a big high school in the first year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately, kids all learn in different ways and one of the strengths of a big school is the diversity it offers. West Seattle’s program is one attempt to provide a different option for kids who aren’t succeeding in traditional classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46766/taking-small-steps-towards-change-at-a-big-traditional-high-school","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_20957","mindshift_20891","mindshift_20784","mindshift_1040","mindshift_146","mindshift_70","mindshift_20867"],"featImg":"mindshift_47048","label":"mindshift"},"mindshift_46456":{"type":"posts","id":"mindshift_46456","meta":{"index":"posts_1591205157","site":"mindshift","id":"46456","score":null,"sort":[1477373572000]},"guestAuthors":[],"slug":"why-a-schools-master-schedule-is-a-powerful-enabler-of-change","title":"Why A School's Master Schedule Is A Powerful Enabler of Change","publishDate":1477373572,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Jerry Smith became a principal six years ago he had been teaching for 22 years, so his administrative style is firmly rooted in the belief that the important stuff goes on in classrooms. When he took over \u003ca href=\"http://schoolwires.henry.k12.ga.us/domain/4816\" target=\"_blank\">Luella High School \u003c/a>outside Atlanta, he began thinking about how he could propel fundamental change in what was then a traditional comprehensive high school. When a third of the students and a big chunk of the staff relocated to a new high school the district opened to ease crowding at Luella, Smith knew the moment was ripe for even bigger shifts.\u003c/p>\n\u003cp>“We said we’re going to put anything and everything on the table and try to do this differently,” Smith said. He was appalled that the current system prioritized churning out graduates, many of whom weren’t actually “college and career ready -- life ready,” as the school’s mission statement boldly pronounces. And, the school certainly wasn’t doing a good job by its gifted students or those who were struggling, Smith said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If we don’t match our minutes to our mission, [teachers are] not going to shift.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>“If you are truly going to reach every student you have to see education as a personal thing for every person who walks into the building, including the adults,” Smith said. He and a team of teachers set out to try to reconfigure how this big high school could structurally put student relationships with teachers at the center, and value mastery of content above all else. The school ultimately \u003ca href=\"http://griffinjournal.com/henry-county-schools-awarded-continued-funding-for-personalized-learning-p13324-403.htm\" target=\"_blank\">won a Next Generation Systems Initiative grant\u003c/a> from the Bill & Melinda Gates Foundation to jump-start their efforts.\u003c/p>\n\u003cp>It soon became clear that one of the biggest obstacles to instructional changes of the sort Smith and his team were trying to engineer was the school schedule itself. Comprehensive high schools like Luella offer a wide variety of classes, everything from Advanced Placement courses to art, band, career and technical courses. All the choices is one of the strong suits of high school right now. But the variety of classes and the teachers required to teach them, along with contractual barriers to how many periods a teacher can instruct in a row without a break, and things like lunch and bus schedules, make altering the schedule a huge challenge.\u003c/p>\n\u003cp>“Our schedule is a function of what we’re trying to create,” said Diana Laufenberg, executive director of \u003ca href=\"http://inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a> and a former high school history teacher at Science Leadership Academy. Laufenberg is working with schools across the country to transform pedagogical models toward more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/\">inquiry-driven approaches\u003c/a>. She says what Smith and his team in Georgia are trying to do is some of the hardest work in education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are plenty of charter networks and magnet programs gaining acclaim for their innovative teaching models, but most school-age children go to existing public schools. Laufenberg compares the situation to city building. A city can’t modernize by constructing new buildings but ignoring the underlying infrastructure. When a road is rutted, it doesn’t work to just build a new road. The original road must be fixed. In the educational context, existing schools need system-level change if the system as a whole is going to shift.\u003c/p>\n\u003cp>“When you are trying to do a transformation, if you don’t have some kind of major lever, you have varying levels of success of your program,” Laufenberg said. Changing the master schedule, while difficult, is a major signal to everyone connected to the school that pedagogy is shifting. “If we don’t match our minutes to our mission, [teachers are] not going to shift.”\u003c/p>\n\u003cp>\u003cstrong>LUELLA'S SHIFT\u003c/strong>\u003c/p>\n\u003cp>At Luella High, three teachers of the same subject, sophomore English, for example, all teach during the same period. The students in those three sections can then rotate between teachers, depending on their individual needs. For example, one teacher might lead a literature discussion with a larger group of students while another teacher helps a smaller group with their writing and a third is working with students applying their knowledge in a project.\u003c/p>\n\u003cp>“What’s different for us is that we’ve designed a model that is basically a rotational model, but it doesn’t look the same in math as it does in foreign language, as it does in English,” Smith said. It's like the \"station rotation model\" in elementary school, but it changes depending on the grade level, content, discipline and the needs of the students in that cohort.\u003c/p>\n\u003cp>“What we’re not going to do is say we’re a personalized learning school and say one model works for everyone,” Smith said. “That’s crazy.” He has designated personal learning coaches moving between cohorts to help teachers identify student needs and to think through how the professional learning community of teachers working together might improve the model.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Society has taught children to be spoon-fed and if it doesn't work out someone is going to rescue you. Well, we're not doing that.'\u003ccite>Jerry Smith, Principal Luella High School\u003c/cite>\u003c/aside>\n\u003cp>“The rotational model is meant to give kids some choice and to let them be in different settings, because we all know we perform differently in different settings,” Smith said. The other big part of the model is constant formative assessment to determine how well students are picking up knowledge and skills. And every four weeks students take a summative assessment designed by teachers and tied to the standards. That assessment gives the instructional team a snapshot of where each student stands at that moment in time and where students need more work. The rotation and groups can be adjusted accordingly.\u003c/p>\n\u003cp>“It’s sloppy, but hell, life is sloppy,” Smith said. His team is slowly changing the instructional approach grade by grade. They started with ninth grade and are now working to modify 11th grade. Smith says this model requires that students take ownership of their own learning, and that transition has been one of the hardest to make at Luella.\u003c/p>\n\u003cp>“That’s probably the most difficult and weakest area we have because society has taught children to be spoon-fed and if it doesn’t work out someone is going to rescue you,” Smith said. “Well, we’re not doing that.”\u003c/p>\n\u003cp>In addition to a schedule that allows for the rotation model, Smith also wanted to create opportunities for interdisciplinary work and was trying to be mindful of how many exams students would be taking at the same time. He also wanted to keep all of the 19 AP courses Luella offers, including the section of BC Calculus that only had eight students enrolled.\u003c/p>\n\u003cp>To achieve a schedule that accommodates all these competing priorities, Smith has had to give up some things, and he’s planning to hand schedule the entire building next year. Existing scheduling software isn’t designed to handle the priorities Smith wanted and would “break the pedagogical model” if relied upon to do the scheduling.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/GD-QhNjQlFE\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>WHAT IT TAKES\u003c/strong>\u003c/p>\n\u003cp>Leading a school transformation like this one is hard work and requires constantly pushing toward the vision. When Luella started this work Smith said he got reactions from across the spectrum. Some parents were distrustful of the changes, while others thought they sounded like a good idea. Some teachers left because they didn’t agree with the new pedagogical focus, but others have thrived and led the changes. Smith said he tries to be as transparent as possible with the community about why decisions are being made, while always holding firm to his central principle -- the school should be serving all its students better.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I see a lot of people really turning into everything that's new is better and everything that's old is bad, which it's not.'\u003ccite>Diana Laufenberg\u003c/cite>\u003c/aside>\n\u003cp>“The systems of schools are so habitual, shifting practice has to be as concerted as quitting smoking,” Laufenberg said. “You need to have a plan for your bad day.” She said there are days when even the teachers most committed to inquiry-based teaching are going to want to lecture. And that’s the equivalent of sneaking out for a cigarette. Changing is hard and when people get tired they will want to return to the status quo. She’s worked with teachers at Luella to develop inquiry-based lessons to keep in their back pockets when it gets tough.\u003c/p>\n\u003cp>Laufenberg has watched many schools start a school transformation project with energy and vigor, but when leaders run into outside pressures from the district or can’t pick their way through the complex system they run out of momentum. It’s a common story, so common that many \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\">teachers expect new programs and approaches to fail in a few years\u003c/a>, or to die out when the superintendent takes a new job. And, since change is uncomfortable, many just wait it out. That’s why it’s important not to toss away good teaching practices just because they’ve been around for years.\u003c/p>\n\u003cp>“I see a lot of people really turning into everything that’s new is better and everything that’s old is bad, which it’s not,” Laufenberg said. For example, inquiry is currently in the spotlight, but it’s not a new idea. Similarly, advisory is an old idea that works. It’s always a good idea to provide a care structure for kids as they move through school. “We don’t need to get rid of that just because it’s old,” Laufenberg said.\u003c/p>\n\u003cp>For his part, Smith doesn’t expect this work to ever become easy because it revolves around people, and people are messy. “What we see as order is really chaos and what we see as chaos is really order,” Smith said. He doesn’t want it to become orderly because that’s not the natural state of human systems.\u003c/p>\n\u003cp>Individual success stories of students are what help keep him going. One boy with severe autism had been educated on his own in a rubber room in seventh grade. His mom didn’t think he could handle a big high school, but Smith wanted to give him a shot. The student turned out to be incredibly gifted at math and loved playing in the band. A clear moment demonstrating his growth came when he asked to direct the band at the last home football game, a step outside his comfort zone that was uncharacteristic.\u003c/p>\n\u003cp>“When he walked across the stage [at graduation], we had taken a child who was in a rubber room in seventh grade and had given him a shot at life,” Smith said. Many adults worked hard to get that student to graduation and they all felt a victory when he was successful.\u003c/p>\n\u003cp>On the other end of the spectrum, Smith will always remember a young woman who seemed to be perfect from the outside: good grades, cheerleader, the class valedictorian. But unbeknown to many of her friends and teachers, she had a very difficult home life. For her valedictorian speech she decided to talk publicly about her depression and bulimia in hopes of changing someone else’s reality.\u003c/p>\n\u003cp>“We've got a long way to go in this work, but we are making progress and people are seeing that we’re making progress,” Smith said. He’s seen an uptick in ACT and SAT scores, attendance is better and discipline referrals are down. Those are all traditional markers of school improvement, but Smith isn’t kidding himself that those things necessarily mean students are leaving school prepared for college, career and a good life. Every year he surveys seniors about how prepared they feel for those three things as they leave his care.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>On a five-point scale, 30 percent of seniors rate life preparedness as a one or two. While some people might just see that as a matter of perception, Smith sees that as an indicator that he and his staff need to keep working to do better by students at Luella High.\u003c/p>\n\n","blocks":[],"excerpt":"A school's schedule often determines what kind of teaching and learning happens in the building. The schedule reflects the school's priorities.","status":"publish","parent":0,"modified":1477373572,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/GD-QhNjQlFE"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":2116},"headData":{"title":"Why A School's Master Schedule Is A Powerful Enabler of Change | KQED","description":"A school's schedule often determines what kind of teaching and learning happens in the building. The schedule reflects the school's priorities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46456 http://ww2.kqed.org/mindshift/?p=46456","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/","disqusTitle":"Why A School's Master Schedule Is A Powerful Enabler of Change","path":"/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jerry Smith became a principal six years ago he had been teaching for 22 years, so his administrative style is firmly rooted in the belief that the important stuff goes on in classrooms. When he took over \u003ca href=\"http://schoolwires.henry.k12.ga.us/domain/4816\" target=\"_blank\">Luella High School \u003c/a>outside Atlanta, he began thinking about how he could propel fundamental change in what was then a traditional comprehensive high school. When a third of the students and a big chunk of the staff relocated to a new high school the district opened to ease crowding at Luella, Smith knew the moment was ripe for even bigger shifts.\u003c/p>\n\u003cp>“We said we’re going to put anything and everything on the table and try to do this differently,” Smith said. He was appalled that the current system prioritized churning out graduates, many of whom weren’t actually “college and career ready -- life ready,” as the school’s mission statement boldly pronounces. And, the school certainly wasn’t doing a good job by its gifted students or those who were struggling, Smith said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If we don’t match our minutes to our mission, [teachers are] not going to shift.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>“If you are truly going to reach every student you have to see education as a personal thing for every person who walks into the building, including the adults,” Smith said. He and a team of teachers set out to try to reconfigure how this big high school could structurally put student relationships with teachers at the center, and value mastery of content above all else. The school ultimately \u003ca href=\"http://griffinjournal.com/henry-county-schools-awarded-continued-funding-for-personalized-learning-p13324-403.htm\" target=\"_blank\">won a Next Generation Systems Initiative grant\u003c/a> from the Bill & Melinda Gates Foundation to jump-start their efforts.\u003c/p>\n\u003cp>It soon became clear that one of the biggest obstacles to instructional changes of the sort Smith and his team were trying to engineer was the school schedule itself. Comprehensive high schools like Luella offer a wide variety of classes, everything from Advanced Placement courses to art, band, career and technical courses. All the choices is one of the strong suits of high school right now. But the variety of classes and the teachers required to teach them, along with contractual barriers to how many periods a teacher can instruct in a row without a break, and things like lunch and bus schedules, make altering the schedule a huge challenge.\u003c/p>\n\u003cp>“Our schedule is a function of what we’re trying to create,” said Diana Laufenberg, executive director of \u003ca href=\"http://inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a> and a former high school history teacher at Science Leadership Academy. Laufenberg is working with schools across the country to transform pedagogical models toward more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/\">inquiry-driven approaches\u003c/a>. She says what Smith and his team in Georgia are trying to do is some of the hardest work in education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are plenty of charter networks and magnet programs gaining acclaim for their innovative teaching models, but most school-age children go to existing public schools. Laufenberg compares the situation to city building. A city can’t modernize by constructing new buildings but ignoring the underlying infrastructure. When a road is rutted, it doesn’t work to just build a new road. The original road must be fixed. In the educational context, existing schools need system-level change if the system as a whole is going to shift.\u003c/p>\n\u003cp>“When you are trying to do a transformation, if you don’t have some kind of major lever, you have varying levels of success of your program,” Laufenberg said. Changing the master schedule, while difficult, is a major signal to everyone connected to the school that pedagogy is shifting. “If we don’t match our minutes to our mission, [teachers are] not going to shift.”\u003c/p>\n\u003cp>\u003cstrong>LUELLA'S SHIFT\u003c/strong>\u003c/p>\n\u003cp>At Luella High, three teachers of the same subject, sophomore English, for example, all teach during the same period. The students in those three sections can then rotate between teachers, depending on their individual needs. For example, one teacher might lead a literature discussion with a larger group of students while another teacher helps a smaller group with their writing and a third is working with students applying their knowledge in a project.\u003c/p>\n\u003cp>“What’s different for us is that we’ve designed a model that is basically a rotational model, but it doesn’t look the same in math as it does in foreign language, as it does in English,” Smith said. It's like the \"station rotation model\" in elementary school, but it changes depending on the grade level, content, discipline and the needs of the students in that cohort.\u003c/p>\n\u003cp>“What we’re not going to do is say we’re a personalized learning school and say one model works for everyone,” Smith said. “That’s crazy.” He has designated personal learning coaches moving between cohorts to help teachers identify student needs and to think through how the professional learning community of teachers working together might improve the model.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Society has taught children to be spoon-fed and if it doesn't work out someone is going to rescue you. Well, we're not doing that.'\u003ccite>Jerry Smith, Principal Luella High School\u003c/cite>\u003c/aside>\n\u003cp>“The rotational model is meant to give kids some choice and to let them be in different settings, because we all know we perform differently in different settings,” Smith said. The other big part of the model is constant formative assessment to determine how well students are picking up knowledge and skills. And every four weeks students take a summative assessment designed by teachers and tied to the standards. That assessment gives the instructional team a snapshot of where each student stands at that moment in time and where students need more work. The rotation and groups can be adjusted accordingly.\u003c/p>\n\u003cp>“It’s sloppy, but hell, life is sloppy,” Smith said. His team is slowly changing the instructional approach grade by grade. They started with ninth grade and are now working to modify 11th grade. Smith says this model requires that students take ownership of their own learning, and that transition has been one of the hardest to make at Luella.\u003c/p>\n\u003cp>“That’s probably the most difficult and weakest area we have because society has taught children to be spoon-fed and if it doesn’t work out someone is going to rescue you,” Smith said. “Well, we’re not doing that.”\u003c/p>\n\u003cp>In addition to a schedule that allows for the rotation model, Smith also wanted to create opportunities for interdisciplinary work and was trying to be mindful of how many exams students would be taking at the same time. He also wanted to keep all of the 19 AP courses Luella offers, including the section of BC Calculus that only had eight students enrolled.\u003c/p>\n\u003cp>To achieve a schedule that accommodates all these competing priorities, Smith has had to give up some things, and he’s planning to hand schedule the entire building next year. Existing scheduling software isn’t designed to handle the priorities Smith wanted and would “break the pedagogical model” if relied upon to do the scheduling.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/GD-QhNjQlFE\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>WHAT IT TAKES\u003c/strong>\u003c/p>\n\u003cp>Leading a school transformation like this one is hard work and requires constantly pushing toward the vision. When Luella started this work Smith said he got reactions from across the spectrum. Some parents were distrustful of the changes, while others thought they sounded like a good idea. Some teachers left because they didn’t agree with the new pedagogical focus, but others have thrived and led the changes. Smith said he tries to be as transparent as possible with the community about why decisions are being made, while always holding firm to his central principle -- the school should be serving all its students better.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I see a lot of people really turning into everything that's new is better and everything that's old is bad, which it's not.'\u003ccite>Diana Laufenberg\u003c/cite>\u003c/aside>\n\u003cp>“The systems of schools are so habitual, shifting practice has to be as concerted as quitting smoking,” Laufenberg said. “You need to have a plan for your bad day.” She said there are days when even the teachers most committed to inquiry-based teaching are going to want to lecture. And that’s the equivalent of sneaking out for a cigarette. Changing is hard and when people get tired they will want to return to the status quo. She’s worked with teachers at Luella to develop inquiry-based lessons to keep in their back pockets when it gets tough.\u003c/p>\n\u003cp>Laufenberg has watched many schools start a school transformation project with energy and vigor, but when leaders run into outside pressures from the district or can’t pick their way through the complex system they run out of momentum. It’s a common story, so common that many \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\">teachers expect new programs and approaches to fail in a few years\u003c/a>, or to die out when the superintendent takes a new job. And, since change is uncomfortable, many just wait it out. That’s why it’s important not to toss away good teaching practices just because they’ve been around for years.\u003c/p>\n\u003cp>“I see a lot of people really turning into everything that’s new is better and everything that’s old is bad, which it’s not,” Laufenberg said. For example, inquiry is currently in the spotlight, but it’s not a new idea. Similarly, advisory is an old idea that works. It’s always a good idea to provide a care structure for kids as they move through school. “We don’t need to get rid of that just because it’s old,” Laufenberg said.\u003c/p>\n\u003cp>For his part, Smith doesn’t expect this work to ever become easy because it revolves around people, and people are messy. “What we see as order is really chaos and what we see as chaos is really order,” Smith said. He doesn’t want it to become orderly because that’s not the natural state of human systems.\u003c/p>\n\u003cp>Individual success stories of students are what help keep him going. One boy with severe autism had been educated on his own in a rubber room in seventh grade. His mom didn’t think he could handle a big high school, but Smith wanted to give him a shot. The student turned out to be incredibly gifted at math and loved playing in the band. A clear moment demonstrating his growth came when he asked to direct the band at the last home football game, a step outside his comfort zone that was uncharacteristic.\u003c/p>\n\u003cp>“When he walked across the stage [at graduation], we had taken a child who was in a rubber room in seventh grade and had given him a shot at life,” Smith said. Many adults worked hard to get that student to graduation and they all felt a victory when he was successful.\u003c/p>\n\u003cp>On the other end of the spectrum, Smith will always remember a young woman who seemed to be perfect from the outside: good grades, cheerleader, the class valedictorian. But unbeknown to many of her friends and teachers, she had a very difficult home life. For her valedictorian speech she decided to talk publicly about her depression and bulimia in hopes of changing someone else’s reality.\u003c/p>\n\u003cp>“We've got a long way to go in this work, but we are making progress and people are seeing that we’re making progress,” Smith said. He’s seen an uptick in ACT and SAT scores, attendance is better and discipline referrals are down. Those are all traditional markers of school improvement, but Smith isn’t kidding himself that those things necessarily mean students are leaving school prepared for college, career and a good life. Every year he surveys seniors about how prepared they feel for those three things as they leave his care.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On a five-point scale, 30 percent of seniors rate life preparedness as a one or two. While some people might just see that as a matter of perception, Smith sees that as an indicator that he and his staff need to keep working to do better by students at Luella High.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change","authors":["234"],"categories":["mindshift_192","mindshift_20524"],"tags":["mindshift_20914","mindshift_20784","mindshift_1040","mindshift_70","mindshift_797","mindshift_421"],"featImg":"mindshift_46753","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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