|Originally Posted on Dreams of Education on January 26, 2015|
The problem with education reform is that we keep attempting to change surface level systems and hoping for deep systemic change as a result. What we actually end up with is new standards, new curricula (usually replacing one one-size-fits-all with another one-size-fits-all), new technology initiatives, more professional development, added “rigorous” expectations, new standardized tests, new assessment systems, and new buzz words. If you’ve been involved in education for any amount of time, you begin to see a pattern emerge. As a society, we seem to be always searching for the next best thing that is going to “fix” education; it quickly begins to feel like a broken record. I’ve often heard education veterans lament about how this is, “just one more new program.” It will get hyped, change the way everything is done, but the end result will be the same: countless professional development dollars will have been spent, there will be additional pressure and stress to get everything changed over to the “new” way of doing things, and lives and schools will be turned upside down and inside out. In the end the “new” push will end up with all the others: shoveled to the side when the next latest and greatest idea comes on the horizon. This has been the case for as long as I’ve been in education (30-year+ veterans tell me that it is nothing new). When this is the education landscape, you really can’t help but to feel jaded and wonder what the point of all of it is.
The trouble is, in all of these initiatives we never really change our minds about what education is and what it needs. We continue thinking about and approaching education in exactly the same ways, put a new cover on it, and act as if it will finally be THE thing that changes everything. If we keep looking at education with the same assumptions, no matter what comes our way, the end result will be the same. Swirl. The circling around solutions that aren’t really solutions. We have to change our minds. We have to identify the assumptions that we make about education and divorce ourselves from them enough to gain a new perspective.
Assumptions that we make in education (this is just a sampling, but you’ll get the idea):
Everyone needs to exit the school system with the same skill set and knowledge.
Academic success can be measured and assigned a number.
Tests show progress in learning.
Kids should move through learning at the same pace and, if they aren’t, there is something wrong with them.
That classrooms are places with desks, whiteboards, and paper/pencils.
That education should be rigorous.
That teachers deliver learning.
That homework is a necessary part of school.
When the above assumptions are the mind-set that we operate from, no new initiatives layered on top of them are going to make the systemic change we hope for.
We have to change our minds first. We have to begin designing from within.
As people tour through Anastasis, I often get the feeling that they are overwhelmed. What we do looks very different from the school that they operate within. There is this pause generally followed by, “we could never do this! ” There is red tape, naysayers, not enough money, and hurdles of every sort. They realize that what we do would take a fundamental shift in the way things are done at their school and that feels BIG. Unattainable.
When we change our minds, ditch the assumptions, it is truly a starting over.
As educators and decision makers, we often try to make shifts in educations by bring in a new program, adding the newest technology, changing one curriculum for another. But the truth is, to change education, we have to work at it a bit more abstractly…we have to change our minds. The real change has to happen within each of us as educators. We have to identify our assumptions, step back and take a look at education and learning from a new perspective, a new lens. This is a shift in how we think about education and the lens we consider it under.
How do we change our minds? NOT by adding “new” programs (that as it turns out have the same view of education/learning and have just altered the packaging). The more I’ve reflected on the education reform puzzle, the more I’ve come to believe that this has to start with administrators and teachers. We have to begin by identifying assumptions and then taking a fresh look at education apart from those assumptions.
An illustration of the change of mindset:
I started a school that is technology rich. We have a 1:1 iPad environment from k-8. We also have Chromebooks, projectors, robots, etc.
Do you know that I have never provided my staff with professional development to learn how to use this technology?
I didn’t even ask them how proficient they were at using technology when I hired them.
When I gather my staff for professional development, we talk about the kind of learners we want our students to be. We talk about the learning habits we want them to develop, the character qualities that we hope they leave Anastasis with. We talk about philosophy and pedagogy, and how to learn. We design for learning. All of the tools that we have available (technology included) get utilized, not because I’ve spelled it out for my staff, but because we’ve dreamed together. We’ve changed our minds and focused first on the learner and the journey that they will take. We ditch the assumptions and try new angles. The fun happens when we start to discover (together) how technology can enhance that journey. You’ve never heard so much excitement over new apps discovered, or the exclamations of “did you know it could do this?!” Suddenly my staff remembers what it is like to be a learner. They again enjoy engaging that journey and they recognize that I (the administrator) am not the holder of knowledge. They don’t have to wait on me to learn or create something new. There is freedom in that changed mind-set! When teachers realize that they don’t have to wait, they begin to help their students realize that they are on their own learning journey. They no longer feel the need to be the holder of all knowledge, but apprentice students in the art of engaging the learning journey.
What does this change of mind mean for professional development? It means that my job is to create opportunities for my staff to engage in learning together. Sometimes this means that we take a cooking class or go paddle boarding together. Other times it means engaging in meaningful conversations over drinks at the end of the day or breakfast at Snooze. When you help people step away from their assumptions by actually modelling what that looks like, a transformation happens. It is empowering. It can be scary. The end result isn’t always obvious. If you can push past the fear of the unknown, and realize that we are all learners on our own “metanoia,” the results are staggering! This is how we get the BIG sweeping changes in education. This is where culture and community are built and students learn to properly manage freedom in learning.