|Originally posted on Dreams of Education on July 22, 2015|
“In all affairs it’s a healthy thing now and again to hang a question mark on the things you take for granted.”
This. This quote is one of my new very favorite quotes ever! This is where innovation lives. In the question marks.
Too often in education, we talk about innovation as if it is something that we’ve created and something that can be owned. We talk about innovation in steps and processes and we make it into something it isn’t. And so when we talk about education reform, the conversation gets centered on the wrong things: rigor, standards, tests, Race to the Top!, No Child Left Behind!, technology, better teachers, more tests. Things that end up actually adding layers between us and what we fight for: students. But educational innovation doesn’t live in any of these.
Innovation is a shift in mindset. It is hanging the question mark on things taken for granted.
5 years ago, I started a school fueled by questions. Surrounded by an incredible team, we search for the question marks on those things that we take for granted. In the process, we’ve found that questions are the catalyst of innovation. Questions have the unique ability to disrupt the status quo and force us to think differently. This is important for our students, we believe that this world needs citizens who are self-learners, who are creative and resourceful, and who can adapt and adjust to change. This is also important for us as educators. We need the questions. In a system that seems to value the answer above all, I’m proud to say that Anastasis teachers are those who value the questions. Innovation seems to thrive in this environment of “what if?”. Answers end the process of inquiry, yet this is what our schools have largely been built on.
At Anastasis we are constantly asking, now that we know-what is possible now? We live for those ‘what if?’ moments! These ‘what if?’ moments are our slow hunches that give rise to something bigger. We go through the process of asking: Why? (Why is this the way it it?), What if? (What if it were different?), How? (How could it be different?), what solutions might there be?.
Our assessment at Anastasis is testament to this process of questioning.
Why? Why does assessment look like it does? Why do we judge students on a moment of time? Why have we decided that these things that we assess are the MOST important things? Why are we okay with assessing students this way? Why do stakeholders accept this as a picture of a child?
What if? What if assessment wasn’t based on moments in time? What if we looked at the whole child? What if we changed the guidelines? What if assessment helped students grow? What if assessment could reveal to stakeholders where students are in their learning journey? What if report cards were more comprehensive? What if assessment wasn’t the end point?
How? How do we show stakeholders that a student is more than the few data points we collect? How do we use assessment for growth? How do we determine what should be assessed? How should a student who leaves our school look? How do we know if a student is ‘succeeding’? How will we share with other schools? How could we offer something meaningful?
What solutions can we come up with? What do we want students to leave us to look? What are the words we want to describe them? What can we do to reveal learning journey and forward progress? What do we do to help others understand the bigger picture? What do we do to help students understand the bigger picture?
When we went through this process as a staff at Anastasis, we began with the end in mind. What do we want students to look like on leaving our school? You know what never came up? Scores. Grades. Specific content knowledge that would deem a child ‘educated.’ Instead we came up with words like: inquirer, problem solver, risk-taker, communicator, compassionate, responsible, thinker, mathematician, scientist, self-aware, writer, reader, creator, connector, historian, geographer, respectful, open-minded, service-minded, healthy, reflective, resourceful, responsible, innovative, researcher, discerner, aware, logical.
These words are vastly different from what we generally see listed on a report card. Different from what we generally value (according to what we measure).
This was the launching point for our assessment system. The questions led to innovation.
Our report card looks like this:
We know it looks different, it should. It started with a question mark. It evolves every year.
Innovation doesn’t come as the result of declaring that innovation is needed and putting a plan in place to reach a predetermined outcome. Innovation comes in hanging a question mark on the things we take for granted.