So the question that emerges is what do we do about preparing students for a future like this? If they only used today’s computers, will they be ready to demonstrate proficiency in a world of this level of interactive demand?

Leadership requires that we move education closer to the leading edge of this kind of development. I have to prepare students for this in school, so that they can go on to dream the next level of accomplishment. The people that are crafting these new ideas were enabled at some point in their education to see beyond the limitations. Can we create another generation of unimagined innovation?

My take on the key points:

1. We must attack this issue globally.
2. We must dispel the grouping and packing of students. Remove the assembly line mentality to achieve the greatest gains.
3. We have to abandon all attempts to create a perfect system to meet all needs. While I value that the business leaders want these systems to control costs, the reality is we need to spend less on obsolete materials and methods and move these resources to meeting the needs of the moment. Let’s capture the uniqueness of individuals and build responsive systems that are messy and less defined – let collaboration emerge as our primary response mechanism. (BTW – this will get rid of the teachers who want to plan really well in their first year and then repeat it 29 times until they retire.)
4. Let’s focus our energies on truly accepting and understanding the concept of motivation and stop our practice of brainwashing children to accept carrot & stick as a way of life.

I’m sure there is more here that others would think worthy of equal emphasis. What do you think?

One reflection: Have you noticed how the successful “pockets” of innovation seem to first isolate themselves from interaction before they go public with their achievements? Look at the Harlem Children’s Zone as an example. The work there was isolated and tied to one innovator. He sold it selectively and built it as a distinct departure from the paradigms. After it achieved success, he trumpeted it and reigned in the additional resources to meet the needs of each successive generation. We see many of these “pockets of excellence” emerging everywhere. I say, let the diversity reign and let’s allow these pockets to multiply geometrically and meet the needs of the next generation of learners. Competition is dead. Long live divine inspiration and dedicated, purpose-driven organizations!!

Interestingly, the media has attached this value added concept to student test scores when discussing the evaluation that took place while screening for failing or ineffective teachers. I think this may be over-simplification of the concept of accountability for formative assessment gains over time that was originally proposed by Marzano and Waters. In fact, there should be a plan in place to address both curriculum and assessment tied to these plans and accountability measures.

If she is looking only at achievement test scores, then this plan is flawed and should be addressed immediately. I doubt that based on the material I have reviewed on the IMPACT website and the foundational literature upon which it is based. I suggest that this may be the best of the recent spate of firings because it has strong pedagogy behind it.

731 additional teachers are on notice to improve. This group will be the ones to watch. If these reforms truly meet the demands of eliciting greater achievement in the classroom, then these teachers will be the test of the efficacy of accountability. Under increase scrutiny, do you think these teachers will get better? Will supports be provided consistent with the pressure as leading researchers have confirmed is critical?

The union fight is inevitable and unlikely to draw too much attention. We all know that the union works for these fired teachers are required by their policies as a representative of the teachers to pursue accordingly. It is unlikely, however, that any of these teachers will find their way back to DC classrooms because the leadership cannot afford to be undercut in their search of excellence and in the shadow of an election year for Fenty. For this number of people to move through the appeal and/or arbitration process will likely take years. I think Michelle’s staff is counting on that.

About the only thing they need to worry about is finding enough teachers to take the open positions. The salary incentives installed as part of this measure will require a decade before new teachers will be encouraged to join the ranks and fill the empty spots. This is a nationwide barrier to the kind of turnover many expect. Thus, the dance of the lemons continues unabated until we find instrumental ways to renew and inspire teachers who have been disenfranchised by incompetent leaders for decades. The underlying story of these firings has to include the question – How did these teachers remain in their posts for so long without scrutiny? What was wrong with the administration that allowed this to continue for so long? And, finally – Where do you think these teachers will ultimately land?

References

Marzano, R. J., & Waters, T. (2009). District Leadership That Works: Striking the Right Balance. Bloomington, IN: Solution Tree Press.

High stakes testing does not accomplish this.  Many have now written about test scores and continue to miss the point.  The scores do not inform instruction and lack the “granularity” needed to affect real change.  Teachers do not change based on either initiative nor incentive based reward.  They change, in Daniel Pink’s words, because they want to master their craft, because they have always been an autonomous lot, and because they have a special purpose that stands them apart from other professions – nurturing the progeny of others.  The talents that will change schools are those with unyielding drive that infects these other dimensions powerfully and without hesitation, as in Geoffrey Canada’s work in Harlem.  These efforts will often come from the teachers themselves when they are effectively empowered to be leaders in their own organizations.

But, ultimately, systemic change will only happen when we keep our “eye on the ball” and that means the instructional core.

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Thus, we offer the latest iteration of 21st-century thinking and give you the new and improved Learning 2.x. The focus this time will be on research-based practices in providing for sustainability through development of long-term relationships in cohorts of like-minded individuals. Of particular excitement to me is the opportunity to coordinate the leadership strand. Applying theory and leading-edge concepts on school change with a cohort of individuals responsible for implementing that change is an exciting and energizing venture. If everything comes together as planned,  there will be opportunity prior to the conference to build an essential common framework upon which our conversations will emerge. These personal learning networks (PLN) will continue through and beyond the conference and provide a significant foundation for future collaboration and support.

How can you not get excited about something like this?!

Take a look at the website and consider joining us in what ever cohort strikes your fancy. Personally, I hope you will consider the leadership strand.

http://www.learning2.asia/