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?

Seems, despite the associated costs, that we should address this issue by examining our decision-making paradigms.  Should we assess the American Educational System on the basis of high-stakes tests alone?   Should we use carrot/stick methodologies to increase competition and offer rewards for excellence when we want a comprehensive and viable education for all?

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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But, our discussion turned to the programs in Tacoma to encourage the options for kids beyond the typical college bound mentality that often dominates the conversation in many circles.  This is understandable in an environment focused on test scores, standards and a desire to assure that 100% of our children are prepared for post-secondary education.  What Joe and I talked about was the reality that many kids need another path – whether in the arts, or metalworking, or the culinary arts – they need a path for success that doesn’t label them a failure if they can’t get into a “acceptable” college.  The video below confirms this notion, although you will need patience to get through the dialog to reach the conclusions at the end.  But, the anagnorisis of this is clear when you consider Mike Rowe’s insight into “Dirty Jobs.”

I like that he points out we are “at war” with the notion of work.  It is clearly true that we are in the process of creating ever new generations of complacency where we have been taught that work is bad and following your passion means finding the “get rich quick scheme” that will fuel an early retirement.

Mike has introduced me to my peripeteia.  How about you?