Tradition-The Enemy to Great Schools? Part 2 #imaginary schools

The more I think about this topic, the more ideas I have. To rethink how we operate within the educational institution, would mean totally scrapping everything we know about how teaching and learning should occur. This is a grand task. In a conversation with my co-principal, we recalled that between that we’ve each had 34 first days of school. After experiencing school in it’s traditional fashion for over 30 years now, I’ve decided that what we need is a real shake up. Not an innovative way to do things that we’ve traditionally done, but a true way to do the opposite of all we’ve ever known. I continue to look at the traditions that keep us from being truly innovative.

Tradition #4 Personalized Learning with Generalized Accountability
Why is it that we have spent so much time on the whole child and personalizing the learning experiences that we provide for students, yet generalizing their academic success or lack there of? I find it quite interesting that although we know students do not begin their academic journeys in the same place, we make no adjustments to the finish line. Proficiency has no personalization. The emphasis on standardized testing and student achievement create this oxymoron.  But in my imaginary school, taking into account the needs and styles of a variety of learners won’t end at the learning experience. We’ll extend that to personalized academic goals. Mastery will be our focus and we’ll accept that mastery may happen at different times for different students at no consequence if the “end of year” test arrives and students just aren’t there YET.

Tradition #5 Academic Priority before Social, Emotional, and Leadership Learning
Why is it we squeeze out time to provide students with direct instruction on self regulation, making and maintaining eye contact, tracking the speaker, and other pro-social and pro-learning behaviors? We’ve become so hyper focused on test scores and data, that in some ways, we’ve sacrificed these important skills. Also, why aren’t we teaching students what it means to be a leader and what leadership looks like? Oh, wait, we don’t have time! We’re so busy being sure we are teaching content in time for the assessment! But in my imaginary school, we’ll start our day with this kind of teaching and embed it though out the day. Learning behaviors that help students succeed will be more important than the academic content itself because we know the second cannot happen without the first. Our work won’t be driven by test scores in my #imaginaryschool.

As I continue to think about how we might reinvent school, I get more excited about thinking about breaking all the rules. I keep sharing the #imaginaryschool, and I’ve already got some folks who have tweeted that they’d love to join the movement. I wonder what we might come up with if we can just keep thinking about what we’d like for our imaginary school to be for ourselves and our students. I’m guessing we could blow ourselves away. Tweet your ideas with the hashtag #imaginaryschool. I can’t wait to read them.

Until next time-be you, be true, and be a hope builder!

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