To make this statement, AI leaders are thinking far down the road and weighing the information that they have now with trend data and making the assertion that given disruption, we are dealing with an exponential rather than a linear curve.

Although many of the challenges we face in our VUCA World are immense in scale, scope and significance, thinking about the future doesn’t have to be existential and/or time spans of hundreds of years. In his recent book, Kevin Kelly shares that “we overestimate what we can do in a day and underestimate what we can do in ten years.” This inability to calibrate the relativity of time leads to stifled projections and, often, overpromises or underdelivers.  

In a recent workshop with the Stanford d.school, we worked through a variety of exercises that followed a new framework of five approaches they created for encountering uncertainty like a futurist. One of the panelists, Tim Foxx, Director, Center for School Study Councils at UPenn, shared the following words: “For some, to access hope they must harvest it from the future rather than the present.”

This leads us to the first approach, worldbuilding.

Worldbuilding

Worldbuilding is adding rich texture and detail to the futures we imagine. It’s about making futures tangible through complex, considered storytelling. In the words of the d.school, “[it is] an architectural blueprint of a future society […] which allows us to prototype and even experience in multidimensions.” Frankly, we don’t do enough worldbuilding in any industry. What is the possible future that we are collectively imagining? One thing is for certain, we aren’t there yet.

Example: Throughout time, marginalized and oppressed communities have looked to worldbuilding as a way of “harvesting hope from the future”. Afrofuturism is one example of a group using worldbuilding towards a common good. Think Black Panther, the writings of Octavia Butler, the music of Parliament Funkadelic and more.

Example in Schools: In the education world, many folks are discussing an education ecosystem; we recently published a resource on the Unbundled Learning System. This ecosystem, although we have not yet seen a comprehensive picture of what world this might build, is a potential form of worldbuilding.

Trace Change Over Time

It’s crucial to learn from the past, so as not to make the same mistakes. We must “learn to see change in waves of patterns, cycles and trends. [We must] toggle between short-term possibilities and long-term promises.”

Example: Over time we have seen innovations that have followed an exponential growth curve. Whether it be economists measuring wealth, global trade influencing supply chains, etc. By looking at these curves we can better understand the potential impacts of a technology like AI and plan accordingly.

Example in Schools: John Dewey and others were saying many of the things we are saying today in the early 20th century. They were responding to industrialization. What are we responding to? How can we predict the next triggering event rather than react to it?

Seek Visions of Coexistence

Possibly the most crucial superpower of the 21st (and perhaps the 22nd century) will be to “learn to dream, imagine and build together.” This superpower differs from collaboration and creativity. It requires a multiplicity of possibilities, a radical empathy and an unrelenting hope.

To paraphrase the poet, author, activist and facilitator Adrienne Maree Brown, “We’re living inside the imagination of someone else.” It doesn’t work for most people and it certainly doesn’t work for the planet.  It’s time to imagine a new one.

Jane McGonigle from Institute for the Future says, “When something of massive consequence happens that no one predicted, we often say it was simply unimaginable. But the truth is, nothing is impossible to imagine. When we say something was unimaginable, usually it means we failed to point our imagination in the right direction.”

Example: Alongside the announcement of the Green New Deal, this video was put out as a political advertisement. Regardless of your view on the vision, the willingness to imagine was a welcome respite to the otherwise cynical barrage of political advertisements.

Example in Education: The Knowledge Society, a great program for young people to pursue emerging technologies and global challenges, encourages questioning and visioning the future. To respond to complexity, we will require nimble and powerful learning engines.

Seeing in Multiples

When was the last time a question you asked had a clean and clear answer? This approach to the future empowers you to “see in multiples,” and “allows us to get comfortable with plurality and ambiguity.”

Example: Climate solutions are complex and without seeing in multiples, it would be even more challenging to meet the great demands of the energy transition. Designing solutions that include a variety of energy sources (such as wind, nuclear and solar) is one way that multiplicity can drive change. 

Example in Schools: Unfortunately, it is still a rarity to see students on the school board. Although they are the core stakeholder in learning, they are frequently not included in the decision-making because, oftentimes, students are viewed as a vessel to be filled. A multiplicity mindset allows educators to view students as both mentee and mentor; someone to learn from while also being someone to share learning with.  

Empathy for the Future

So much of thinking about the future requires us to get outside of our own limited perspective to put ourselves in the shoes of those that we, and the earth, do not yet know. To design a just and equitable future we must first “seek to understand the full range of moral, ethical, social and equitable implications of different futures.”

Example: Roman Krznaric talks about “being a good ancestor.” Too often, we think about the future as a place to deal with our refuse (landfills, non-biodegradable plastics). Empathy for the future is a shift towards compostable goods and a dramatic reduction of single-use plastics.

Example in Schools: We know that innovation and disruption can move rapidly, sometimes overnight. One example of having empathy for the future is preparing our teachers (and thereby our students) with the skills mentioned in this blog. The future will not wait for us to catch up, it’s coming to us.               

Imagining new possibilities helps us to think beyond the box and identify new ways of thinking about new pathways for students. New technologies and trends that inform new learning models and skills shape new opportunities.  We are all futurists and are all capable of imagining what could be. Every decision we make shapes the reality for future generations. We must embrace not knowing, and prepare ourselves with new tools and mindsets that enable us to grapple with what could be and pay attention to signals that help predict and prepare for upcoming challenges.

Interested in learning more about futures and collectively imagining an education system that works for all learners? Sign up for our What if? Newsletter and get a weekly prompt, as well as join the queue for future design sessions and events.

The post The Time For Futures Is Now appeared first on Getting Smart.

The Real World Learning initiative was created to address a simple, but equally complex challenge: How do you prepare students for life after high school? The traditional, go to classes, earn some credits, participate in some activities and earn a diploma wasn’t working, at least not equitably. High school was too prescriptive and not much fun.

Creating a new high school experience starts with innovative thinking and advocates willing to say yes. As a result of collaborations, visiting best practice sites and numerous convenings, the Kansas City region is now a hub for pathways, wall-to-wall academies, microschools, innovation academies, student-run businesses, strong client-connected project examples and more. Educational stakeholders can now go across state lines to see future-forward thinking for students.

Real World Learning attendees were recently able to tour high schools in the Kansas City area to see high-level learning in action. Participants engaged with students and teachers, toured facilities and learned about the joys and challenges happening in each district. Although each school was different, the centering message of being community focused and providing good opportunities for students resonated across the region.

Create Your Own Opportunities

Fort Osage School District, the largest school district by area in Jackson County, MO, recognized that business opportunities were limited in its rural area. As a result, the district purchased a local coffee shop that was owned by a family in the district and opened Campus Grounds. “Don’t be ahead of the students. When Susie, the Career and Technology Center Director, said what about a coffee shop, I got on the phone and called the owners. When I presented it to the board, I told them that it’s good for students, good for the community and it makes financial sense,” Jason Snodgress, Superintendent at Fort Osage School District.

Campus Grounds, part of the E-Studies program, is one of many student run businesses in the KC region. Kansas City Public Schools, Shawnee Mission, Independence School District, Raymore-Peculiar School District and others offer a host of opportunities for students to build an entrepreneurial mindset while also running an enterprise.

Districts are also creating new experiences for students by personalizing the master schedule, one student at a time. At Liberty Academy, an alternative school located in a suburb of Kansas City, student schedules are determined by one thing, what they need to make learning matter. The focus of Liberty Academy is to help students see the opportunities, make them curious and then design learning experiences to the aligned curriculum and accountability factors. “The first step is to figure out what you’re not providing kids that you should be providing kids. At Liberty Academy, it was opportunities. To make this model work, you have to take every single piece of the process apart and you have to personalize it,” Art Smith, Social Studies Teacher.

Leading to Learn

The Real World Learning tours provided students with an opportunity to lead. Focusing on the essential skills that are present in all Real World Learning experiences, students shared their thoughts on panels, gave school tours and walked attendees through their high school journey. “It is amazing how many opportunities we have at Ruskin to explore and get ahead,” Ruskin High School Student. As a result of being in leadership positions, students at Ruskin were able to articulate what comes next and most had figured out their next steps to achieve their goals.

In the Shawnee Mission School District, students led by preparing lunch for all attendees at the Broadmoor Bistro, a student-run restaurant. After lunch, students shared great stories about the Real World Learning experiences and one student even shared her business card. “The local tours are more beneficial than traveling outside the region because the connections made are actionable,” Jennifer Bauer, Blue Valley CAPS Business Development Specialist.

Additionally, the Kauffman Foundation has sponsored ProX, a Real World Learning initiative providing summer professional experiences for high school. Pro X is a 5-week paid summer internship or project supervised by a professional mentor for Kansas City youth. Students commit to 25 hours of professional experiences and learning each week. Students receive a $1,250 stipend and 1 hour of academic credit after successfully completing the program. A ProX coach supports every student through the application and placement process and during the 5-week learning and work experience. 

  Providing stakeholders the time and access to gain inspiration from their local community creates more educational prototyping for innovative student experiences. Once teachers, leaders, community members see what’s possible, the magic happens and students’ lives are transformed.

The New Pathways (#NewPathways) campaign will serve as a road map to the new architecture for American schools, where every learner, regardless of zip code, is on a pathway to productive and sustainable citizenship, high wage employment, economic mobility, and a purpose-driven life. It will also explore and guide leaders on the big education advances of this decade–how access is expanded and personalized, and how new capabilities are captured and communicated. When well implemented, these advances will unlock opportunities for all and narrow the equity gap. You can engage with this ongoing campaign using #NewPathways or submit an idea to Editor using the writing submission form.

The post Real World Learning in Action appeared first on Getting Smart.

Located in the heart of Kansas City, MO is a nonprofit organization dedicated to loving children and opening up their hearts to share what’s possible. Operation Breakthrough, a community partner serving kids from preschool through high school, is focused on the whole learner, the whole family and the whole community. Walking into the building and seeing a space alive with parents, learners, community members and healthcare professionals, the mission of providing a safe and loving environment for students in poverty rings true with every interaction.

What started as early learning and after school programming has grown into helping high school students continue to discover their interests. Recognizing that students needed support past age 14, Mary Esselman, President/CEO/Kid Whisperer, connected with partners to create The Ignition Lab. What was once a muffler shop and boarded up department store is now home to a human development center for elementary through high school students. The property was purchased by Chiefs tight end Travis Kelce and his Eighty-Seven & Running foundation. Other donors included Cargile, Honeywell and the Stowers Foundation.

Open to all students, elementary students and freshmen from Hogan Prep cycle through the Ignition Lab every day. With a capacity of 100 students per morning and afternoon sessions, students experience all of the programs at the beginning of the year and then narrow it down to what their focus will be for the first semester. During the semester, they are given space to stay in their current program for the next semester or choose a different focus. All of the programs are focused on real world learning and students see the connection between one program and another. Students are also learning from real world teachers that include a military cook/private chef, a Carnegie Mellon University mechanical engineer and a graphic artist.

Known as Ignition Lab Fellows, highly trained content specific professionals are on loan from the area corporations. Mary says, “The program really checks all the boxes. The fellows have an opportunity to give back to the community, our corporate partners fulfill their philanthropic goals and our kids get to learn from experts in the field.” Of equal importance is Mary’s ability to spot people who possess a real talent working with high need students. “It’s not just poverty our kids are experiencing, in many cases it’s some form of trauma as well.” For this reason, teachers and volunteers alike must possess the unique gift of deep empathy for all students and the grace to provide what they need when they need it. “I hire based on potential to interact with kids. I can tell if they have the right stuff.”

The confection of support services Operation Breakthrough provides to students and families might best be characterized as Wrap Around Services on steroids.  “If there is a need, we try to find a way for sustainable funding to provide it to our community.” As a result, all students receive free dental care at the onsite dental lab. Occupational and physical therapy along with speech and language therapy are provided for students in need. Partnering with Children’s Mercy Hospital, the in-house medical clinic supports not only to students, but family members and the community as space is available. On a tour of the various programs one would likely see the in-house food pantry, clothes closet, bread table for a quick grab and go and a sundry of other donated items as in free large carpet remnants to warm a cold bedroom floor. The goal is educating students, supporting their socio-emotional needs and ultimately breaking the cycle of poverty. As such, financial counseling and literacy is a part of this arsenal.

With over 196 employees, 250 volunteers and funding sources that include govermenal, individual, corporate and from nonprofit foundations, Operation Breakthrough is anything but a boutique organization. With an eye on long-term sustainability, the board of directors recently started an endowment with the hopes of someday relieving some of the time and effort focussed on annual fundraising. As CEO, Mary’s strategic focus is on assessing the diverse needs of every child and measuring outcome effectiveness to better tell their stories of success and make program changes when there isn’t. These are indeed worthy goals that will insure the success of future students, and cloning this dynamic adult inspiring, kid whispering leader wouldn’t hurt either.

Esselman says, “We’re just a not-for-profit,” but with a focus on early STEM, programming for students in poverty to become self-directed learners and responsive community services/resources, she and the Operation Breakthrough team are “just” sparking real world learning experiences that are changing lives.

Bill Nicely is the former Kearney School District Superintendent, and is now an education consultant for Ewing Marion Kauffman Foundation Real World Learning Initiative and the Education Governance & Leadership Association.

The post Operation Breakthrough: Changing Life Trajectories From Birth to Citizenship appeared first on Getting Smart.

One of the largest regional high school improvement projects in the country, the Real World Learning initiative was developed to ensure that all students are ready for life beyond high school. Ewing Marion Kauffman Foundation, the sponsor of the Real World Learning initiative, recognized that the diploma was no longer enough and convened superintendents and business leaders to craft a new framework for students. 

After conducting a landscape analysis of the region, the data showed that the post-high school preparation wasn’t equitable across states and systems due to some students having great access to authentic learning experiences and others very little or none. As a solution, regional stakeholders collaborated to form community agreements called Market Value Assets (MVAs).

MVAs are a collection of experiences that a student has access to during their high school years. The goal of Real World Learning is for all students to earn one or more MVAs by 2030. The MVAs include:

• Work experiences: internships and client-connected projects
• Entrepreneurial experiences: starting a business or launching an initiative
• College credit: at least nine credit hours
• Industry recognized credentials

The goals of Real World Learning were timely and important for the future of teaching and learning in the Kansas City region. The framework was structured, but flexible enough for school systems to personalize learning based on community needs. As a result of equitable funding distributed by the Ewing Marion Kauffman Foundation, districts were able to analyze needs and identify priorities that would help them reach the goal of every student earning one or more MVAs by 2030.

We learn from the Real World Learning initiative the equity that comes from creating a regional approach to learning that prepares students for life beyond high school.

This case study was produced by Getting Smart in partnership with the Kauffman Foundation’s Real World Learning initiative (visit https://www.kauffman.org/real-world-learning/). The goal of the initiative is to provide students with authentic learning opportunities and skills that result in them being prepared for life after high school. The initiative is supported by regional stakeholders in Kansas City, MO that includes school systems, business executives and community leaders. 

The post Real World Learning Case Study: Kansas City Region appeared first on Getting Smart.

The WPS Summit is a three-day conference focused on competency-based education. Located in Denver and in its third year, the summit provided an opportunity for teachers and education leaders to visit schools at all levels, engage with national speakers and deepen their knowledge during breakout sessions. This year’s theme of “Surviving the Extremes” focused on the pivots that educators made during the pandemic and the pivots that will be continued so that students are prepared for the VUCA future.

Sessions

Featured speakers for this year’s event included Dr. Mark Elgart, Cognia;  Dr. Robert Marzano, Marzano Resources; Dr. Scott McLeod, CASTLE and members of the WPS staff. Sessions were grouped by focus areas centered around shared vision, leadership, competency-based design, learner-centered classrooms and continuous improvement. Participants also had the opportunity to visit WPS schools from elementary to high school, including the innovation school Metropolitan Arts Academy.

From the beginning, summit participants were challenged to imagine a knowledge revolution. Emphasizing that education has shifted and the focus needs to be more on adding value through knowledge, Dr. Mark Elgart led a keynote about the importance of going beyond being informed. “Kids are in creation mode. They have to be knowledge workers, which means someone who can learn and adapt to a shifting workplace.” The conversation at the conference regularly returned to this theme: continuing to change the competency definition to ensure that students were able to pivot in the workplace.

Participants were able to choose from over 35 breakout sessions during the summit. Sessions were personalized and presented by various stakeholders, from practitioners to vendors. Sessions contained valuable lessons — for example, in “Providing Effective Feedback to Teachers in a CBE Classroom,” attendees were able to learn not just what effective teacher feedback looks like in a competency-based system, but also what it means to coach vs. evaluate. “I start with hopes, fears and expectations when first talking to my teachers. I ask them what they expect from the process and I convey my expectations as well. I make sure I’m very clear on what I’m coaching on,” said Shannon Willy, a WPS administrator.

Other sessions centered around supporting educators in using a competency-based system toolkit to increase student agency and industry validation of competencies. Participants walked away with concrete examples of how to use tools such as The Parking Lot, Affinity Diagram and Power Voting that they could immediately implement in their classrooms. They also learned how to connect career and technical education programs to competencies to ensure that students met standards, received credit, gained internships and earned industry certifications.

Students who benefited from the enhanced career and technical education programs were present to share their experiences. “I took both the Inventor and Revit test and now I have an internship with an engineering company. We use Revit every single day. Being able to take the credential test helped set me up for success. It was hard. That test was really, really hard. They’re amazed that I know some of the same things that engineers do. Everyone is looking for experience. The fact that you can show them a credentials test is amazing,” said one WPS Graduate of the Class of 2020.

Attending the varied sessions not only allowed for participants to hear from students and teachers but also helped to make the connection between a traditional education culture to one that is built on a competency-based approach. Participants were able to understand that one size doesn’t fit all when it comes to education and the value of students showing what their “genuis” is in a way that outweighs a letter grade.

School Visits

To enhance the conference experience, participants were able to tour local Westminster schools. During the school visits, participants heard how students and teachers interacted in a competency-based system. Teachers explained the proficiency scales and students as young as kindergarten explained their data notebooks and showed how they access their learning platforms. During the Metropolitan Arts Academy tour, participants saw firsthand the energy of the administrators and heard the passion from the students. “It’s nice to be at a school where my identity isn’t tied to my grade,” said an 8th-grade student leader at the Metropolitan Arts Academy.

With plenty of educational options to engage in, from math to dance to drama, the love of learning and the positive relationships were apparent. Instantly welcomed into the schools’ culture, participants were able to engage in stretching exercises with the drama class, paint galaxies with the art students, learn about Cesar Chavez through a virtual reality session, and watch students build bridges out of toothpicks and glue.

Students couldn’t wait to welcome visitors to their school. “She (the designated greeter) has been waiting all day to say welcome and hello,” said a kindergarten teacher who serves “Culturally and Linguistically Diverse” students. Middle school students served as tour guides, talking about their art-filled morning meetings, the buddy system where the middle school students are paired with elementary students, and their passions for music and art. Participants also heard 4th graders having high-level pre-writing conversations making sure they noted what they heard and saw when describing their rollercoaster experience with their class. “Something I saw was people recording and people with their hands up. Something I heard was people yelling.”

Students understood their goals and how to communicate their progress at any point. They understood the competency-based terminology and how to effectively use the tools to manage their workload. With competency-based components in place such as agency and individualized student plans, students and staff have learned to document their success, collaborate as much as possible and measure everything they do.

Visited Schools

The presenters, the sessions and the school visits created a powerful learning environment for all participants. With the added benefit of being able to have a personalized session of how best to implement or maintain a competency-based system, the experience felt well-rounded and impactful. The many opportunities to connect, create new networks and share experiences and resources created momentum and a sense of community that was openly received by all. We definitely recommend adding this conference to your list for next year!

The post Surviving the Extremes at the WPS Summit appeared first on Getting Smart.

So let us honor educators. The difference makers who inspire learners every day.

In the medical community, Florence Nightingale helped to create modern nursing through a unifying pledge that all nurses say upon graduation. These words help to unite the profession and the people in it one force for good. A section of the pledge goes like this:

“I will do all in my power to maintain and elevate the standard of my profession, and will hold in confidence all personal matters committed to my keeping  and all family affairs coming to my knowledge in the practice of my calling With loyalty will I endeavor to aid the physician in his work, and devote myself to the welfare of those committed to my care.”

There’s a moment right now in education, for a “Florence Nightingale of Teaching” to step up and create a pledge that can bring union and community together around the work, profession, commitment and selflessness that is the act of teaching.

The last 14 months have put a spotlight of the power of dedicated teachers and their commitment to youth, no matter what. We’ve seen it in viral TikTok videos from Kindergarten teachers doing whatever they can to keep young learners engaged via virtual learning to secondary teachers using Cardi B to teach alliteration. We’ve seen it as teachers made masks and face shields for their community and delivered meals to families to make sure youth are fueled and ready for virtual school. Educators have worked tirelessly to rethink learning, safe return to schools and needed support for learners and families. Teachers have shown up with masks on, sanitizer ready and excitement for their students. They have continued to do everything in their power to engage learners during an uncertain year for all.

Teaching is often a thankless job. More than any year in recent history, the power of teachers and their impact on children and families are front and center. Teachers have always known what a difference they could make in the lives of students and the need to serve learners every day, no matter what. Although not as formally as a nurse or doctor, teachers silently pledge every day to do no harm, to believe in all students. If teachers did have a formal oath, we imagine it would go something like the pledge below.

Teacher Pledge

If the children are to be well, it starts with me.
Not me alone, but a whole community.
I am only a voice, one advocate, one protector, one guide,
I cannot do it alone, I need others by my side.
Children are the future, their success and failures affect us all,
By committing to serve all kids, not some kids, but all kids, we will rise again from this never-ending fall…
Of education,
Of the same education,
Of choosing who can and can’t learn,
Who should or shouldn’t earn,
Based on their zip code, their race, their diversity, their life,
We say all kids can learn. The ones that catch on easy. The ones who struggle to read and write?
I am a teacher.
I repeat, I AM A TEACHER!
I don’t pick and choose the kids who I get to teach.
I pledge to be committed to the students that walk through my doors and I will serve them no matter how far the reach.
I pledge to see all the differences in my students and celebrate each and every one,
I pledge to instill pride in who they are and help them see who they will become.
I pledge to stand up for them and show up when they’re in need,
I pledge to march with them, hand-in-hand. Let my actions be what they see.
I pledge to make learning come alive and give them experiences they’ll never forget,
I pledge to make learning not feel like a solo act but always a duet.
I pledge to know what my students want to be and treat them with care,
I pledge to nurture the whole-child and not just a body in a chair.
I pledge to be a teacher, for that’s what I am and will always be,
I am a teacher and learning isn’t about me but we.

We would love to feature your voice on the podcast. Record yourself reading this pledge by introducing yourself, saying what you teach and feel free to start at the line “I am a teacher”. When you’re finished, email your recording to Mason and we will be sure to feature your recording in an upcoming podcast episode.

For more, see:

• Teacher Appreciation Week: Creating a Culture of Appreciation
• 10 Ways To Make “Teacher Appreciation” an Everyday Reality

The post I Am a Teacher: A Pledge of Commitment and Unity appeared first on Getting Smart.

Inspired by Horace Mann, Francis Parker, and John Dewey’s work in 1918 to create a school for Black and Brown kids and kids in poverty, Rosenstock said it was “Everything we tried to do at High Tech High 100 years later.”

While creating High Tech High, he was committed to keeping the schools small and not letting the “school” label be attached to names. “When I was asked if I would do a High Tech High School, I told them yes if you take the word school off of it and that’s how it became High Tech High.” Rosenstock believes that it’s better to have small schools where everyone is known and known well and used that belief to create a network of 16 schools across San Diego County.

Reflecting on a life spent teaching students and teachers how to “just try,” 73-year-old Rosenstock spent time with fellows from Nevada Succeeds recently to share his experiences, advice, and lessons learned.

A New Way to Think About School Quality

A practitioner that has visited schools across the world, he often shared how his lessons from carpentry shape how he views education. “Everyone of us loves to make something that wasn’t there before. We don’t give kids enough opportunity to make something that wasn’t there before,” said Rosenstock.

To make sense of it all, Rosenstock said staff and the community should remember 11 Ways to Define School Quality:

1. Committed to equity and delivering on it.
2. The school works for all students who attend it.
3. It does not mis-predict based on socioeconomic status, race, gender, or standardized test scores.
4. Students doing work that has value to THEM.
5. Students have voice and choice in their learning and are creating new knowledge.
6. Rich learning environment for the adults who inhabit it.
7. Intelligently allocates adult and student time, space, and resources.
8. The adults are collaborating and improving through collective practice and by looking at the data and all kinds of information about what they are doing.
9. The school’s purpose is not to serve the public but to CREATE a public. They make walls as permeable as possible with the world outside of school—not citadels apart from community.
10. Innovation in the governance mechanism is an important, but in and of itself insufficient, condition.
11. The schools are healthy and SAFE—it is a sacred public trust to be responsible for other people’s children.

Creating High Tech High, Rosenstock made space for kids to think differently, tell their stories, and appreciate their strengths instead of their weaknesses. From amazing art in the restrooms to jazz that plays non stop in the boys’ restroom, he believes in cultivating beauty in all things to the most minute detail. “I was born with part of an eye so I remember everything I see but not everything I hear. That’s why I learned this lesson that the weakness that kids have actually can turn out being their strengths because they’re paying so much more attention to it,” said Rosenstock.

Turning weaknesses into strengths didn’t apply just to kids, but showed up in his teachers as well. A talent magnet, Rosenstock was able to attract and cultivate teachers in ways others couldn’t. By creating the HTH Graduate School that serves as a talent development pipeline and by offering innovative teaching and learning, the network boasts extraordinary talent at all levels.

Employed on one-year contracts, some High Tech High teachers stay for 20-years and some only two—all have the opportunity to engage in really interesting work. “It shouldn’t be a commitment for your whole life. It’s ok if people come and go. We have a responsibility to other people’s children. We can’t guarantee a lifetime appointment for other people’s children,” said Rosenstock.

Living by the belief that job one of teaching people’s children is that teaching is an act of love, Rosenstock spreads that message to all leaders across the HTH network. He understands that teaching is a challenging career and that this year has been one of the most difficult for all educators. Teachers, especially, are dealing with layers of issues and a lot of new and complicated stuff every day.

Lessons in Leadership

Rosenstock pushes teachers and school leaders to understand the importance of school quality and strong leadership. He wants educators to keep going, no matter what. “My advice is ‘don’t stop.’ Just don’t stop. Whatever you’re trying to do with the school, about the school, for yourself in regards to the school and maybe no one saw it before, but you gotta do it, just don’t stop. Don’t be obnoxious, just keep going,” said Rosenstock.

Rosenstock offers school formation advice:

• When starting a school, ignore all the basic axioms
• Keep it simple
• Make the city the text
• Make it about adult learning
• Let students do most of the talking
• Ask students to use their heads and hands
• Tech as production more than consumption
• Keep tinkering

As the founder of one of the best school networks on the planet, Rosenstock’s legacy are two decades of graduates that are changing the world and thousands of visitors inspired by his admission to “Try it, just try it. Don’t make a big thing about it, just go try it.” He has changed American education for the better by inspiring others to take chances.

Rosenstock was the 2019 winner of the WISE Prize for his leadership in “project-based education—the idea that students can and must learn crucial academic skills through hands-on projects that integrate multiple disciplines, engage their interest, and have an authentic purpose.”

Rosenstock credits Nelson Mandela as an inspiration for his leadership, “I met Nelson Mandela. He said that he comes from a family of shepherds and we lead from the behind.” Like Mandela, Rosenstock gives people a lot of authority and lets them go with it and that has served him well.

For more on Larry Rosenstock, see:

• Larry Rosenstock: 2019 WISE Award-Winner
• Professional Learning that Transforms: Meet High Tech High Graduate School of Education
• Podcast: Making the City the Text at High Tech High
• Pondering Urban High School Development
• High Tech High: Student Engagement Leads to Deeper Learning
• Most Likely to Succeed: A Film About What School Could Be
• Schools For Wisdom: Personalized Project-Based Learning
• Generic vs Coherent Teacher Prep

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To that young man, and many others, college and career are not two separate entities. “There’s no such thing as college and career readiness. It’s all career readiness. Some careers require a four-year degree and beyond and some don’t.” Those words from my former director constantly echo through my head every time there is a discussion around Career and Technical Education (CTE). Too often CTE is put into a bucket for “kids not going to college,” but now the tides are shifting and the value of having hands-on experience combined with rigorous academic knowledge is becoming the priority.

CTE is a form of education for high school students that allows them to gain industry experience, skills, and credentials before graduating. CTE looks different in every school district. In some areas, students leave their high school for a half-day program and travel to a career center to pursue interests in automotive, culinary, health care, emergency medicine, and other professional areas. In other districts, students remain in their high schools to pursue those interests and others such as graphic design, engineering, architecture, and computer science. Students that engage in a CTE course of study are well prepared for postsecondary career opportunities, regardless if those start in an apprenticeship program, on a college campus, or in the military.

Students in CTE courses also take advantage of the opportunity to earn CTE-embedded college credit from their local community colleges and universities. By accessing courses such as Project Lead the Way, postsecondary institutions are working with local school districts to ensure that students have options and that the hurdles are removed to create greater equity and access for all students. School districts are also working to pair CTE and Advance Placement together in courses such as engineering, computer science, pre-law, and cybersecurity. Instead of leaving high school with a piece of paper, students are now equipped with the academic knowledge, transferable skills and industry credentials to navigate future opportunities. According to the United States Department of Education, eight years after graduation, students who participated in CTE programs had higher median incomes than students without a CTE focus.

For students, the future earnings are important, but engaging in their passions is the biggest draw to CTE. They see participating in the different programs as a win-win for them and their families. Families get excited when they see their child light up about what happened at school and students get excited to share their experiences, the professional connections made, and the assessments passed. Admittedly, students and parents are sometimes skeptical about dedicating part of the educational day to learn in CTE spaces, but the draw of project-based learning, scholarships, and job opportunities entice students to take advantage of a different learning opportunity.

I remember meeting an engineering student and understanding the importance that her family played in her life. She started life with severe health problems and was given the prognosis of not having long to live. Using the fierce determination to not only fight for her life, but also to succeed as a young lady in a predominantly male field of engineering, made her stand out. She got stronger, mentally and physically, dug into her love of figuring things out, and signed up for engineering and agriculture classes. Although she had to endure other life struggles, she leaned on her love for her CTE classes to give her purpose. By connecting her interests to her life lessons, she learned the importance of being a steward of the earth and using that to make life better for everyone. As a result of her mastery of 21st Century skills of resilience, accountability, problem solving, and more mixed with her passion for STEM, she earned internships with large corporations. Now enrolled in college to continue working on becoming a STEM champion, she is another example of how CTE looks different for everyone.

It’s important to remember that students are all unique and need a personalized plan of study that truly gives them the chance to chart their own course. The interests are varied and students deserve space to explore their interests and have the opportunity to fail. CTE allows students to create, reimagine, collaborate, and critically think their way through problems and projects. They quickly realize the need to think on their feet and lead others through challenging situations. They learn to be ok with not achieving success the first time but learn how to become a leader, be flexible, and use their social skills to help them move forward.

CTE bridges the gap between high school and postsecondary options. There is a large skills gap in the United States and high school students are able to fill in the gaps when CTE is prioritized in schools. By removing the rhetoric that college is the only pathway to success, students will be proud to channel their hands-on passions into careers. Helping students understand that learning is a continuous process throughout their careers allows them to know it’s ok to have ideas, it’s ok to work on those ideas, and it’s ok to go out and build their dreams.

The purpose of school is not to teach students how to get jobs, rather right after high school or after college. Our purpose, as educators, is to teach them how to think, how to be global citizens, and, as my previous student said, “How to be a steward of the earth.” Students are looking for more as they have access to lots of information and see how people should and should not be treated. They have a voice and they aren’t afraid to use it. They are no longer willing to tolerate the “traditional” way of life and their education should reflect the world around them. They have choices in all they do and education should not be the exception. Let them learn what they want, and let’s celebrate their choices along the way.

For more, see:

• ConnectEd Links Learning to Career Pathways
• Crossing the Skills Gap Between Industry 4.0 and CTE Programs
• How Career and Technical Education Can Inform Competency-Based Learning

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The post Getting Clearer: Career and Technical Education appeared first on Getting Smart.

Shapiro has adapted to the change by becoming her own version of “Flat Mini Ms. Shapiro,” based on the famed literary character Flat Stanley. “Flat Mini Ms. Shapiro” is showing her students how to persevere through any adventure, no matter the obstacle, by focusing on her relationships with students and peers and taking time for self-care.

Build Positive Relationships: Students

As a 23-year teaching veteran, Shapiro understands the importance of personal relationships between teachers and students and among peers for creating a positive learning environment – even if virtual. “Relationships can only exist when there is trust. Having trust between the two of you, the teacher and the student, means that students are willing to try harder things. It means they are willing to think outside the box and learn to love school for themselves.”

Recognizing that relationship building would look different in a remote environment this school year, Shapiro spent the summer creating a toolkit for her students that would help them get to know each other. “I wanted fall to go smoothly so I sent students a Flat Mini Ms. Shapiro [a paper cutout of her] that allowed students to take pictures with the Mini Shapiro and send them to me. It was a great way for them to share their world with me.”

Creating Your Own “Flat Mini Ms. Shapiro”

• Print out and laminate a colorful, flat version of yourself on cardstock
• Use the “Flat Mini You” to attach to flyers, activity kits, invitations, and more to increase engagement
• Invite students to take pictures with the “Flat Mini You” and send them to you via email, Seesaw, or your favorite learning platform

In addition, Shapiro also sent home a BINGO card that allowed students to show the things around their home and a mini-movie trailer to start building relationships.

Prior to COVID, Shapiro infused her love for being active with walks around the track with the students. Since the new socially distance measures, Shapiro has built connections with them by building a mini-track for her in-person students where they all run together on Fridays. To ensure that everyone, in and outside of the class feels connected, she incorporates time in the schedule for students to simply be social. “Every day, I start class with a 20 minute morning meeting to create space for each student to share and I have an activity focused on class community-building. We are on Zoom for two hours and it is important to make time for kids to tell me about their new puppy or Halloween costume and to remember that they recently had a soccer game that I need to ask them about. It’s nice to give time in the morning and afternoon for class meetings” said Shapiro.

Building Positive Relationships: Peers

Relationships are key and regardless of in-person, virtual, or something in between, teachers know they can’t do it alone this year. Just as student relationships are critical to an effective learning environment, so too are teacher-to-teacher relationships in creating a successful school. Now more than ever, teachers deeply need strong peer support. One mechanism for this is through Professional Learning Communities (PLCs). Districts are leaning on teacher leaders like Shapiro during this unique time to help new and experienced teachers adapt to new realities and instructional challenges.

When Shapiro was asked to create her “Lessons from the Field” series around getting started with distance learning for the first-grade teachers of AISD, she focused on giving them a starting point and access to immediate resources. “I loved getting to know and working with my peers. Since starting the series, so many teachers have reached out and want to continue. I am able to teach them and they teach others. It’s a joy to share what I’m doing and teachers share back ideas and resources with me. I’m so happy to help so many teachers, and in turn, students,” said Shapiro.

As a base to get teachers started, she used tools such as Google Docs, SeeSaw, and Canvas, created best practices for curriculum infused with community building, and developed virtual PLC sessions that allowed teachers to have voice and choice for sessions. In her training, she helped teachers to understand that although everything can’t be replicated in an online environment, curriculum and connections could still be authentic and engaging

Building Positive Relationships: Self

Through her work as a teacher leader and classroom instructor, Shapiro knows first hand how stressful teaching this year has been. She shares her self-care tips with her peers:

1. Have socially distant meals with coworkers
2. Focus on a healthy work/life balance
3. Organize your must-dos and may dos – then prioritize
4. Make exercise a priority to create a space to think and breathe
5. Set routines and schedules
6. Engage your passions (Ms. Shapiro’s is teaching a running class and training her kids to be marathon runners)

By building strong relationships with students, being an active member of a strong teacher community, and taking time for herself, Shapiro is making the most of this time of change. Although she doesn’t get to travel right now to amazing lands like Flat Stanley, “Flat Mini Ms. Shapiro” works tirelessly to create personalized and engaging educational spaces for students and help other teachers to become AISD heroes. The changes being made by Ms. Shapiro and other AISD educators will create district-wide progress and allow the system to better meet the needs of all students.

Additional Resources:

• How Can Blended Learning Work in a Remote Setting?
• The Learning Accelerator’s grab and go training sessions on remote instruction
• Today’s One Thing for Leaders: Connecting Remotely 
• Today’s One Thing for Teachers: Building Connections

For more, see:

• Hybrid Instruction Creates More time for Formative Assessments 
• Why Mentorship Matters 
• Focusing on Feedback: A Conversation with Amy Tapper and Patrick Flynn About Supporting Educators During Distanced Teaching 

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