Able to see problems in a single glance

Before you condemn me after only reading the title, let me state clearly that I am FULLY supportive of personalized learning.  I am working hard to support philosophies and practices in my district, in my state and across the country that address and support personalized earning.

But, I realize that my goal is not to personalize learning.  Learning has always been – and will always be – a personal process.  It’s kind of like breathing. I do not think there will be any “personalized breathing” reforms any time soon.

The real goal of educators, parents, and community stakeholders should be personalized education.  We really need to focus on how we make our system of learning (education) more open for personalized learning.  We need to build our system anew.

Our right will always be to have learning be personal; the goal is to make our system of education personal as well.

Leaving To Learn

I have recently finished the book, Leaving to Learn by Elliot Washor and Charles Nojkowski.  Its premise is that students that are potentially at-risk for dropping out of school would be better served if they could learn outside of school.  The entire book focuses on how schools could keep these students in school more if the schools would let them leave school more.  The whole notion is that students are not engaged in schools currently, but they are engaged in “real life”, so the students should spend more of their time out in the real world to be more engaged in learning.

It is an interesting premise, not only for those students who struggle in being engaged in schools, but for all students that attend public schools.  I read this book hoping not to solve our dropout problem, but to provide an opportunity to solve our engagement problem.  Even our best students in public education are not often fully engaged in their education.  They are the ones, who like the at-risk students, have figured out the rules of school, but unlike the at-risk students, they continue to play by the rules.

Public schools, in my opinion, are at a precarious crossroads in their existence.  They must continue to educate students to their full extent, yet grapple with the realization that their full extent is hindered by their current systemic practices.  A new system of learning is needed, and Leaving to Learn may just have a few answers.

As a proud supporter of competency-based education, I believe there are a lot of real life opportunities for learning for our students in our communities.  No, not the community college twenty miles away or the university in the other direction, but in our Main Street businesses and institutions.  If we look closely at our communities that are many, many opportunities for leadership and learning.  Our students can learn valuable skills and dispositions in finance, health care, agriculture, retail, computer science, advocacy, service and a myriad of other disciplines.  We can truly make the content more relevant and more engaging for more students.

Competency-based education can be, and should be, community-based education.  We should use the resources that surround and support the school to enhance the learning mission of the school.  I do not want our students to feel their only choice to learn is to leave; rather, I want them to connect with the community so they never have to leave this fertile place for learning opportunities.

Nothing like a bunch of acronyms in a title of an educational post, right?  Confusing to understand?  So, too, is the idea that in this day and age, those who are transforming their schools and districts into a competency-based learning system cannot find a single learning management system (LMS) or student information system (SIS) that will work to support competency-based education (CBE).  I have spent years as a member of the Iowa legislative task force on competency-based education and as a member of the state competency-based education collaborative looking for a program that will support the learning – and report the learning – in a CBE system.

It is disheartening to see Iowa’s three major SIS – Infinite Campus, PowerSchool, and JMC – unable to meet the needs of this growing interest – an interest that is growing both statewide and nationally.  From a service perspective, it would be nice to see more effort in this area.  From a business perspective, it is maddening to see a market not being addressed.

Currently, we are looking at hodge lodge systems – how to couple two or more systems together to meet our needs.  This is inefficient and not fully effective.  We need a system designed for CBE – now.  Even now, many LMS and SIS are stifling the work of teachers and district trying to implement standards-based grading and reporting.  I am well aware of the Herculean task it will be to develop a system that allows personalized learning and reporting, necessary in a CBE system.

I hope there is a system out there for K-12 districts.  I have expanded my focus  to higher education, too, in the hopes that a solution exists.  If not, some company needs to get coding, because the need – and the market – is there.

If anyone knows of companies that will support competency education/learning, please let me know in the comments!

A Senior Gave Me An Answer

I was just at a high school football game, and I struck up a conversation with one of my senior students.  It started out as a usual “how are things going?” conversation, but by the end of it, I knew I had to write a blog post about it.  This senior of mine, who I’ve known since 6th grade, was telling my all about this model planes he builds.  Now, I remember somewhere a previous conversation about his radio control, a damaged wing, and a few other pieces of information.  But, I guarantee you I had no idea that he built planes with wingspans of sixteen feet, made of balsa wood and plywood.  For twenty minutes, this senior told me about how he buys the plans for the planes, gets a sponsor for the materials, builds the planes, flies them, and then sells them.  His last project took two and a half years to build, and the plane will sell for over $15,000!

Throughout the conversation, I asked a lot of questions about funding, licensing, plans, and equipment.  He answered every question with no hesitation and a complete grasp of his work.  So, I asked if he was taking physics this year – seemed like a natural fit for a kid telling me about designing his own air tanks to provide compression and hydraulic lift.  He said no.  He was taking three biological science or agriculture science courses instead because they were easier.  I felt upset and ashamed in that moment.  Here was a student rattling off several science and mathematical concepts in a very eloquent and sequential fashion (English/LA, too!), and he did not think he could handle physics.

In a competency-based, personalized learning system, this senior would have demonstrated several competencies and would have been well on his way to a solid high school diploma.  He clearly is demonstrating several criteria for college and career readiness.  But any scale or assessment, this senior is ready for his next step in life.  He gave me an answer to how CBE can and should look, and he gave me the passion to keep pushing our system forward.

As I continue to read about competency-based education and personalized learning, I continue to see a shift in education for the role of teachers.  For years, we have discussed that teachers should not be the “sages on the stage” but rather “the guides on the sides.”  We continue to discuss that teachers should be facilitators of learning.  They should support students in developing metacognitive skills, and they should help students apply knowledge instead of just teaching content.

 

As we continue to transform our industrial, factory-style model of education to a more personalized learning ecosystem, I am excited and intrigued with the transformation of the teaching profession as well.  I believe that for a truly personalized learning system to occur, teachers will need to let go of some of their “instructional” duties as currently defined.  There are so many opportunities to gain knowledge and practice skills beyond the scope of the classroom, that teachers will need to do less “teaching” and more validating.  No one, especially I, believes that the role of the teacher will be less in a personalized learning system.  I think the role will change.  In fact, I am inclined to believe the stature of an educator will actually grow.

 

As teachers will be called upon to check the learning progress of students, to see that the students are meeting the learning expectations of the school system whether through blended learning, direct instruction, or community internships, it will be teachers that will be looked to to validate the learning of the students.  Teachers will need to have strong content knowledge, learning styles knowledge and assessment techniques.  The stature of teaching should increase as more specialized skill sets will be needed in a new personalized learning ecosystem.  It is only be teachers who will have the brain research, the social skills knowledge, the content knowledge and the pedagogical knowledge to truly determine the extent of a student’s learning progress.

 

As we move toward a more personalized learning system, I am excited that the role of the teacher will be enhanced not minimized.  I am excited that new skill sets will be developed, and teachers, once again, will be at the forefront of the education profession.  I look forward to their leadership being validated – as it should be.

Jack Climbs the Rock

This weekend, my family attended a function that was outdoors with a lot of large rocks that were to be used for seating.  My son, Jack, decided that he was going to stand on the rock instead.  Instantly, when I noticed that Jack was trying to climb the rock, I tried to lift Jack up so it would be easier for him to stand on the rock.  Jack – all of 18 months old – swatted my hand away and carefully hoisted himself up on the rock.  He first knelt on the rock and then, once he got his bearings, stood up.  His smile was so large, you would have thought he had climbed a mountain.

 

I stood there both happy for Jack and frustrated with myself.  I was upset with myself because I almost robbed Jack of this moment – this purely joyous moment.  Like all good parents, I wanted Jack to be safe.  And he showed me he was as he climbed that rock alone.

 

When I return back to school, I hope I remember this lesson.  For our students to truly experience the joy of learning, they have to know the struggle.  They have to struggle alone.  And we have to be there – ready for support, ready to keep them safe, and ready to not be needed.  I hope Jack is just as happy with learning at 18 years as he is at 18 months.

 

Every educator needs to pledge to keep it so, make it so, for every student.  

The Boxes Arrived

The boxes arrived last week.  Those boxes stacked high, full of Iowa Assessment test booklets, answer sheets, and directions for administration.  They arrived and are sitting against the far wall of my office – not physically, but philosophically in the way.  In two weeks, our students will take those tests.  They will spend multiple hours over a course of a week filling in bubbles to demonstrate to the federal and state governments that they have grown academically in content areas like reading, math, science, and social studies.  There will be no test on grit or perseverance – except their ability to complete the test without creating a pattern on the answer sheet.  There will be no test on creativity – unless they do create a pattern on the answer sheet.

All of this will happen in the midst of a year where my district has truly pushed itself to know the learner better to grow the learner better.  We have pushed hard to mold ourselves into what our students need, not mold the students into what we need.  We have more teachers that ever using data to revise instruction, using standards-based learning, and thinking about competency-based education.  We work toward a new goal of personalized learning in our district – and it is exciting, invigorating, daunting, and … the right work.

So, those boxes sit in my office while I have the pleasure of attending a convening hosted by the Nellie Mae Foundation and KnowledgeWork on the federal accountability framework in light of competency-based education.  The convening was a great two days focused on assessment, core CBE principles, the role of the federal government in education, and the unintended consequences of building a new framework that is easy to understand (and which may do more harm to CBE than the current one).

The discussion on accountability traveled far and wide.  Some of the main points and questions raised included:

  1. We do not want to see competency education mandated from the federal government. We want to have federal accountability policy be structured to enable competency education and its core principles.
  2. Is it possible to establish policy that builds upon a continuous model so that districts can use one set of reporting systems that tracks student achievement rather than two, one for themselves and one for the federal government?
  3. What would it take to have teachers make the determination of proficiency and then have that data roll up into a school, district, state and federal reporting system focused on student progress and achievement?

I was excited by the opportunity to impact federal policy, yet realistic enough to know that it would not be done when the convening was complete.  We must struggle with the enormous task of changing a federal mindset that accountability is one battery of tests once a year.  This is completely antithetical to competency-based education and personalized learning.  We must work to change this mindset and the system of accountability derived from it if we are truly to have an opportunity to meet every student where they are at and guide them to where they can be.

I know it will not be an easy fix, but it is the right work to do.  We must persist, we must challenge, and we must ask the questions that change policy, challenge politics and improve the learning environments and experiences of our students.  A student is not a series of data points.  Each student is a complex combination of dreams, passions, fears, and possibilities.  No test, or battery of tests, will ever fully measure all of that. But we can – and should – get a lot closer to it.

Follow

Get every new post delivered to your Inbox.

Join 2,486 other followers

%d bloggers like this: