It’s not time to make a change
Just relax, take it slowly
You’re still young, that’s your fault
There’s so much you have to go through
Find a girl, settle down
If you want you can marry
Look at me, I am old, but I’m happy
All the times that I’ve cried
Keeping all the things I knew inside
It’s hard, but it’s harder to ignore it
If they were right I’d agree
But it’s them they know, not me
Now there’s a way
And I know that I have to go away
I know I have to go
Father and Son
YUSUF/ CAT STEVENS
This post is the first of two written in response to increasing frustration expressed by teachers, school leaders, students and parents that returning to pre-pandemic “schooling” is unacceptable while recognizing that whole school or whole district changes are unlikely even when things return to “normal”. The experiences of the learners and the adults are calling our for change but those most affected feel powerless to bring it about.
I’ve always been a fan of Cat Stevens and the exchange between a father and son seemed to capture the tension that exists when two people see the world very differently or, in this case, when teachers and kids see the world very differently than those who might have the power to make change.
In recognition of the unlikelihood of large scale change and the implications of that, we are offering an approach for those whose hearts cry out for something better… an approach which doesn’t require that we physically “leave” but which might allow us to “find a way”.
The purpose of this approach is to offer support for those educators who are finding significant dissonance between why they were drawn to teaching and the emptiness of/frustrations with the experiences they are having.
It is an action-oriented guide .. one that requires a personal and individualized commitment… one that speaks to the minds and hearts of teachers and school leaders who know that there is a better way for our kids to learn and that it can’t wait until all are ready.
As you read this post and the accompanying action guide you will note the use of both “I” and “we” in the text. This is a reflection of a first for this blog… a collaboration co-authors/co-designers.
Several years ago, I joined Modern Learners, an on-line community focusing on the need to respond to the frustrating experiences that our kids and their teachers were having in many schools.
As a result of my interactions with others within the Modern Learners community, I connected with several other educators who shared my interest in changing the focus of education from what we’ll term “schooling” to learning… the kind of learning that isn’t about credit for time spent in class or compliance with rules established more for adult convenience than for genuine learning.
The result of this connection was the formation of a group, called “the Four Friends”.… a team of like-minded educators from here in the US and Canada interested in an exploration of how we might help teachers, school leaders, parents, and kids experience something more than “schooling”… something that had learning as its center.
Dr. Katie Martin is the author of “Learner-Centered Innovation and VP of Leadership and Learning at Altitude Learning”. She teaches in the graduate school of Education at High Tech High.
In her recent post, Challenging the Status Quo to Rewrite New School Rules, she writes…
In 1999, the US Women’s Soccer team wanted to play in the NFL stadiums like the men’s teams. FIFA, the governing futbol association said no. Women’s teams had not traditionally made enough money and the belief was that they would never sell enough tickets to make it profitable.
Despite the lack of support from the top, the US Women’s National set out to accomplish what no one thought possible. The 1999 Women’s Team took it upon themselves to visit schools and talk to kids. They visited soccer fields and got fans excited about the World Cup. This group of committed women knew what they were capable of and believed in their vision and their team. They worked together to make their vision a reality and challenged the status quo. As a result of their determination, in 1999, the US Women’s team played at the Rosebowl Stadium in Pasadena which was attended by 90,000 people- the largest crowd ever to attend a women’s sporting event in history. It was also the most-watched soccer game in the US to date including any Men’s World Cup matches.
In her new book, Wolfpack, Abby Wambach asserts, “There were suddenly new rules to the game– written by those women– but only because a bunch of badass visionaries had the courage to break the old ones.”
Dr. Martin notes that this was not a book about soccer… “It was about the courage of these women and those that followed them to challenge the status quo and redefine the rules.” She applauds those who have had the courage to challenge the status quo. She notes that she feels the same way when she walks into schools and see educators who have had the courage to stand up and challenge the status quo in order to create what kids today not only need but deserve.
We know that the status quo is strong and is alive in many aspects of our lives. Fighting for something new and different is not always easy. Not fighting for what we believe in is even harder.
What If There Were New School Rules?
Dr. Martin suggests that “…when we challenge the status quo, it means we can find new ways to meet the needs of our students, families, and learning communities despite the norms and the ways things have always been done.” She continues…The pandemic “has helped many of us reject the fact that students need to be sorted, ranked, and managed and challenging long-held assumptions about intelligence, curriculum, and ultimately learning.” In such schools/classrooms, the focus is on learning and what people need… not rules, and compliance. Martin notes that “The status quo makes it easy to sort and rank. The status quo maintains hierarchy. The status quo feels safe.”
Martin reminds us that when the compliance-driven model is all you know… all you have experienced, it’s hard to imagine that kids can function outside of such an environment.
In “Leadership for Deeper Learning”, Richardson, Batheon, and McLeod share students’ perspectives of school and one student comment especially addressed this.
“I think it’s a whole paradigm shift, like a whole new cultural norm. For many years kids were seen and not heard. It’s as if we don’t have a voice until we are part of the real world. But we are part of the real world. We are living in it with new technology and social media and things which give young people a place to voice their opinion. I think it’s a new generation and we deserve to be heard. We should be heard and I think that is hard for some people to understand.”
We should all reflect on this high school student’s perspective and realize that if our schools don’t value the students we serve and make them feel seen and welcome, we will never be able to grow them.
Design for Learners and Learning
Martin emphasizes the importance of knowing what you want and designing to get it.
In what is increasing referred to as the “deform” culture, we have defined around standards and assessments, not learners, not around learning beyond the preparation for the state assessments. As mentioned at the beginning of this post, this is the introduction to a “how to” white paper. It is designed around the the thoughts expressed by a number of participants in our discussions… “I’m ready to change. My school, my superintendent, my principal, my team isn’t. What do I do to create the learning my heart know is possible?”
We invite to to read and, more importantly, to take the opportunity to interact with the Action Guide paper we’ve provided. We also invite you to interact with us using the email links.
Dr. Susan Clayton, firstname.lastname@example.org
Cameron Jones, email@example.com
Tom Welch, firstname.lastname@example.org
Rich TenEyck, email@example.com