Connected Principals

The present moment arrogance that invades much of school reform thinking is frustrating

If a view of educational reform is defined by the current reality that it is reacting against, rather than a holistic model of what it will produce in the future, then we’re playing a game of short-term gains, planting in our revolution the seeds for the next revolution that will push back against gains that we make now.

Yes, it would be nice if the world was complicated – like a puzzle where every piece has a right place. But it’s not. It’s complex – like a weather system where changes in one aspect of the system cascades and influences the entire system, often in unpredictable ways. Unfortunately, complexity is not built into the educational system. We seek “general right answers” rather than “contextual right answers”.

Using my school as an example….I beleive the only outcomes we need for any lesson are these factors that my school has agreed upon: Learning is the primary focus of our school and we recognize learning as a life-long adventure. We value meaningful learning where students construct enduring understanding by developing and applying knowledge, skills, and attitudes. Increased understanding is evidenced by students who: - Explain its relevance - Describe how it connects to or conflicts with prior learning - Communicate it effectively to others - Generalize and apply it effectively to new situations - Reflect critically on their own and other’s learning - Ask questions to extend learning - Create meaningful solutions