Bettina Love examines the impact of education policies on Black students and what we can do next
3 principles for tackling the right problems in education
Are Schools Really Broken Or Are We Ignoring the Built-In Inequalities?
Tapping Teachers' Intrinsic Motivation to Develop School Improvements
An Unlikely Group Forms Unified Vision for the Future of Education
To Advance Education, We Must First Reimagine Society
What Would Be a Radically Different Vision of School?
Why Some Teachers May Question 'New' Education Trends
Sponsored
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FM","link":"/"}},"mindshift_62934":{"type":"posts","id":"mindshift_62934","meta":{"index":"posts_1591205157","site":"mindshift","id":"62934","score":null,"sort":[1704798057000]},"guestAuthors":[],"slug":"bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","title":"Bettina Love examines the impact of education policies on Black students and what we can do next","publishDate":1704798057,"format":"audio","headTitle":"Bettina Love examines the impact of education policies on Black students and what we can do next | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook, a high schooler in Rochester, NY in the 1990s, found her dreams of competing in city and state basketball competitions shattered when allegations of class-skipping led to the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"After Brown v. Board of Education, over 38,000 Black educators lost their jobs. That transformation, along with other policies that followed have had long-lasting consequences for Black children. Bettina Love, Columbia University professor and abolitionist educator, discusses these topics in her book, \"Punished for Dreaming.\"","status":"publish","parent":0,"modified":1704816769,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":4399},"headData":{"title":"Bettina Love examines the impact of education policies on Black students and what we can do next | KQED","description":"After Brown v. Board, over 38,000 Black educators lost their jobs. That change, along with other policies, have had long-lasting effects on Black children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"After Brown v. Board, over 38,000 Black educators lost their jobs. That change, along with other policies, have had long-lasting effects on Black children.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Bettina Love examines the impact of education policies on Black students and what we can do next","datePublished":"2024-01-09T11:00:57.000Z","dateModified":"2024-01-09T16:12:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC2522512170.mp3?updated=1704737099","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook, a high schooler in Rochester, NY in the 1990s, found her dreams of competing in city and state basketball competitions shattered when allegations of class-skipping led to the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","authors":["11721"],"categories":["mindshift_21357","mindshift_21517","mindshift_21504","mindshift_21130","mindshift_21848"],"tags":["mindshift_21322","mindshift_21455","mindshift_21479","mindshift_20794","mindshift_20598","mindshift_35","mindshift_199","mindshift_381"],"featImg":"mindshift_62937","label":"mindshift"},"mindshift_61369":{"type":"posts","id":"mindshift_61369","meta":{"index":"posts_1591205157","site":"mindshift","id":"61369","score":null,"sort":[1686709852000]},"guestAuthors":[],"slug":"3-principles-for-tackling-the-right-problems-in-education","title":"3 principles for tackling the right problems in education","publishDate":1686709852,"format":"standard","headTitle":"3 principles for tackling the right problems in education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book “The Great School Rethink,” Frederick M. Hess explains how rethinking the organization of schools can help improve curriculum, instruction, educator morale and student well-being.","status":"publish","parent":0,"modified":1686710238,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1413},"headData":{"title":"3 principles for tackling the right problems in education | KQED","description":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 principles for tackling the right problems in education","datePublished":"2023-06-14T02:30:52.000Z","dateModified":"2023-06-14T02:37:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","authors":["4354"],"categories":["mindshift_192","mindshift_21491","mindshift_21579"],"tags":["mindshift_21027","mindshift_21403","mindshift_722","mindshift_962","mindshift_20598","mindshift_421","mindshift_199","mindshift_943","mindshift_21398"],"featImg":"mindshift_61378","label":"mindshift"},"mindshift_45687":{"type":"posts","id":"mindshift_45687","meta":{"index":"posts_1591205157","site":"mindshift","id":"45687","score":null,"sort":[1468498324000]},"guestAuthors":[],"slug":"are-schools-really-broken-or-are-we-ignoring-the-built-in-inequalities","title":"Are Schools Really Broken Or Are We Ignoring the Built-In Inequalities?","publishDate":1468498324,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There's a lot of discussion in some policy circles about how broken the education system is, but in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/06/everything-in-american-education-is-broken/488189/\" target=\"_blank\">an article\u003c/a> in \u003cem>The Atlantic\u003c/em> Jack Schneider argues that phrase has more than a little myth about it. Schneider doesn't deny that there are plenty of things that need to change about how the nation's children are educated, but he cautions that the \"broken system\" message may make it easier for the public to accept half-baked ideas from reformers without recognizing the strides public education has also taken over the last hundred years.\u003c/p>\n\u003cp>Schneider also points to how this dominant narrative \"denigrates schools and communities.\" Teacher satisfaction is low, with many educators contemplating leaving the profession. And parents say they are dissatisfied with the public school system, even when they report positive direct experiences with their own child's school. Schneider writes that the campaign to change \"broken schools\" may be having an even darker effect:\u003c/p>\n\u003cblockquote>\u003cp>\"Perhaps the most serious consequence of the 'broken system' narrative is that it draws attention away from real problems that the nation has never fully addressed. The public-education system is undeniably flawed. Yet many of the deepest flaws have been deliberately cultivated. Funding inequity and racial segregation, for instance, aren't byproducts of a system that broke. They are direct consequences of an intentional concentration of privilege. Placing the blame solely on teacher training, or the curriculum, or on the design of the high school—alleging 'brokenness' —perpetuates the fiction that all schools can be made great without addressing issues of race, class, and power. This is wishful thinking at its most pernicious.\u003c/p>\n\u003cp>This is not to suggest that there is no space for criticism, or for outrage. Students, families, and activists have both the right and the responsibility to advocate for themselves and their communities. They know what they need, and their needs have merit. Policymakers have a great deal to learn from them.\"\u003c/p>\u003c/blockquote>\n\u003cp>Schneider's full article is a thought-provoking read, challenging many of the headlines that have become common.\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2016/06/everything-in-american-education-is-broken/488189/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"By casting public education as a \"broken system,\" reform proposals fail to get proper scrutiny, according to author and professor Jack Schneider. ","status":"publish","parent":0,"modified":1468498410,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":361},"headData":{"title":"Are Schools Really Broken Or Are We Ignoring the Built-In Inequalities? | KQED","description":"By casting public education as a "broken system," reform proposals fail to get proper scrutiny, according to author and professor Jack Schneider. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Schools Really Broken Or Are We Ignoring the Built-In Inequalities?","datePublished":"2016-07-14T12:12:04.000Z","dateModified":"2016-07-14T12:13:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45687 http://ww2.kqed.org/mindshift/?p=45687","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/14/are-schools-really-broken-or-are-we-ignoring-the-built-in-inequalities/","disqusTitle":"Are Schools Really Broken Or Are We Ignoring the Built-In Inequalities?","path":"/mindshift/45687/are-schools-really-broken-or-are-we-ignoring-the-built-in-inequalities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's a lot of discussion in some policy circles about how broken the education system is, but in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/06/everything-in-american-education-is-broken/488189/\" target=\"_blank\">an article\u003c/a> in \u003cem>The Atlantic\u003c/em> Jack Schneider argues that phrase has more than a little myth about it. Schneider doesn't deny that there are plenty of things that need to change about how the nation's children are educated, but he cautions that the \"broken system\" message may make it easier for the public to accept half-baked ideas from reformers without recognizing the strides public education has also taken over the last hundred years.\u003c/p>\n\u003cp>Schneider also points to how this dominant narrative \"denigrates schools and communities.\" Teacher satisfaction is low, with many educators contemplating leaving the profession. And parents say they are dissatisfied with the public school system, even when they report positive direct experiences with their own child's school. Schneider writes that the campaign to change \"broken schools\" may be having an even darker effect:\u003c/p>\n\u003cblockquote>\u003cp>\"Perhaps the most serious consequence of the 'broken system' narrative is that it draws attention away from real problems that the nation has never fully addressed. The public-education system is undeniably flawed. Yet many of the deepest flaws have been deliberately cultivated. Funding inequity and racial segregation, for instance, aren't byproducts of a system that broke. They are direct consequences of an intentional concentration of privilege. Placing the blame solely on teacher training, or the curriculum, or on the design of the high school—alleging 'brokenness' —perpetuates the fiction that all schools can be made great without addressing issues of race, class, and power. This is wishful thinking at its most pernicious.\u003c/p>\n\u003cp>This is not to suggest that there is no space for criticism, or for outrage. Students, families, and activists have both the right and the responsibility to advocate for themselves and their communities. They know what they need, and their needs have merit. Policymakers have a great deal to learn from them.\"\u003c/p>\u003c/blockquote>\n\u003cp>Schneider's full article is a thought-provoking read, challenging many of the headlines that have become common.\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2016/06/everything-in-american-education-is-broken/488189/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45687/are-schools-really-broken-or-are-we-ignoring-the-built-in-inequalities","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20598","mindshift_20701","mindshift_20784","mindshift_1040"],"featImg":"mindshift_45789","label":"mindshift"},"mindshift_43762":{"type":"posts","id":"mindshift_43762","meta":{"index":"posts_1591205157","site":"mindshift","id":"43762","score":null,"sort":[1456734257000]},"guestAuthors":[],"slug":"tapping-teachers-intrinsic-motivation-to-develop-school-improvements","title":"Tapping Teachers' Intrinsic Motivation to Develop School Improvements","publishDate":1456734257,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The northern suburbs of Melbourne, Australia, are home to some of the city’s poorest residents, including about 80,000 schoolchildren. Many families are recent immigrants to Australia, moving to find work in factories located in the northern outskirts of town. Unemployment is high in parts of this region, but other parts are fairly affluent. If these conditions sound familiar, it’s because lots of school districts serve similarly divided communities and have similarly stagnant results from traditional approaches to improving education. For decades, the school system of this region tried traditional top-down approaches to improve student achievement in its schools, but saw few results.\u003c/p>\n\u003cp>That pattern began to change when Wayne Craig became the region’s director (like a superintendent) and began emphasizing a simple message: Students should be literate, numerate and curious. From his work as a teacher and school principal Craig knew that lasting school change comes from teachers, so he focused the regional school improvement work on improving teacher instruction.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This really resonates with teachers, they want to do this work. It's really about how do we structure ourselves so we can do this work.'\u003ccite>Wayne Craig\u003c/cite>\u003c/aside>\n\u003cp>“The whole notion was that to improve the outcomes of students, you have to change the way you taught,” Craig said. “And to change the way we taught we had to change the organization.”\u003c/p>\n\u003cp>He knew that if he wanted to see real improvement he needed to help his teachers find \u003ca href=\"http://ww2.kqed.org/mindshift/tag/intrinsic-motivation/\">intrinsic motivation,\u003c/a> give them more control over their work and remind them of the moral purpose in being an educator. He wanted schools to develop their own vision of change and pursue it on their own terms, with support from the regional office.\u003c/p>\n\u003cp>Craig worked with British researcher David Hopkins to develop \u003ca href=\"///Users/kschwart/Downloads/Curiosity-booklet-single-pages-for-web-21-Oct-11.pdf\" target=\"_blank\">10 \u003c/a>\u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">theories of action\u003c/a>, based on research about what works in education. They found that teachers needed to have all 10 theories in their toolboxes to really make change, but could work on improving each element at their own pace. And crucially, everything worked better when educators approached their own practice and the learning of their students through inquiry.\u003c/p>\n\u003cfigure id=\"attachment_43764\" class=\"wp-caption aligncenter\" style=\"max-width: 768px\">\u003cimg class=\"wp-image-43764 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM.png\" alt=\"Screen shot 2016-02-17 at 4.26.13 PM\" width=\"768\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM-400x315.png 400w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">(c) McREL International. Used with permission. \u003ccite>((c) McREL International. Used with permission.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A theory of action connects the action of a teacher to the expected effect on students. Four of the theories were whole-school changes -- things like having high expectations and positive relationships, focusing on inquiry and building curiosity, protocols for what teachers are working on and what students should be learning -- and the other six were teacher-specific changes (things like framing higher-order questions, connecting feedback and data, and committing to assessment for learning). Then he brought this collection of ideas to teachers directly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I would meet with teachers once every two months about what we were doing, and that made a massive difference,” Craig said. At first only 50 educators came, but as they got excited about the work and spread the word, soon 300 teachers were showing up voluntarily after work to learn more. This change model focuses relentlessly on \u003ca href=\"http://library.teachingtimes.com/articles/theories-of-action.htm\" target=\"_blank\">improving teacher instruction\u003c/a>, moves \u003ca href=\"http://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en\" target=\"_blank\">professional training back into schools\u003c/a>, and emphasizes that \u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar96/vol53/num06/The-Evolution-of-Peer-Coaching.aspx\" target=\"_blank\">coaching should happen in teams\u003c/a>. Together, teachers themselves worked on how to improve instruction by observing each other’s classes, even just for a few minutes on a regular basis, and discussing what they saw.\u003c/p>\n\u003cp>“This really resonates with teachers, they want to do this work,” Craig said. “It’s really about how do we structure ourselves so we can do this work.” He likes to say “these are simple ideas, but socially complex.” One of the best ways Craig found to navigate the social complexities was to give schools autonomy. He and his region-level (or district-level) team presented the learning research, grounded in neuroscience, much of which wasn’t revolutionary to many teachers. Then he left it up to school leaders and teachers to work on what was most important in their own context.\u003c/p>\n\u003cp>“Schools decide how long to work on that and they just keep checking progress and move on when ready,” Craig said. Treating teachers and school-site leaders as professionals in this way helps build that intrinsic motivation and moral purpose that Caig identified as key to improving instruction.\u003c/p>\n\u003caside class=\"right long\">\n\u003ch3>\u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">10 Theories of Action\u003c/a>\u003c/h3>\n\u003col>\n\u003cli>Prioritize high expectations and authentic relationships\u003c/li>\n\u003cli>Emphasize inquiry-focused teaching\u003c/li>\n\u003cli>Adopt consistent teaching protocols\u003c/li>\n\u003cli>Adopt consistent learning protocols\u003c/li>\n\u003cli>Harness learning intentions, narrative and pace\u003c/li>\n\u003cli>Set challenging learning tasks\u003c/li>\n\u003cli>Frame higher-order questions\u003c/li>\n\u003cli>Connect feedback to data\u003c/li>\n\u003cli>Commit to assessment for learning\u003c/li>\n\u003cli>Implement cooperative groups\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>“The level of enthusiasm was just staggering,” Craig said, especially since “school improvement” was as much of a nonstarter to Australian educators as it is to American ones. “They get inspired by the work. They want to do a good job and they can see that this is a way they could be successful. It’s not a bridge too far.\"\u003c/p>\n\u003cp>\u003cstrong>TEAM COACHING\u003c/strong>\u003c/p>\n\u003cp>A centerpiece of northern Melbourne’s success with inside-out school change came from triads of teachers coaching one another in teams. Two teachers would observe another’s classroom and later all three would talk about what they’d observed and what that teacher could try next time. Three team members was crucial to avoid one person becoming the mentor and the other the mentee. And, it was crucially important that the observations be non-judgmental, focused on improving instruction, not evaluating performance.\u003c/p>\n\u003cp>“Good teaching looks the same pretty much everywhere,” Craig said. “The variability was the issue.” Teacher teams also worked on only one theory of action at a time, until they felt they had made real progress on it. For example, all the teams in a building might be working on improving the ratio of higher-order thinking questions to lower-order thinking questions for several months. All along, their colleagues were making quick 10-minute observations of one another’s classrooms and passing on the feedback, as well as discussing ways all could improve.\u003c/p>\n\u003cp>Teachers in this Australian region responded to the challenge and continue to be excited by the ideas. Although the region no longer exists as a geographical school area, and Craig is no longer its director, he is still working to spread this change model to other regions in Australia.\u003cbr>\n\u003cstrong>\u003cbr>\nWHAT IT LOOKS LIKE AT SCHOOL SITES\u003c/strong>\u003c/p>\n\u003cp>Tonia Gibson was the assistant principal at \u003ca href=\"http://www.greenhillsps.vic.edu.au/\" target=\"_blank\">Green Hills Primary School\u003c/a> in northern Melbourne at the time Craig was beginning the inside-out focus on school improvement. She said Craig was effective as a leader because he listened to teachers and backed up the best practices he promoted with research. “He was such a fierce champion for making sure school leaders were educational leaders, they weren’t just administrators,” Gibson said. That attitude, in turn, empowered her to work to improve the school alongside the teachers in the building.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It is awesome and not as hard as what people think. The number one barrier to people changing is they think it's going to be hard.'\u003c/aside>\n\u003cp>Craig gave all schools a \u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">Curiosity and Powerful Learning document \u003c/a>that offered a framework for thinking about change, but wasn’t prescriptive. “It was: Here are some ideas about excellent teaching practices,” Gibson said. “Here are some ideas about student learning, and you could take it away and use it based on where your teachers were.”\u003c/p>\n\u003cp>At Green Hills, one of the first things Gibson and her principal worked on was changing school culture from one of top-down leadership to one of distributed leadership. They solicited feedback from the staff about what they were doing well and what needed changing. Even that first step was a challenge -- 80 percent of teachers said they’d never before been asked what they thought and if they had suggested something, they had been shut down by previous administrations.\u003c/p>\n\u003cp>To empower teachers to take ownership over the good and the bad parts of the school, Gibson shared all the school data with teachers, including performance data and parent, staff and student opinion surveys. As a school community they spent six months breaking it down and understanding what it meant for where they should focus their efforts.\u003c/p>\n\u003cp>“Once they started to reflect and own some of the data, then they started to question,” Gibson said. That first year was all about relationship building, listening and handholding, but soon the teaching staff was diving into meaty topics, like how to scaffold a curriculum from kindergarten through grade six, making sure every teacher in the building knew what was happening in each grade level.\u003c/p>\n\u003cp>“It was all about aligning our curriculum and aligning our beliefs about teaching and learning and monitoring our kids from year to year,” Gibson said. Teachers started soliciting feedback from students to help them plan their next lessons.\u003c/p>\n\u003cp>“It was messy,” Gibson said. “It was a huge shift in what these teachers had been doing.” That was especially true in the school’s professional learning communities (PLCs). Those groups existed before the changes, but most consisted of teachers getting together to complain about tough students. Gibson says 18 months after they began to try and change from the inside out, PLCs were looking at ongoing student data and critically analyzing individuals and cohorts. And teachers were using that time to help one another design differentiated lessons for the needs of their students.\u003c/p>\n\u003cp>“It is awesome and not as hard as what people think,” Gibson said. “The number one barrier to people changing is they think it’s going to be hard.” She recommends school leaders take a hard look at the systems in their schools and remove any barriers to this type of active collaboration, and then trust in the professionalism of their teachers. In Australia, one crucial component of this work was an hour each day for teachers to work together.\u003c/p>\n\u003cp>This work also created a strong principal’s network in the region where leaders shared ideas, asked for help and built on their learning. Even though Craig stepped down from the directorship in 2012, and the region itself no longer exists, the principals are still in touch with one another.\u003c/p>\n\u003cp>“It’s not just improving your own school, but improving the system,” Gibson said. When the entire region engaged in this process, all the teachers got better. Now that the region has been divided up and leaders and teachers are scattered throughout different regions, they are raising the bar wherever they landed.\u003c/p>\n\u003cp>\u003cstrong>INSIDE OUT CHANGE\u003c/strong>\u003c/p>\n\u003cp>Intrinsic motivation and the power of purpose are not new ideas in education, but the discussion is often limited to student learning. It’s easy to forget that those same qualities are essential to spur teachers to do their best work. Instead, many education systems around the world, including the one in the U.S., have primarily tried to change academic outcomes by leveraging extrinsic rewards (or punishments), to little effect.\u003c/p>\n\u003cp>“We’re trying to call out that there is a paradigm we’ve been operating under that we can use extrinsic rewards to drive all the change we need in the education system,” said Bryan Goodwin, president and CEO of \u003ca href=\"https://www.mcrel.org/\" target=\"_blank\">McREL International\u003c/a> and author of a report titled \u003ca href=\"https://www.mcrel.org/wp-content/uploads/2015/12/Road_Less_Traveled_Dec2015_web.pdf\" target=\"_blank\">“The Road Less Traveled: Changing Schools From the Inside Out.”\u003c/a> Goodwin says when you look at international examples, many of these types of extrinsic rewards programs see a bump in achievement in the short term, but then hit a plateau. They don’t continue to \u003ca href=\"http://edsource.org/wp-content/uploads/Fullan-Wrong-Drivers1.pdf\" target=\"_blank\">produce growth in student achievement over time\u003c/a>.\u003c/p>\n\u003cp>Goodwin says the problem with the types of high-stakes consequences tied to laws like No Child Left Behind is that educators are worried about making “adequate yearly progress,” which translates into moving a few bubble students over a line, rather than focusing energy on changes that transform how teaching and learning happen.\u003c/p>\n\u003cp>“If you focus on something, you can get some initial bump in achievement, but over time you find it’s no longer working,” Goodwin said. “So then you push something else down from the top.” Instead, he’d like to see an end to the expectation of quick change in favor of a slow, steady improvement of leadership and teaching practice.\u003c/p>\n\u003cp>“Let’s start with helping people get why they’re doing what they’re doing and then really working on their professional capacity,” Goodwin says. He thinks an inside-out model of change, like the one that was so successful in northern Melbourne, could be adopted by school districts and states in the U.S. It starts with articulating a vision and a moral purpose for the work, one that includes the community in its formation.\u003c/p>\n\u003cp>In Australia, this method worked. Craig said two-thirds of schools in the region made gains, with the most significant improvement coming from students achieving at the bottom and at the top. Even more exciting, his team started to see that the quality of teaching in poorer schools started to match the quality of teaching in more affluent schools. Those changes were reflected in student and parent surveys as well as test scores. Everything improved. “Our argument is, if you teach well everything takes care of itself, including the test elements,” Craig said.\u003c/p>\n\u003cp>One of Craig’s most dramatic stories of improvement comes from two schools serving kids living in public housing. Neither school had seen any improvement in achievement in 30 years, so they were shut down and reopened. Craig fired some bad teachers and focused on high expectations and quality instruction for everyone else. In three years, the median scores went from 18 to 25. They're now at 29.\u003c/p>\n\u003cp>Those low-performing schools had been so bad for so long they also had very low enrollment. Families were desperately trying to send their kids elsewhere. Only one in three kids living near those schools was choosing to go there. Now that the schools have seen some improvement, they have 93 to 94 percent attendance rates and 98 percent of kids are going on to pursue further study.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“My starting point was that these kids have the same intelligence and capacity as kids anywhere else,” Craig said. Poverty and a history of neglect may make it harder to get them up to the level they need to be at (many kids were entering secondary school at grade 4 levels), but Craig said, “We’ve got a moral obligation to do it.”\u003c/p>\n\n","blocks":[],"excerpt":"When a struggling region of Australia put improving teacher quality at the center of its work it saw achievement gains and excitement from teachers.","status":"publish","parent":0,"modified":1456734257,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2490},"headData":{"title":"Tapping Teachers' Intrinsic Motivation to Develop School Improvements | KQED","description":"When a struggling region of Australia put improving teacher quality at the center of its work it saw achievement gains and excitement from teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tapping Teachers' Intrinsic Motivation to Develop School Improvements","datePublished":"2016-02-29T08:24:17.000Z","dateModified":"2016-02-29T08:24:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43762 http://ww2.kqed.org/mindshift/?p=43762","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/","disqusTitle":"Tapping Teachers' Intrinsic Motivation to Develop School Improvements","path":"/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The northern suburbs of Melbourne, Australia, are home to some of the city’s poorest residents, including about 80,000 schoolchildren. Many families are recent immigrants to Australia, moving to find work in factories located in the northern outskirts of town. Unemployment is high in parts of this region, but other parts are fairly affluent. If these conditions sound familiar, it’s because lots of school districts serve similarly divided communities and have similarly stagnant results from traditional approaches to improving education. For decades, the school system of this region tried traditional top-down approaches to improve student achievement in its schools, but saw few results.\u003c/p>\n\u003cp>That pattern began to change when Wayne Craig became the region’s director (like a superintendent) and began emphasizing a simple message: Students should be literate, numerate and curious. From his work as a teacher and school principal Craig knew that lasting school change comes from teachers, so he focused the regional school improvement work on improving teacher instruction.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This really resonates with teachers, they want to do this work. It's really about how do we structure ourselves so we can do this work.'\u003ccite>Wayne Craig\u003c/cite>\u003c/aside>\n\u003cp>“The whole notion was that to improve the outcomes of students, you have to change the way you taught,” Craig said. “And to change the way we taught we had to change the organization.”\u003c/p>\n\u003cp>He knew that if he wanted to see real improvement he needed to help his teachers find \u003ca href=\"http://ww2.kqed.org/mindshift/tag/intrinsic-motivation/\">intrinsic motivation,\u003c/a> give them more control over their work and remind them of the moral purpose in being an educator. He wanted schools to develop their own vision of change and pursue it on their own terms, with support from the regional office.\u003c/p>\n\u003cp>Craig worked with British researcher David Hopkins to develop \u003ca href=\"///Users/kschwart/Downloads/Curiosity-booklet-single-pages-for-web-21-Oct-11.pdf\" target=\"_blank\">10 \u003c/a>\u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">theories of action\u003c/a>, based on research about what works in education. They found that teachers needed to have all 10 theories in their toolboxes to really make change, but could work on improving each element at their own pace. And crucially, everything worked better when educators approached their own practice and the learning of their students through inquiry.\u003c/p>\n\u003cfigure id=\"attachment_43764\" class=\"wp-caption aligncenter\" style=\"max-width: 768px\">\u003cimg class=\"wp-image-43764 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM.png\" alt=\"Screen shot 2016-02-17 at 4.26.13 PM\" width=\"768\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Screen-shot-2016-02-17-at-4.26.13-PM-400x315.png 400w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">(c) McREL International. Used with permission. \u003ccite>((c) McREL International. Used with permission.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A theory of action connects the action of a teacher to the expected effect on students. Four of the theories were whole-school changes -- things like having high expectations and positive relationships, focusing on inquiry and building curiosity, protocols for what teachers are working on and what students should be learning -- and the other six were teacher-specific changes (things like framing higher-order questions, connecting feedback and data, and committing to assessment for learning). Then he brought this collection of ideas to teachers directly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I would meet with teachers once every two months about what we were doing, and that made a massive difference,” Craig said. At first only 50 educators came, but as they got excited about the work and spread the word, soon 300 teachers were showing up voluntarily after work to learn more. This change model focuses relentlessly on \u003ca href=\"http://library.teachingtimes.com/articles/theories-of-action.htm\" target=\"_blank\">improving teacher instruction\u003c/a>, moves \u003ca href=\"http://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en\" target=\"_blank\">professional training back into schools\u003c/a>, and emphasizes that \u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar96/vol53/num06/The-Evolution-of-Peer-Coaching.aspx\" target=\"_blank\">coaching should happen in teams\u003c/a>. Together, teachers themselves worked on how to improve instruction by observing each other’s classes, even just for a few minutes on a regular basis, and discussing what they saw.\u003c/p>\n\u003cp>“This really resonates with teachers, they want to do this work,” Craig said. “It’s really about how do we structure ourselves so we can do this work.” He likes to say “these are simple ideas, but socially complex.” One of the best ways Craig found to navigate the social complexities was to give schools autonomy. He and his region-level (or district-level) team presented the learning research, grounded in neuroscience, much of which wasn’t revolutionary to many teachers. Then he left it up to school leaders and teachers to work on what was most important in their own context.\u003c/p>\n\u003cp>“Schools decide how long to work on that and they just keep checking progress and move on when ready,” Craig said. Treating teachers and school-site leaders as professionals in this way helps build that intrinsic motivation and moral purpose that Caig identified as key to improving instruction.\u003c/p>\n\u003caside class=\"right long\">\n\u003ch3>\u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">10 Theories of Action\u003c/a>\u003c/h3>\n\u003col>\n\u003cli>Prioritize high expectations and authentic relationships\u003c/li>\n\u003cli>Emphasize inquiry-focused teaching\u003c/li>\n\u003cli>Adopt consistent teaching protocols\u003c/li>\n\u003cli>Adopt consistent learning protocols\u003c/li>\n\u003cli>Harness learning intentions, narrative and pace\u003c/li>\n\u003cli>Set challenging learning tasks\u003c/li>\n\u003cli>Frame higher-order questions\u003c/li>\n\u003cli>Connect feedback to data\u003c/li>\n\u003cli>Commit to assessment for learning\u003c/li>\n\u003cli>Implement cooperative groups\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>“The level of enthusiasm was just staggering,” Craig said, especially since “school improvement” was as much of a nonstarter to Australian educators as it is to American ones. “They get inspired by the work. They want to do a good job and they can see that this is a way they could be successful. It’s not a bridge too far.\"\u003c/p>\n\u003cp>\u003cstrong>TEAM COACHING\u003c/strong>\u003c/p>\n\u003cp>A centerpiece of northern Melbourne’s success with inside-out school change came from triads of teachers coaching one another in teams. Two teachers would observe another’s classroom and later all three would talk about what they’d observed and what that teacher could try next time. Three team members was crucial to avoid one person becoming the mentor and the other the mentee. And, it was crucially important that the observations be non-judgmental, focused on improving instruction, not evaluating performance.\u003c/p>\n\u003cp>“Good teaching looks the same pretty much everywhere,” Craig said. “The variability was the issue.” Teacher teams also worked on only one theory of action at a time, until they felt they had made real progress on it. For example, all the teams in a building might be working on improving the ratio of higher-order thinking questions to lower-order thinking questions for several months. All along, their colleagues were making quick 10-minute observations of one another’s classrooms and passing on the feedback, as well as discussing ways all could improve.\u003c/p>\n\u003cp>Teachers in this Australian region responded to the challenge and continue to be excited by the ideas. Although the region no longer exists as a geographical school area, and Craig is no longer its director, he is still working to spread this change model to other regions in Australia.\u003cbr>\n\u003cstrong>\u003cbr>\nWHAT IT LOOKS LIKE AT SCHOOL SITES\u003c/strong>\u003c/p>\n\u003cp>Tonia Gibson was the assistant principal at \u003ca href=\"http://www.greenhillsps.vic.edu.au/\" target=\"_blank\">Green Hills Primary School\u003c/a> in northern Melbourne at the time Craig was beginning the inside-out focus on school improvement. She said Craig was effective as a leader because he listened to teachers and backed up the best practices he promoted with research. “He was such a fierce champion for making sure school leaders were educational leaders, they weren’t just administrators,” Gibson said. That attitude, in turn, empowered her to work to improve the school alongside the teachers in the building.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It is awesome and not as hard as what people think. The number one barrier to people changing is they think it's going to be hard.'\u003c/aside>\n\u003cp>Craig gave all schools a \u003ca href=\"https://weatutor.files.wordpress.com/2014/04/curiosity.pdf\" target=\"_blank\">Curiosity and Powerful Learning document \u003c/a>that offered a framework for thinking about change, but wasn’t prescriptive. “It was: Here are some ideas about excellent teaching practices,” Gibson said. “Here are some ideas about student learning, and you could take it away and use it based on where your teachers were.”\u003c/p>\n\u003cp>At Green Hills, one of the first things Gibson and her principal worked on was changing school culture from one of top-down leadership to one of distributed leadership. They solicited feedback from the staff about what they were doing well and what needed changing. Even that first step was a challenge -- 80 percent of teachers said they’d never before been asked what they thought and if they had suggested something, they had been shut down by previous administrations.\u003c/p>\n\u003cp>To empower teachers to take ownership over the good and the bad parts of the school, Gibson shared all the school data with teachers, including performance data and parent, staff and student opinion surveys. As a school community they spent six months breaking it down and understanding what it meant for where they should focus their efforts.\u003c/p>\n\u003cp>“Once they started to reflect and own some of the data, then they started to question,” Gibson said. That first year was all about relationship building, listening and handholding, but soon the teaching staff was diving into meaty topics, like how to scaffold a curriculum from kindergarten through grade six, making sure every teacher in the building knew what was happening in each grade level.\u003c/p>\n\u003cp>“It was all about aligning our curriculum and aligning our beliefs about teaching and learning and monitoring our kids from year to year,” Gibson said. Teachers started soliciting feedback from students to help them plan their next lessons.\u003c/p>\n\u003cp>“It was messy,” Gibson said. “It was a huge shift in what these teachers had been doing.” That was especially true in the school’s professional learning communities (PLCs). Those groups existed before the changes, but most consisted of teachers getting together to complain about tough students. Gibson says 18 months after they began to try and change from the inside out, PLCs were looking at ongoing student data and critically analyzing individuals and cohorts. And teachers were using that time to help one another design differentiated lessons for the needs of their students.\u003c/p>\n\u003cp>“It is awesome and not as hard as what people think,” Gibson said. “The number one barrier to people changing is they think it’s going to be hard.” She recommends school leaders take a hard look at the systems in their schools and remove any barriers to this type of active collaboration, and then trust in the professionalism of their teachers. In Australia, one crucial component of this work was an hour each day for teachers to work together.\u003c/p>\n\u003cp>This work also created a strong principal’s network in the region where leaders shared ideas, asked for help and built on their learning. Even though Craig stepped down from the directorship in 2012, and the region itself no longer exists, the principals are still in touch with one another.\u003c/p>\n\u003cp>“It’s not just improving your own school, but improving the system,” Gibson said. When the entire region engaged in this process, all the teachers got better. Now that the region has been divided up and leaders and teachers are scattered throughout different regions, they are raising the bar wherever they landed.\u003c/p>\n\u003cp>\u003cstrong>INSIDE OUT CHANGE\u003c/strong>\u003c/p>\n\u003cp>Intrinsic motivation and the power of purpose are not new ideas in education, but the discussion is often limited to student learning. It’s easy to forget that those same qualities are essential to spur teachers to do their best work. Instead, many education systems around the world, including the one in the U.S., have primarily tried to change academic outcomes by leveraging extrinsic rewards (or punishments), to little effect.\u003c/p>\n\u003cp>“We’re trying to call out that there is a paradigm we’ve been operating under that we can use extrinsic rewards to drive all the change we need in the education system,” said Bryan Goodwin, president and CEO of \u003ca href=\"https://www.mcrel.org/\" target=\"_blank\">McREL International\u003c/a> and author of a report titled \u003ca href=\"https://www.mcrel.org/wp-content/uploads/2015/12/Road_Less_Traveled_Dec2015_web.pdf\" target=\"_blank\">“The Road Less Traveled: Changing Schools From the Inside Out.”\u003c/a> Goodwin says when you look at international examples, many of these types of extrinsic rewards programs see a bump in achievement in the short term, but then hit a plateau. They don’t continue to \u003ca href=\"http://edsource.org/wp-content/uploads/Fullan-Wrong-Drivers1.pdf\" target=\"_blank\">produce growth in student achievement over time\u003c/a>.\u003c/p>\n\u003cp>Goodwin says the problem with the types of high-stakes consequences tied to laws like No Child Left Behind is that educators are worried about making “adequate yearly progress,” which translates into moving a few bubble students over a line, rather than focusing energy on changes that transform how teaching and learning happen.\u003c/p>\n\u003cp>“If you focus on something, you can get some initial bump in achievement, but over time you find it’s no longer working,” Goodwin said. “So then you push something else down from the top.” Instead, he’d like to see an end to the expectation of quick change in favor of a slow, steady improvement of leadership and teaching practice.\u003c/p>\n\u003cp>“Let’s start with helping people get why they’re doing what they’re doing and then really working on their professional capacity,” Goodwin says. He thinks an inside-out model of change, like the one that was so successful in northern Melbourne, could be adopted by school districts and states in the U.S. It starts with articulating a vision and a moral purpose for the work, one that includes the community in its formation.\u003c/p>\n\u003cp>In Australia, this method worked. Craig said two-thirds of schools in the region made gains, with the most significant improvement coming from students achieving at the bottom and at the top. Even more exciting, his team started to see that the quality of teaching in poorer schools started to match the quality of teaching in more affluent schools. Those changes were reflected in student and parent surveys as well as test scores. Everything improved. “Our argument is, if you teach well everything takes care of itself, including the test elements,” Craig said.\u003c/p>\n\u003cp>One of Craig’s most dramatic stories of improvement comes from two schools serving kids living in public housing. Neither school had seen any improvement in achievement in 30 years, so they were shut down and reopened. Craig fired some bad teachers and focused on high expectations and quality instruction for everyone else. In three years, the median scores went from 18 to 25. They're now at 29.\u003c/p>\n\u003cp>Those low-performing schools had been so bad for so long they also had very low enrollment. Families were desperately trying to send their kids elsewhere. Only one in three kids living near those schools was choosing to go there. Now that the schools have seen some improvement, they have 93 to 94 percent attendance rates and 98 percent of kids are going on to pursue further study.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“My starting point was that these kids have the same intelligence and capacity as kids anywhere else,” Craig said. Poverty and a history of neglect may make it harder to get them up to the level they need to be at (many kids were entering secondary school at grade 4 levels), but Craig said, “We’ve got a moral obligation to do it.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20969","mindshift_20598","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_96"],"featImg":"mindshift_44075","label":"mindshift"},"mindshift_42262":{"type":"posts","id":"mindshift_42262","meta":{"index":"posts_1591205157","site":"mindshift","id":"42262","score":null,"sort":[1444111881000]},"guestAuthors":[],"slug":"an-unlikely-group-forms-unified-vision-for-the-future-of-education","title":"An Unlikely Group Forms Unified Vision for the Future of Education","publishDate":1444111881,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Education has long been a hotly debated issue and with good reason -- the policies and actions of education leaders affect our nation’s children, the future of the workforce and the day-to-day lives of families. But the struggle to improve the system has often left advocates in distinct camps, each believing that their solution, whether it be charter schools or blended learning or investing in teachers, is the best way to improve learning. That’s why it’s surprising to see a group of \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/Education-Reimagined-Advisory-Board1.pdf\" target=\"_blank\">high-profile but strange bedfellows\u003c/a> putting forward a new vision for learning, which they're calling \u003ca href=\"http://education-reimagined.org/\" target=\"_blank\">Education Reimagined\u003c/a>.\u003c/p>\n\u003cp>The Education Reimagined \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\" target=\"_blank\">vision statement\u003c/a> comes out of almost two years of meetings where participants from very different sides of the education debate (labor representatives, charter proponents, district folks, business leaders, you name it) convened, left their individual missions and baggage at the door, and indulged in an exercise to imagine what a 21st century education should look like.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like.'\u003c/aside>\n\u003cp>“People really wanted to get together to reimagine the fundamental system, recognizing that a whole lot of money has gone into trying to fix the system with no real results,” said Kelly Young, spokesperson for Education Reimagined. The nonprofit organization \u003ca href=\"http://www.convergencepolicy.org/\" target=\"_blank\">Convergence\u003c/a> facilitated these meetings, helping to create a space of trust between people who have often fiercely disagreed publicly.\u003c/p>\n\u003cp>“We help people come in as people, not institutions, and they begin to see each other as part of the solution instead of as part of the problem,” Young said. She helped convene and run the meetings with the hope that participants could forge a new path forward for education.\u003c/p>\n\u003cp>Education Reimagined explains the thinking behind the initiative this way:\u003c/p>\n\u003cblockquote>\u003cp>“Simply put, the current system was designed in a different era and structured for a different society. Our economy, society, and polity are increasingly at risk from an educational system that does not consistently prepare all children to succeed as adults and is least effective for the children facing the greatest social and economic challenges. Conversely, the Internet revolution has created a once-in-a-generation opportunity for new approaches to learning. Our growing recognition of the importance of skills and dispositions is also sparking a shift toward experiential learning. In short, we see both an imperative for transformation and many promising avenues for re-envisioning the learning experience.”\u003c/p>\u003c/blockquote>\n\u003cp>There are five core elements that Education Reimagined believes are crucial to transforming education:\u003c/p>\n\u003cul>\n\u003cli>Competency-based\u003c/li>\n\u003cli>Personalized, Relevant, Contextualized\u003c/li>\n\u003cli>Learner Agency\u003c/li>\n\u003cli>Socially-Embedded\u003c/li>\n\u003cli>Open-Walled\u003c/li>\n\u003c/ul>\n\u003cp>“We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like,” said Gisele Huff, executive director of the \u003ca href=\"http://www.philanthropyroundtable.org/topic/excellence_in_philanthropy/jaquelin_hume_foundation\" target=\"_blank\">Jaquelin Hume Foundation\u003c/a>. Huff participated in the Convergence sessions and is now on the advisory panel for Education Reimagined. She says the process changed her life. Previously, her foundation invested heavily in blended-learning solutions; now she has a much greater understanding of why and how skills and dispositions augment that work and are a necessary part of teaching the whole child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m a very opinionated person, not touchy feely whatsoever,” Huff said. “This shifted me into a different paradigm.” She said this initiative is unlike any other reform movement she’s seen throughout her long career in education, because a diverse group of people are united behind the vision, but aren’t pushing any policy recommendations. Instead, the group’s efforts will go toward highlighting pioneering work around the country, connecting innovators to one another and generating buzz for a movement that isn’t content to tinker around the edges of the system anymore.\u003c/p>\n\u003cp>“The reason this is different is it’s actually creating a new system that supports the kind of learning that we know works for kids,” Young said. Previous reform efforts have accepted the system as it is and have worked within its constraints to try and improve it. Education Reimagined wants a whole new system that embodies its core principles.\u003c/p>\n\u003cp>\u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\">\u003cimg class=\"alignleft wp-image-42276 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/principles-400x157.jpg\" alt=\"principles\" width=\"400\" height=\"157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles-400x157.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles.jpg 572w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>“It was actually very surprising that people stayed in this to the end, because I’ve been through several of these convenings where you get to an end and then I’ve seen someone pull out,” said Randi Weingarten, another participant and the president of the \u003ca href=\"http://www.aft.org/\" target=\"_blank\">American Federation of Teachers\u003c/a>. She said it was refreshing to work with a group that was oriented toward solutions instead of blame.\u003c/p>\n\u003cp>“This one is starting with a vision, not with a blueprint or a magic wand,” Weingarten said. “It’s starting with ‘this makes sense; this is what we need to do for kids in the 21st century.’” She said too many efforts to “reform” education have left teachers with all the responsibility but none of the authority to implement. She hopes Education Reimagined will be different because it’s a ground-up movement, meant to empower the educators already working to make this vision a reality.\u003c/p>\n\u003cp>\u003cstrong>Next Steps\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Education Reimagined plans to publicize the work of pioneers already carrying out parts of this vision. But the first step is to catalyze a movement around that vision by getting some buzz, said Huff.\u003c/p>\n\u003cp>“Part of what the document is meant to do is raise people’s consciousness and make them understand that they’re working in a great thing that’s bigger than their classroom or their district,” Huff said. She believes this movement is different because it isn’t just operational, it’s a “moral and philosophical” mind shift.\u003c/p>\n\u003cp>She said participating in the Convergence meetings helped her come to respect and trust leaders like Becky Pringle, the vice president of the National Education Association. Huff has spent a good part of her career funding initiatives meant to shake up traditional school governance processes, but she and Pringle came to see each other as individuals who both want what’s best for children. In November, they will speak about this vision together at the \u003ca href=\"http://www.inacol.org/symposium/program-presenters/keynote-speakers/\" target=\"_blank\">iNACOL conference\u003c/a>.\u003c/p>\n\u003cp>Huff believes that because this initiative comes from a place of trust, a strong network can be created. She referenced a \u003ca href=\"http://ssir.org/articles/entry/the_most_impactful_leaders_youve_never_heard_of?utm_source=Enews&utm_medium=Email&utm_campaign=SSIR_Now&utm_content=Title\" target=\"_blank\">Stanford Social Innovation Review article\u003c/a> that highlights trust as a core part of collaboration. Authors Jane Wei-Skillern, David Ehrlichman and David Sawyer write:\u003c/p>\n\u003cblockquote>\u003cp>“In our research and experience, the single most important factor behind all successful collaborations is trust-based relationships among participants. Many collaborative efforts ultimately fail to reach their full potential because they lack a strong relational foundation.”\u003c/p>\u003c/blockquote>\n\u003cp>Weingarten agrees with this premise, too. She’s excited that Education Reimagined isn’t just another initiative being foisted on teachers. “We had to do this work collectively in order to help kids individually,” she said.\u003c/p>\n\u003cp>Education Reimagined already has \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/PP_Booklet.pdf\" target=\"_blank\">some examples \u003c/a>of districts, schools and charter school companies who exemplify their vision. They’ll be adding more advisory panel members in the coming months and doing a lot of networking.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is something you can build a movement around because it’s about the child,” Huff said. “It refuses to let anything stand in the way to allow each child to develop his or her potential.” And as test-based accountability reform efforts lose popularity, Huff says, people are looking around for something else to believe in. She and the other advisory board members hope their vision of a transformed system that lets learners move at their own pace, values learning in and outside of school walls, and is grounded in relevant, real-world work will fill the void.\u003c/p>\n\n","blocks":[],"excerpt":"An unlikely group of education and business advocates wants to reimagine education as learner-centered, built from the ground up and ongoing beyond school walls.","status":"publish","parent":0,"modified":1444113727,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1339},"headData":{"title":"An Unlikely Group Forms Unified Vision for the Future of Education | KQED","description":"An unlikely group of education and business advocates wants to reimagine education as learner-centered, built from the ground up and ongoing beyond school walls.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"An Unlikely Group Forms Unified Vision for the Future of Education","datePublished":"2015-10-06T06:11:21.000Z","dateModified":"2015-10-06T06:42:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42262 http://ww2.kqed.org/mindshift/?p=42262","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/05/an-unlikely-group-forms-unified-vision-for-the-future-of-education/","disqusTitle":"An Unlikely Group Forms Unified Vision for the Future of Education","path":"/mindshift/42262/an-unlikely-group-forms-unified-vision-for-the-future-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Education has long been a hotly debated issue and with good reason -- the policies and actions of education leaders affect our nation’s children, the future of the workforce and the day-to-day lives of families. But the struggle to improve the system has often left advocates in distinct camps, each believing that their solution, whether it be charter schools or blended learning or investing in teachers, is the best way to improve learning. That’s why it’s surprising to see a group of \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/Education-Reimagined-Advisory-Board1.pdf\" target=\"_blank\">high-profile but strange bedfellows\u003c/a> putting forward a new vision for learning, which they're calling \u003ca href=\"http://education-reimagined.org/\" target=\"_blank\">Education Reimagined\u003c/a>.\u003c/p>\n\u003cp>The Education Reimagined \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\" target=\"_blank\">vision statement\u003c/a> comes out of almost two years of meetings where participants from very different sides of the education debate (labor representatives, charter proponents, district folks, business leaders, you name it) convened, left their individual missions and baggage at the door, and indulged in an exercise to imagine what a 21st century education should look like.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like.'\u003c/aside>\n\u003cp>“People really wanted to get together to reimagine the fundamental system, recognizing that a whole lot of money has gone into trying to fix the system with no real results,” said Kelly Young, spokesperson for Education Reimagined. The nonprofit organization \u003ca href=\"http://www.convergencepolicy.org/\" target=\"_blank\">Convergence\u003c/a> facilitated these meetings, helping to create a space of trust between people who have often fiercely disagreed publicly.\u003c/p>\n\u003cp>“We help people come in as people, not institutions, and they begin to see each other as part of the solution instead of as part of the problem,” Young said. She helped convene and run the meetings with the hope that participants could forge a new path forward for education.\u003c/p>\n\u003cp>Education Reimagined explains the thinking behind the initiative this way:\u003c/p>\n\u003cblockquote>\u003cp>“Simply put, the current system was designed in a different era and structured for a different society. Our economy, society, and polity are increasingly at risk from an educational system that does not consistently prepare all children to succeed as adults and is least effective for the children facing the greatest social and economic challenges. Conversely, the Internet revolution has created a once-in-a-generation opportunity for new approaches to learning. Our growing recognition of the importance of skills and dispositions is also sparking a shift toward experiential learning. In short, we see both an imperative for transformation and many promising avenues for re-envisioning the learning experience.”\u003c/p>\u003c/blockquote>\n\u003cp>There are five core elements that Education Reimagined believes are crucial to transforming education:\u003c/p>\n\u003cul>\n\u003cli>Competency-based\u003c/li>\n\u003cli>Personalized, Relevant, Contextualized\u003c/li>\n\u003cli>Learner Agency\u003c/li>\n\u003cli>Socially-Embedded\u003c/li>\n\u003cli>Open-Walled\u003c/li>\n\u003c/ul>\n\u003cp>“We have to go to a learner-centered system, where a learner is equipped to have their own agency to decide what their education is going to be like,” said Gisele Huff, executive director of the \u003ca href=\"http://www.philanthropyroundtable.org/topic/excellence_in_philanthropy/jaquelin_hume_foundation\" target=\"_blank\">Jaquelin Hume Foundation\u003c/a>. Huff participated in the Convergence sessions and is now on the advisory panel for Education Reimagined. She says the process changed her life. Previously, her foundation invested heavily in blended-learning solutions; now she has a much greater understanding of why and how skills and dispositions augment that work and are a necessary part of teaching the whole child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m a very opinionated person, not touchy feely whatsoever,” Huff said. “This shifted me into a different paradigm.” She said this initiative is unlike any other reform movement she’s seen throughout her long career in education, because a diverse group of people are united behind the vision, but aren’t pushing any policy recommendations. Instead, the group’s efforts will go toward highlighting pioneering work around the country, connecting innovators to one another and generating buzz for a movement that isn’t content to tinker around the edges of the system anymore.\u003c/p>\n\u003cp>“The reason this is different is it’s actually creating a new system that supports the kind of learning that we know works for kids,” Young said. Previous reform efforts have accepted the system as it is and have worked within its constraints to try and improve it. Education Reimagined wants a whole new system that embodies its core principles.\u003c/p>\n\u003cp>\u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/A-Transformational-Vision-for-Education-in-the-US-2015.09.pdf\">\u003cimg class=\"alignleft wp-image-42276 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/principles-400x157.jpg\" alt=\"principles\" width=\"400\" height=\"157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles-400x157.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/principles.jpg 572w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>“It was actually very surprising that people stayed in this to the end, because I’ve been through several of these convenings where you get to an end and then I’ve seen someone pull out,” said Randi Weingarten, another participant and the president of the \u003ca href=\"http://www.aft.org/\" target=\"_blank\">American Federation of Teachers\u003c/a>. She said it was refreshing to work with a group that was oriented toward solutions instead of blame.\u003c/p>\n\u003cp>“This one is starting with a vision, not with a blueprint or a magic wand,” Weingarten said. “It’s starting with ‘this makes sense; this is what we need to do for kids in the 21st century.’” She said too many efforts to “reform” education have left teachers with all the responsibility but none of the authority to implement. She hopes Education Reimagined will be different because it’s a ground-up movement, meant to empower the educators already working to make this vision a reality.\u003c/p>\n\u003cp>\u003cstrong>Next Steps\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Education Reimagined plans to publicize the work of pioneers already carrying out parts of this vision. But the first step is to catalyze a movement around that vision by getting some buzz, said Huff.\u003c/p>\n\u003cp>“Part of what the document is meant to do is raise people’s consciousness and make them understand that they’re working in a great thing that’s bigger than their classroom or their district,” Huff said. She believes this movement is different because it isn’t just operational, it’s a “moral and philosophical” mind shift.\u003c/p>\n\u003cp>She said participating in the Convergence meetings helped her come to respect and trust leaders like Becky Pringle, the vice president of the National Education Association. Huff has spent a good part of her career funding initiatives meant to shake up traditional school governance processes, but she and Pringle came to see each other as individuals who both want what’s best for children. In November, they will speak about this vision together at the \u003ca href=\"http://www.inacol.org/symposium/program-presenters/keynote-speakers/\" target=\"_blank\">iNACOL conference\u003c/a>.\u003c/p>\n\u003cp>Huff believes that because this initiative comes from a place of trust, a strong network can be created. She referenced a \u003ca href=\"http://ssir.org/articles/entry/the_most_impactful_leaders_youve_never_heard_of?utm_source=Enews&utm_medium=Email&utm_campaign=SSIR_Now&utm_content=Title\" target=\"_blank\">Stanford Social Innovation Review article\u003c/a> that highlights trust as a core part of collaboration. Authors Jane Wei-Skillern, David Ehrlichman and David Sawyer write:\u003c/p>\n\u003cblockquote>\u003cp>“In our research and experience, the single most important factor behind all successful collaborations is trust-based relationships among participants. Many collaborative efforts ultimately fail to reach their full potential because they lack a strong relational foundation.”\u003c/p>\u003c/blockquote>\n\u003cp>Weingarten agrees with this premise, too. She’s excited that Education Reimagined isn’t just another initiative being foisted on teachers. “We had to do this work collectively in order to help kids individually,” she said.\u003c/p>\n\u003cp>Education Reimagined already has \u003ca href=\"http://education-reimagined.org/wp-content/uploads/2015/09/PP_Booklet.pdf\" target=\"_blank\">some examples \u003c/a>of districts, schools and charter school companies who exemplify their vision. They’ll be adding more advisory panel members in the coming months and doing a lot of networking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is something you can build a movement around because it’s about the child,” Huff said. “It refuses to let anything stand in the way to allow each child to develop his or her potential.” And as test-based accountability reform efforts lose popularity, Huff says, people are looking around for something else to believe in. She and the other advisory board members hope their vision of a transformed system that lets learners move at their own pace, values learning in and outside of school walls, and is grounded in relevant, real-world work will fill the void.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42262/an-unlikely-group-forms-unified-vision-for-the-future-of-education","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_262","mindshift_20920","mindshift_399","mindshift_20598","mindshift_20784","mindshift_1040","mindshift_314"],"featImg":"mindshift_42273","label":"mindshift"},"mindshift_34658":{"type":"posts","id":"mindshift_34658","meta":{"index":"posts_1591205157","site":"mindshift","id":"34658","score":null,"sort":[1396367390000]},"guestAuthors":[],"slug":"to-advance-education-we-must-first-reimagine-society","title":"To Advance Education, We Must First Reimagine Society","publishDate":1396367390,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34680\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-34680\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png\" alt=\"RSA Animate\" width=\"620\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-400x220.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-320x176.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the \u003ca href=\"http://www.21learn.org\" target=\"_blank\">21\u003csup>st\u003c/sup> Century Learning Initiative.\u003c/a>\u003c/p>\n\u003cp>Because disaffection with the education system reflects a much deeper societal malaise, it’s imperative that we first figure out what kind of world we really want: a world populated by responsible adults who thrive on interdependence and community, or a world of “customers” who feel dependent on products, services, and authority figures, and don’t take full responsibility for their actions? The answer, he says, will point to the changes needed in all three pillars of education — schools, families, and communities.\u003c/p>\n\u003cp>This is one of Abbott’s primary takeaways from a career spanning more than two decades of teaching in England, followed by three decades at the helm of an international nonprofit (begun in the U.S. but now headquartered in England), whose mission is to promote fresh thinking based on the existing body of research about how children learn. Its \u003ca href=\"http://www.21learn.org/category/archive\">findings\u003c/a> have been synthesized into policy briefings, reports, and a book, “\u003ca href=\"http://www.amazon.com/Overschooled-but-Undereducated-jeopardizing-adolescents/dp/1855396238\" target=\"_blank\">Overschooled but Undereducated: How the crisis in education is jeopardizing our adolescents.\u003c/a>” It has also just published a distillation of its work, called “\u003ca href=\"http://www.battlingforthesoulofeducation.org/\" target=\"_blank\">Battling for the Soul of Education\u003c/a>.”\u003c/p>\n\u003cp>As Abbott sees it, the need for reflection has never been greater. Spurred by technological advances, “civilization is on the cusp of a metamorphosis,” he says, that will lead either to societal collapse and chaos, or to a resurgence of liberty, community, and ethics. Either way, schools are stuck in the past: The emphasis has been on feeding children static information and rewarding them for doing only what they’re told, instead of helping them develop the transferable, higher-order skills they need to become life-long learners and thrive in an uncertain future.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/p>\n\u003c/aside>\n\u003cp>This approach — a product of the Industrial Age, which relied on compliant factory workers and mass consumption — promotes weakness rather than strength. It has become even more regimented (and thus more disempowering) in recent years due to a lack of trust. Adults who feel hard-pressed to predict or control their own destinies, and who feel confused about the “big issues of life,” Abbott notes, are less willing to give children the time and space they need to shape their own futures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Unfortunately, he adds, this approach to education goes against the grain of how young people learn. Research has confirmed what most parents of young children can already see for themselves — that children are \u003ca href=\"http://www.born-to-learn.org\" target=\"_blank\">born to learn\u003c/a>, rather than to be taught, as Abbott puts it. Driven by an inborn desire to make sense of the world and find purpose in life, they naturally observe, deconstruct, piece together and create their own knowledge. They learn best when this intrinsic motivation is harnessed in what he calls “highly challenging but low-threat environments.”\u003c/p>\n\u003ch3>Re-Imagining Society First, Education Second\u003c/h3>\n\u003cp>The bottom line, Abbott notes, is that the current system excels at preparing children to be dependent “customers,” so if we hope to instead create a world of responsible, community-minded adults, we need to overhaul the educational paradigm. That means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture. Because humans are not machines, a reliance on this metaphor has created a large disconnect between people’s actual lives and their inherited expectations and predispositions, which lies at the root of many inter-related modern challenges, says Abbott.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-34667\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/overschooled-but-undereducated.gif\" alt=\"overschooled-but-undereducated\" width=\"225\" height=\"346\">His recommendation: Start by re-examining our collective values and envision a society where individuals once again matter. Clues to \u003ca href=\"http://www.21learn.org/category/archive/the-99-theses/\" target=\"_blank\">a more suitable paradigm\u003c/a> can be found in the metaphors that characterize the dynamic, networked Information Age. These share some key characteristics with the pre-industrial past, when people learned in the community, from a variety of adults with whom they built relationships. Learning continued over the course of a lifetime filled with meaningful work (in contrast to today’s high unemployment rates and \u003ca href=\"http://www.gallup.com/poll/165269/worldwide-employees-engaged-work.aspx\" target=\"_blank\">low workplace engagement levels\u003c/a>), and success was judged by whether a person carried out his or her fair share of responsibilities within the community.\u003c/p>\n\u003cp>All of these elements have a direct bearing on education. “Such a vision is as essential to motivate whole generations of young people to delight in the development of their intellectual powers, as it is to create an adult society that is able — and willing — to devote quite enormous amounts of its energy to the slow, fascinating, if sometimes frustrating but totally essential, task of inducting all its young people into adulthood,” Abbott has written on the Initiative’s web site.\u003c/p>\n\u003cp>“Children learn most from what they see going on around them,” he explains. “We become who we are based on things around us that we admire or not. Children don’t just turn their brains on when they go to school.”\u003c/p>\n\u003cp>Therefore a young child is dealt “a shattering blow to its sense of order and purpose when a parent it loves and admires is made redundant …. Too much of that, and the web of life is shattered, and life becomes a crap game where the lasting lesson is take all you can, and put nothing back.”\u003c/p>\n\u003ch3>Creating “Collaborative Learning Communities”\u003c/h3>\n\u003cp>“It is essential to view learning as a total community responsibility,” he says, and to expect no short cuts. Children need to be integrated, fully contributing members of the broader community, so they can feel useful and valued. (It is not just the children who need this, he adds; healthy communities also need children.)\u003c/p>\n\u003cp>On a practical level, the most powerful lever for change, Abbott says, is people coming together to “rethink the role of community in the learning process,” agreeing how to divide up responsibilities among professional teachers and other community members, and then launching small pilot projects that are true to their new vision. These efforts will build on each other, he says, and large-scale change will follow.\u003c/p>\n\u003cp>[contextly_sidebar id=\"85f71a4aeefa2fba5a6dedf4b7a40c3a\"]\u003c/p>\n\u003cp>He cautions against simply copying a specific model that worked elsewhere — each community must figure out what’s best, given its unique circumstances. But he is convinced of one thing: The formal school system needs to be “turned upside down and inside out.” It should be based on the biological system of weaning — i.e., gradually reducing children’s dependence on teachers. Teacher-student ratios should be high in the early years, then decrease dramatically in adolescence, when “the whole community has to become a place of learning,” with mentorships, apprenticeships and other hands-on learning experiences complementing highly self-directed classroom learning.\u003c/p>\n\u003ch3>Teachers as Guides\u003c/h3>\n\u003cp>In general, schools should move away from “an overemphasis on teaching,” Abbott says, and instead view teachers as imaginative, knowledgeable guides. “Any kid can read a textbook — they don’t need a teacher standing over them telling them to do so,” he points out. “They need teachers to inspire them to think about things in a much bigger way than they’ve done before.”\u003c/p>\n\u003cfigure id=\"attachment_34668\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003ca href=\"http://claremontigs.org/?page_id=17\">\u003cimg class=\"size-medium wp-image-34668 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/JA-MAr-2011-photo-300x400.jpg\" alt=\"John Abbott\" width=\"184\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">John Abbott\u003c/figcaption>\u003c/figure>\n\u003cp>He cites an example from his time as a substitute teacher, when he found himself assigned to teach history to a class of 15-year-olds one afternoon. Casting about for inspiration, he expressed an interest in a student’s book about prisoners of war. When the boy asked him why wars get started, Abbott used the question as a launching pad for a discussion on the topic. He urged the students to consider not only what they’d been taught in school, but also what they’d gleaned from relatives. “It went so well,” he recalls, “that no one heard the bell ring.”\u003c/p>\n\u003cp>Twenty years later, while waiting for a train during the time of the Falklands War, he was approached by a porter who said he recognized him as the teacher of that class. It had opened his eyes, the man added, to how wars can serve politicians’ careers, and he had referenced it in a discussion with friends the previous evening. “At the end of my history lesson, something had stuck,” Abbott notes, “so that 20 years later, he remembered how between us we had constructed an explanation for the Second World War.”\u003c/p>\n\u003cp>Simply following a lesson plan wouldn’t have had the same result. “I don’t think teachers should be over prepared for any particular lesson,” he says, “because if they are, they lack flexibility to adapt to where the children are in their understanding.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lastly, in this vision of the world, our expectations of children would also be recalibrated. Rather than being considered the age at which people start to become independent learners, 18 (and even younger in some cases) should be viewed as the age when young people “demonstrate that they have already perfected that art, and know how to exercise this responsibly,” says Abbott.\u003c/p>\n\n","blocks":[],"excerpt":"Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the 21st Century Learning Initiative. Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.","status":"publish","parent":0,"modified":1396367581,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1602},"headData":{"title":"To Advance Education, We Must First Reimagine Society | KQED","description":"Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the 21st Century Learning Initiative. Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"To Advance Education, We Must First Reimagine Society","datePublished":"2014-04-01T15:49:50.000Z","dateModified":"2014-04-01T15:53:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34658 http://blogs.kqed.org/mindshift/?p=34658","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/01/to-advance-education-we-must-first-reimagine-society/","disqusTitle":"To Advance Education, We Must First Reimagine Society","path":"/mindshift/34658/to-advance-education-we-must-first-reimagine-society","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34680\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-34680\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png\" alt=\"RSA Animate\" width=\"620\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-400x220.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-320x176.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the \u003ca href=\"http://www.21learn.org\" target=\"_blank\">21\u003csup>st\u003c/sup> Century Learning Initiative.\u003c/a>\u003c/p>\n\u003cp>Because disaffection with the education system reflects a much deeper societal malaise, it’s imperative that we first figure out what kind of world we really want: a world populated by responsible adults who thrive on interdependence and community, or a world of “customers” who feel dependent on products, services, and authority figures, and don’t take full responsibility for their actions? The answer, he says, will point to the changes needed in all three pillars of education — schools, families, and communities.\u003c/p>\n\u003cp>This is one of Abbott’s primary takeaways from a career spanning more than two decades of teaching in England, followed by three decades at the helm of an international nonprofit (begun in the U.S. but now headquartered in England), whose mission is to promote fresh thinking based on the existing body of research about how children learn. Its \u003ca href=\"http://www.21learn.org/category/archive\">findings\u003c/a> have been synthesized into policy briefings, reports, and a book, “\u003ca href=\"http://www.amazon.com/Overschooled-but-Undereducated-jeopardizing-adolescents/dp/1855396238\" target=\"_blank\">Overschooled but Undereducated: How the crisis in education is jeopardizing our adolescents.\u003c/a>” It has also just published a distillation of its work, called “\u003ca href=\"http://www.battlingforthesoulofeducation.org/\" target=\"_blank\">Battling for the Soul of Education\u003c/a>.”\u003c/p>\n\u003cp>As Abbott sees it, the need for reflection has never been greater. Spurred by technological advances, “civilization is on the cusp of a metamorphosis,” he says, that will lead either to societal collapse and chaos, or to a resurgence of liberty, community, and ethics. Either way, schools are stuck in the past: The emphasis has been on feeding children static information and rewarding them for doing only what they’re told, instead of helping them develop the transferable, higher-order skills they need to become life-long learners and thrive in an uncertain future.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/p>\n\u003c/aside>\n\u003cp>This approach — a product of the Industrial Age, which relied on compliant factory workers and mass consumption — promotes weakness rather than strength. It has become even more regimented (and thus more disempowering) in recent years due to a lack of trust. Adults who feel hard-pressed to predict or control their own destinies, and who feel confused about the “big issues of life,” Abbott notes, are less willing to give children the time and space they need to shape their own futures.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Unfortunately, he adds, this approach to education goes against the grain of how young people learn. Research has confirmed what most parents of young children can already see for themselves — that children are \u003ca href=\"http://www.born-to-learn.org\" target=\"_blank\">born to learn\u003c/a>, rather than to be taught, as Abbott puts it. Driven by an inborn desire to make sense of the world and find purpose in life, they naturally observe, deconstruct, piece together and create their own knowledge. They learn best when this intrinsic motivation is harnessed in what he calls “highly challenging but low-threat environments.”\u003c/p>\n\u003ch3>Re-Imagining Society First, Education Second\u003c/h3>\n\u003cp>The bottom line, Abbott notes, is that the current system excels at preparing children to be dependent “customers,” so if we hope to instead create a world of responsible, community-minded adults, we need to overhaul the educational paradigm. That means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture. Because humans are not machines, a reliance on this metaphor has created a large disconnect between people’s actual lives and their inherited expectations and predispositions, which lies at the root of many inter-related modern challenges, says Abbott.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-34667\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/overschooled-but-undereducated.gif\" alt=\"overschooled-but-undereducated\" width=\"225\" height=\"346\">His recommendation: Start by re-examining our collective values and envision a society where individuals once again matter. Clues to \u003ca href=\"http://www.21learn.org/category/archive/the-99-theses/\" target=\"_blank\">a more suitable paradigm\u003c/a> can be found in the metaphors that characterize the dynamic, networked Information Age. These share some key characteristics with the pre-industrial past, when people learned in the community, from a variety of adults with whom they built relationships. Learning continued over the course of a lifetime filled with meaningful work (in contrast to today’s high unemployment rates and \u003ca href=\"http://www.gallup.com/poll/165269/worldwide-employees-engaged-work.aspx\" target=\"_blank\">low workplace engagement levels\u003c/a>), and success was judged by whether a person carried out his or her fair share of responsibilities within the community.\u003c/p>\n\u003cp>All of these elements have a direct bearing on education. “Such a vision is as essential to motivate whole generations of young people to delight in the development of their intellectual powers, as it is to create an adult society that is able — and willing — to devote quite enormous amounts of its energy to the slow, fascinating, if sometimes frustrating but totally essential, task of inducting all its young people into adulthood,” Abbott has written on the Initiative’s web site.\u003c/p>\n\u003cp>“Children learn most from what they see going on around them,” he explains. “We become who we are based on things around us that we admire or not. Children don’t just turn their brains on when they go to school.”\u003c/p>\n\u003cp>Therefore a young child is dealt “a shattering blow to its sense of order and purpose when a parent it loves and admires is made redundant …. Too much of that, and the web of life is shattered, and life becomes a crap game where the lasting lesson is take all you can, and put nothing back.”\u003c/p>\n\u003ch3>Creating “Collaborative Learning Communities”\u003c/h3>\n\u003cp>“It is essential to view learning as a total community responsibility,” he says, and to expect no short cuts. Children need to be integrated, fully contributing members of the broader community, so they can feel useful and valued. (It is not just the children who need this, he adds; healthy communities also need children.)\u003c/p>\n\u003cp>On a practical level, the most powerful lever for change, Abbott says, is people coming together to “rethink the role of community in the learning process,” agreeing how to divide up responsibilities among professional teachers and other community members, and then launching small pilot projects that are true to their new vision. These efforts will build on each other, he says, and large-scale change will follow.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He cautions against simply copying a specific model that worked elsewhere — each community must figure out what’s best, given its unique circumstances. But he is convinced of one thing: The formal school system needs to be “turned upside down and inside out.” It should be based on the biological system of weaning — i.e., gradually reducing children’s dependence on teachers. Teacher-student ratios should be high in the early years, then decrease dramatically in adolescence, when “the whole community has to become a place of learning,” with mentorships, apprenticeships and other hands-on learning experiences complementing highly self-directed classroom learning.\u003c/p>\n\u003ch3>Teachers as Guides\u003c/h3>\n\u003cp>In general, schools should move away from “an overemphasis on teaching,” Abbott says, and instead view teachers as imaginative, knowledgeable guides. “Any kid can read a textbook — they don’t need a teacher standing over them telling them to do so,” he points out. “They need teachers to inspire them to think about things in a much bigger way than they’ve done before.”\u003c/p>\n\u003cfigure id=\"attachment_34668\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003ca href=\"http://claremontigs.org/?page_id=17\">\u003cimg class=\"size-medium wp-image-34668 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/JA-MAr-2011-photo-300x400.jpg\" alt=\"John Abbott\" width=\"184\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">John Abbott\u003c/figcaption>\u003c/figure>\n\u003cp>He cites an example from his time as a substitute teacher, when he found himself assigned to teach history to a class of 15-year-olds one afternoon. Casting about for inspiration, he expressed an interest in a student’s book about prisoners of war. When the boy asked him why wars get started, Abbott used the question as a launching pad for a discussion on the topic. He urged the students to consider not only what they’d been taught in school, but also what they’d gleaned from relatives. “It went so well,” he recalls, “that no one heard the bell ring.”\u003c/p>\n\u003cp>Twenty years later, while waiting for a train during the time of the Falklands War, he was approached by a porter who said he recognized him as the teacher of that class. It had opened his eyes, the man added, to how wars can serve politicians’ careers, and he had referenced it in a discussion with friends the previous evening. “At the end of my history lesson, something had stuck,” Abbott notes, “so that 20 years later, he remembered how between us we had constructed an explanation for the Second World War.”\u003c/p>\n\u003cp>Simply following a lesson plan wouldn’t have had the same result. “I don’t think teachers should be over prepared for any particular lesson,” he says, “because if they are, they lack flexibility to adapt to where the children are in their understanding.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lastly, in this vision of the world, our expectations of children would also be recalibrated. Rather than being considered the age at which people start to become independent learners, 18 (and even younger in some cases) should be viewed as the age when young people “demonstrate that they have already perfected that art, and know how to exercise this responsibly,” says Abbott.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34658/to-advance-education-we-must-first-reimagine-society","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_20598","mindshift_1040","mindshift_992"],"featImg":"mindshift_34680","label":"mindshift"},"mindshift_34171":{"type":"posts","id":"mindshift_34171","meta":{"index":"posts_1591205157","site":"mindshift","id":"34171","score":null,"sort":[1392994809000]},"guestAuthors":[],"slug":"what-would-be-a-radically-different-vision-of-school","title":"What Would Be a Radically Different Vision of School? ","publishDate":1392994809,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\" alt=\"new-ideas\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">There’s no shortage of different opinions about how the education system should adapt to a shifting world and a future with unknown demands, but for the most part, only two dominant narratives of education reform have emerged.\u003c/p>\n\u003cp>“The predominant narrative is that schools are broken,” said veteran educator and author \u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\" target=\"_blank\">Will Richardson\u003c/a> recently at a gathering of teachers at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">Educon\u003c/a>. “Our test scores aren’t great and kids aren’t learning what they need to be successful.” This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”\u003c/p>\n\u003cp>The other dominant narrative holds that schools aren’t broken -- they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d6c6d9d0687b7e9bfa4ff9c69325b58b\"]\u003c/p>\n\u003cp>But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports\u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\"> inquiry-based\u003c/a>, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\" target=\"_blank\">meaningful to them\u003c/a>. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said.\u003c/p>\n\u003cp>A group of progressive educators at the Educon conference discussed other qualities that successful future citizens will need and that a good education should offer. A successful student should be able to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">manage massive amounts of information\u003c/a>, a crucial skill as life becomes more digital. Students should learn in ways that disregard traditional disciplines like English and math, instead focusing on real world problems that allow for crossover and interplay. The focus should be on providing student-centered experiences that bring out qualities in students that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\" target=\"_blank\">aren’t necessarily measurable\u003c/a>. Students should learn to build and manipulate computers, not just use them. Perhaps most importantly students should be taught\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\" target=\"_blank\">\u003cem> how\u003c/em> to learn\u003c/a>, especially since the content or specific skills needed in the future are as yet unknown.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to find a narrative that has at its core a very different valuable thing.”\u003c/aside>\n\u003cp>These qualities are different than what one might find in an average public school, but they aren’t impossible to achieve. In isolated pockets around the country schools and teachers are already teaching using many of these principles, but they haven’t coalesced into a movement.\u003c/p>\n\u003cp>“We need to find a narrative that has at its core a very different valuable thing,” said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>. “It may not be the most efficient thing, but it could be the most quality thing to do.” It’s hard to convince people that a new narrative can work until they see a physical manifestation of it. “What we have become is a place that people can see and hold onto,” said Diana Laufenberg, lead teacher at SLA, which has based its foundation on inquiry-based, student-led learning. “We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.\u003c/p>\n\u003cp>“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,” Richardson said. But as educators discussed the issue more in depth, it became clear there was more than one definition of what a third education narrative would look like. “I’m not sure if we all wrote down our definition of modern learning right now that we’d all be near each other,” Richardson said.\u003c/p>\n\u003cp>And yet there was a clear hunger for something other than charter schools or a defense of the status quo. “The underlying problem for any new kind of education is putting out there that level of uncertainty, that level of messiness that exists in the world, the ugly problems that are going to need to be solved by people, not by corporations,” said one teacher. An ambiguous vision of education is hard to sell to politicians, parents, and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most teachers didn’t sign up for this moment that we’re in, this shifty moment,” said Richardson. As ideas about what makes a useful education morph, some educators are feeling left behind, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">reeling from all the changes\u003c/a>. Others are fighting to hold onto the accountability tools that were used to measure them. But assessing this as-yet amorphous concept of the future of learning would necessarily be varied. More than anything, educators would guide students on a learning journey through the lens of their interests and help them discover who they are as learners.\u003c/p>\n\n","blocks":[],"excerpt":"Setting aside the two predominant narratives of education, there's a third vision taking shape that's yet to be defined. What would a reimagined education system value and teach?","status":"publish","parent":0,"modified":1392961097,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1009},"headData":{"title":"What Would Be a Radically Different Vision of School? | KQED","description":"Setting aside the two predominant narratives of education, there's a third vision taking shape that's yet to be defined. What would a reimagined education system value and teach?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Would Be a Radically Different Vision of School? ","datePublished":"2014-02-21T15:00:09.000Z","dateModified":"2014-02-21T05:38:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34171 http://blogs.kqed.org/mindshift/?p=34171","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/","disqusTitle":"What Would Be a Radically Different Vision of School? ","path":"/mindshift/34171/what-would-be-a-radically-different-vision-of-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\" alt=\"new-ideas\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">There’s no shortage of different opinions about how the education system should adapt to a shifting world and a future with unknown demands, but for the most part, only two dominant narratives of education reform have emerged.\u003c/p>\n\u003cp>“The predominant narrative is that schools are broken,” said veteran educator and author \u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\" target=\"_blank\">Will Richardson\u003c/a> recently at a gathering of teachers at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">Educon\u003c/a>. “Our test scores aren’t great and kids aren’t learning what they need to be successful.” This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”\u003c/p>\n\u003cp>The other dominant narrative holds that schools aren’t broken -- they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports\u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\"> inquiry-based\u003c/a>, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\" target=\"_blank\">meaningful to them\u003c/a>. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said.\u003c/p>\n\u003cp>A group of progressive educators at the Educon conference discussed other qualities that successful future citizens will need and that a good education should offer. A successful student should be able to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">manage massive amounts of information\u003c/a>, a crucial skill as life becomes more digital. Students should learn in ways that disregard traditional disciplines like English and math, instead focusing on real world problems that allow for crossover and interplay. The focus should be on providing student-centered experiences that bring out qualities in students that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\" target=\"_blank\">aren’t necessarily measurable\u003c/a>. Students should learn to build and manipulate computers, not just use them. Perhaps most importantly students should be taught\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\" target=\"_blank\">\u003cem> how\u003c/em> to learn\u003c/a>, especially since the content or specific skills needed in the future are as yet unknown.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to find a narrative that has at its core a very different valuable thing.”\u003c/aside>\n\u003cp>These qualities are different than what one might find in an average public school, but they aren’t impossible to achieve. In isolated pockets around the country schools and teachers are already teaching using many of these principles, but they haven’t coalesced into a movement.\u003c/p>\n\u003cp>“We need to find a narrative that has at its core a very different valuable thing,” said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>. “It may not be the most efficient thing, but it could be the most quality thing to do.” It’s hard to convince people that a new narrative can work until they see a physical manifestation of it. “What we have become is a place that people can see and hold onto,” said Diana Laufenberg, lead teacher at SLA, which has based its foundation on inquiry-based, student-led learning. “We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.\u003c/p>\n\u003cp>“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,” Richardson said. But as educators discussed the issue more in depth, it became clear there was more than one definition of what a third education narrative would look like. “I’m not sure if we all wrote down our definition of modern learning right now that we’d all be near each other,” Richardson said.\u003c/p>\n\u003cp>And yet there was a clear hunger for something other than charter schools or a defense of the status quo. “The underlying problem for any new kind of education is putting out there that level of uncertainty, that level of messiness that exists in the world, the ugly problems that are going to need to be solved by people, not by corporations,” said one teacher. An ambiguous vision of education is hard to sell to politicians, parents, and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most teachers didn’t sign up for this moment that we’re in, this shifty moment,” said Richardson. As ideas about what makes a useful education morph, some educators are feeling left behind, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">reeling from all the changes\u003c/a>. Others are fighting to hold onto the accountability tools that were used to measure them. But assessing this as-yet amorphous concept of the future of learning would necessarily be varied. More than anything, educators would guide students on a learning journey through the lens of their interests and help them discover who they are as learners.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34171/what-would-be-a-radically-different-vision-of-school","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20598","mindshift_997","mindshift_1040","mindshift_797","mindshift_109"],"label":"mindshift"},"mindshift_33114":{"type":"posts","id":"mindshift_33114","meta":{"index":"posts_1591205157","site":"mindshift","id":"33114","score":null,"sort":[1391011221000]},"guestAuthors":[],"slug":"why-some-teachers-may-question-new-education-trends","title":"Why Some Teachers May Question 'New' Education Trends","publishDate":1391011221,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33682\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/175901524-e1390934138645.jpg\" alt=\"175901524\" width=\"640\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645-320x210.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Often frustration with the public education system is directed at teachers, even when they are following the standards and guidelines set out by the government. Everyone from politicians, to non-profits to parents tell teachers how to do their jobs better. So it’s no surprise that when the federal state education officials or school superintendents announce a new initiative that not all teachers are ready to jump on the new trend. Education has a long history of reform, each succeeded by another, and teachers have learned to pick and choose carefully where to put their energies.\u003c/p>\n\u003cp>“There is such a gap between policy talk and what happens on the ground,” said \u003ca href=\"http://larrycuban.wordpress.com/\">Larry Cuban\u003c/a>, professor emeritus of education at Stanford University and a former high school social studies teacher and district superintendent. Cuban, a respected voice in the education community, says it can take a long time for new policies to actually get implemented in classrooms, and as schools are gearing up, new policies often come in to replace the ones being implemented. It’s a frustrating cycle for teachers and often leads them to follow their own best judgement about what works in the classroom and ignore the winds of change that can shift so quickly.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are so many things that are given to us that are either time wasters or disrespectful to teachers.\"\u003c/aside>\n\u003cp>“They have history on their side,” Cuban said. He’s not surprised that teachers are reticent to immediately accept new trends in learning, especially if that trend is coming around for the second or third time. Take \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning,\u003c/a> for example. It has become the catch phrase \u003cem>du jour,\u003c/em> especially with the arrival of Common Core State Standards, but the concept isn't new and many schools have been quietly practicing project-based learning since the time of John Dewey and Maria Montessori.\u003c/p>\n\u003cp>“It’s never disappeared,” Cuban said. Schools that were committed to a project-based learning approach continued to use it and made sure that their students also did well on state-mandated assessments. The practice has a history well over a century long -- it didn't arise just because new Common Core State Standards are now requiring similar skills, he says.\u003c/p>\n\u003cp>Even with other \"new\" teaching practices and ideas, “among teachers there are early adopters, so some teachers buy into it very quickly, and then when administrators pull back or funding dries up they're stuck,” Cuban said. To avoid that kind of disillusionment many teachers have decided the best policy is to keep their heads down and continue to do what works -- using trial and error to figure out how to reach kids, sticking to the textbook, and focusing on building strong relationships with students.\u003c/p>\n\u003ch3>\u003cstrong>THE ROLE OF TECH\u003c/strong>\u003c/h3>\n\u003cp>Technology is another hot button. Cuban points out that education has a long history of expecting new technologies to “revolutionize” the classroom. Thomas Edison believed the instructional film would replace the textbook, and radio was supposed to change how teachers taught. None of the previous technological inventions have fundamentally changed the purpose of school, he argues.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Similarly, computers have been in schools since the 1980s, but were rarely used. Now that the price point has come down and tech devices have become a ubiquitous part of society, there’s a push for that same change in education. But Cuban is skeptical that this new round of excitement about technology is any different from those that came before. He points out that technology is an expensive investment and an ongoing expense as devices quickly become obsolete. “When dollars get short, administrators bristle at that,” he said. If education funding gets cut, as it often does, he predicts the technology dollars will dry up and that trend will go the way of so many others.\u003c/p>\n\u003cp>But perhaps even more importantly, the transformative potential of technology has not yet taken hold. \"In comparing [mid-1980s] and now ... high-tech champions (and vendors as well) expected that teachers using these devices with students would shift from teacher-centered practices to student-centered ones. Comparing then and now, that shift has not occurred,\" Cuban \u003ca href=\"http://larrycuban.wordpress.com/\">writes on his blog\u003c/a>.\u003c/p>\n\u003cp>For Carrie Oretsky, a 40-year veteran public elementary teacher in Oakland, Calif., technology is \"here to stay\" -- but she's unsure to what end.\u003c/p>\n\u003cp>“This generation of kids is so much more hooked into it,” she says. But she doesn’t think tech would have made its way into Oakland’s public schools so quickly if it weren’t for the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\">testing requirements under new Common Core assessments\u003c/a>. “If we were just asking for the technology for any other reason, like to improve curriculum or books, we would never find the money for that,” Oretsky said. She’s seen co-workers use technology in exciting ways, but for her personally, it would take so long to feel comfortable with technology that she’s better off sticking with what she does well.\u003c/p>\n\u003cp>“The messiness of learning, which is so vital for the brain to make sense of it, might get lost,” said Oretsky. She worries that too much emphasis on technology in the classroom will deprive it of the unique social interactions that have made school special for so long. “There are so many amazing things that a teacher can do with kids in a classroom,” Oretsky said. “Negotiating, sitting down and figuring out a problem -- I don’t know how that happens on a computer.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\"[Reformers] have a vision of instruction, where the teacher plays a coach kind of role, a facilitator role, but in a lot of schools, given standards-based assessment, that is impossible.\"\u003c/aside>\n\u003cp>\u003cstrong>TEACHERS AT THE TABLE\u003c/strong>\u003c/p>\n\u003cp>Oretsky, who constantly reads about new ideas and challenges herself to think of better teaching practices, has seen her fair share of top-down education mandates in her many years of teaching. Not all the ideas imposed on teachers were bad ones, she said, but none have lasted very long. “Every time Oakland got a new superintendent we’d have a whole new approach to something,” she said. “Every time it happens we just cringe. There are so many things that are given to us that are either time wasters or disrespectful to teachers.” She says there’s something “icky” about having mandates come down from on high without any teacher input.\u003c/p>\n\u003cp>“That’s one of the problems with people leaving the classroom; they forget how totally difficult it is when you bring it to the kids,” Oretsky said. She knows. She spent one year splitting time between the classroom and work for the district. Even in the half time she wasn’t teaching she’d forget just how challenging it was to work in the classroom.\u003c/p>\n\u003cp>Larry Cuban agrees that dictating to teachers isn’t the way to get them on board with a new educational initiatives. “One idea that I’ve championed over time is to get teachers involved before the new thing,” Cuban said. “Teachers need a chance to say how this is going to work in classrooms.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"d2dfd7bbdccc0a13107853e863a1eae6\"]\u003c/p>\n\u003cp>For her part, there are a couple of clear things Oretsky would recommend schools do to improve teaching and learning. She’d like to see more project-based learning in public school classrooms, where students have real choice about the direction of their learning. The rhetoric of student-driven learning is popular right now, but \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/can-student-driven-learning-happen-under-common-core/\">teachers worried about meeting standards\u003c/a> often aren’t willing to spend the time project-based learning requires if they aren’t sure their students will ultimately perform well on the tests. Cuban says reformers who champion student-driven learning aren’t being practical about real classrooms. “They have a vision of instruction, where the teacher plays a coach kind of role, a facilitator role, but in a lot of schools, given standards-based assessment, that is impossible,” Cuban said.\u003c/p>\n\u003cp>Oretsky also wishes public education could develop authentic assessments of student learning. The current assessments aren’t just once or twice a semester; Oretsky says there are benchmark tests every few weeks. And each time they roll around, her classroom plans have to stop while the kids take tests. Some educators have hope that Common Core aligned assessments will provide a more authentic experience, but Cuban thinks the new tests will be more of the same.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If we stop asking, Does this make sense, we’ve lost what its all about.\"\u003c/aside>\n\u003cp>Oretsky remembers a program in Oakland public schools called Subject Matter Projects: administrators hired subs, allowing teachers to collaborate with each other and university professors and develop innovative workshops and projects on specific subjects. She says that type of collaboration was exciting and effective. Teachers were willing to put their own time into developing these projects and learned a lot from each other about teaching that could be used back in the classroom. Predictably that program was stripped away after a few years. Oretsky wishes there was time for real collaboration between teachers -- not the 20 minutes she gets now.\u003c/p>\n\u003cp>Lastly, Oretsky says she’d make sure that\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\"> social and emotional learning is built into every curriculum\u003c/a>. When No Child Left Behind was first instituted more than 10 years ago, the focus on those soft skills was completely eliminated. “Teachers realized within a month that they had to bring that back because kids didn’t even know how to work together,” Oretsky said.\u003c/p>\n\u003cp>Oretsky says she’s getting ready to retire (though she's been saying that for a few years now).“I really feel like a frog that has been put into a pot of nice warm water and they raised the temperature and pretty soon it's boiling, but you don’t really notice it,” she said. Time, money and respect for teachers have slowly been stripped away from education and it's left many committed teachers wondering why they’ve stayed so long.\u003c/p>\n\u003cp>“I love change, it’s very exciting to me,” said Oretsky. But she doesn’t intend to change her classroom into something worse than what she’s already doing. “If we stop asking, Does this make sense, we’ve lost what its all about,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Many teachers are tired of cycles of education reform that come with new trendy ideas about how they should do their job. What does all the hype look like from the perspective of teachers?","status":"publish","parent":0,"modified":1506726076,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1777},"headData":{"title":"Why Some Teachers May Question 'New' Education Trends | KQED","description":"Many teachers are tired of cycles of education reform that come with new trendy ideas about how they should do their job. What does all the hype look like from the perspective of teachers?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Some Teachers May Question 'New' Education Trends","datePublished":"2014-01-29T16:00:21.000Z","dateModified":"2017-09-29T23:01:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33114 http://blogs.kqed.org/mindshift/?p=33114","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/","disqusTitle":"Why Some Teachers May Question 'New' Education Trends","path":"/mindshift/33114/why-some-teachers-may-question-new-education-trends","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33682\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/175901524-e1390934138645.jpg\" alt=\"175901524\" width=\"640\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/175901524-e1390934138645-320x210.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Often frustration with the public education system is directed at teachers, even when they are following the standards and guidelines set out by the government. Everyone from politicians, to non-profits to parents tell teachers how to do their jobs better. So it’s no surprise that when the federal state education officials or school superintendents announce a new initiative that not all teachers are ready to jump on the new trend. Education has a long history of reform, each succeeded by another, and teachers have learned to pick and choose carefully where to put their energies.\u003c/p>\n\u003cp>“There is such a gap between policy talk and what happens on the ground,” said \u003ca href=\"http://larrycuban.wordpress.com/\">Larry Cuban\u003c/a>, professor emeritus of education at Stanford University and a former high school social studies teacher and district superintendent. Cuban, a respected voice in the education community, says it can take a long time for new policies to actually get implemented in classrooms, and as schools are gearing up, new policies often come in to replace the ones being implemented. It’s a frustrating cycle for teachers and often leads them to follow their own best judgement about what works in the classroom and ignore the winds of change that can shift so quickly.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are so many things that are given to us that are either time wasters or disrespectful to teachers.\"\u003c/aside>\n\u003cp>“They have history on their side,” Cuban said. He’s not surprised that teachers are reticent to immediately accept new trends in learning, especially if that trend is coming around for the second or third time. Take \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning,\u003c/a> for example. It has become the catch phrase \u003cem>du jour,\u003c/em> especially with the arrival of Common Core State Standards, but the concept isn't new and many schools have been quietly practicing project-based learning since the time of John Dewey and Maria Montessori.\u003c/p>\n\u003cp>“It’s never disappeared,” Cuban said. Schools that were committed to a project-based learning approach continued to use it and made sure that their students also did well on state-mandated assessments. The practice has a history well over a century long -- it didn't arise just because new Common Core State Standards are now requiring similar skills, he says.\u003c/p>\n\u003cp>Even with other \"new\" teaching practices and ideas, “among teachers there are early adopters, so some teachers buy into it very quickly, and then when administrators pull back or funding dries up they're stuck,” Cuban said. To avoid that kind of disillusionment many teachers have decided the best policy is to keep their heads down and continue to do what works -- using trial and error to figure out how to reach kids, sticking to the textbook, and focusing on building strong relationships with students.\u003c/p>\n\u003ch3>\u003cstrong>THE ROLE OF TECH\u003c/strong>\u003c/h3>\n\u003cp>Technology is another hot button. Cuban points out that education has a long history of expecting new technologies to “revolutionize” the classroom. Thomas Edison believed the instructional film would replace the textbook, and radio was supposed to change how teachers taught. None of the previous technological inventions have fundamentally changed the purpose of school, he argues.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Similarly, computers have been in schools since the 1980s, but were rarely used. Now that the price point has come down and tech devices have become a ubiquitous part of society, there’s a push for that same change in education. But Cuban is skeptical that this new round of excitement about technology is any different from those that came before. He points out that technology is an expensive investment and an ongoing expense as devices quickly become obsolete. “When dollars get short, administrators bristle at that,” he said. If education funding gets cut, as it often does, he predicts the technology dollars will dry up and that trend will go the way of so many others.\u003c/p>\n\u003cp>But perhaps even more importantly, the transformative potential of technology has not yet taken hold. \"In comparing [mid-1980s] and now ... high-tech champions (and vendors as well) expected that teachers using these devices with students would shift from teacher-centered practices to student-centered ones. Comparing then and now, that shift has not occurred,\" Cuban \u003ca href=\"http://larrycuban.wordpress.com/\">writes on his blog\u003c/a>.\u003c/p>\n\u003cp>For Carrie Oretsky, a 40-year veteran public elementary teacher in Oakland, Calif., technology is \"here to stay\" -- but she's unsure to what end.\u003c/p>\n\u003cp>“This generation of kids is so much more hooked into it,” she says. But she doesn’t think tech would have made its way into Oakland’s public schools so quickly if it weren’t for the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\">testing requirements under new Common Core assessments\u003c/a>. “If we were just asking for the technology for any other reason, like to improve curriculum or books, we would never find the money for that,” Oretsky said. She’s seen co-workers use technology in exciting ways, but for her personally, it would take so long to feel comfortable with technology that she’s better off sticking with what she does well.\u003c/p>\n\u003cp>“The messiness of learning, which is so vital for the brain to make sense of it, might get lost,” said Oretsky. She worries that too much emphasis on technology in the classroom will deprive it of the unique social interactions that have made school special for so long. “There are so many amazing things that a teacher can do with kids in a classroom,” Oretsky said. “Negotiating, sitting down and figuring out a problem -- I don’t know how that happens on a computer.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\"[Reformers] have a vision of instruction, where the teacher plays a coach kind of role, a facilitator role, but in a lot of schools, given standards-based assessment, that is impossible.\"\u003c/aside>\n\u003cp>\u003cstrong>TEACHERS AT THE TABLE\u003c/strong>\u003c/p>\n\u003cp>Oretsky, who constantly reads about new ideas and challenges herself to think of better teaching practices, has seen her fair share of top-down education mandates in her many years of teaching. Not all the ideas imposed on teachers were bad ones, she said, but none have lasted very long. “Every time Oakland got a new superintendent we’d have a whole new approach to something,” she said. “Every time it happens we just cringe. There are so many things that are given to us that are either time wasters or disrespectful to teachers.” She says there’s something “icky” about having mandates come down from on high without any teacher input.\u003c/p>\n\u003cp>“That’s one of the problems with people leaving the classroom; they forget how totally difficult it is when you bring it to the kids,” Oretsky said. She knows. She spent one year splitting time between the classroom and work for the district. Even in the half time she wasn’t teaching she’d forget just how challenging it was to work in the classroom.\u003c/p>\n\u003cp>Larry Cuban agrees that dictating to teachers isn’t the way to get them on board with a new educational initiatives. “One idea that I’ve championed over time is to get teachers involved before the new thing,” Cuban said. “Teachers need a chance to say how this is going to work in classrooms.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For her part, there are a couple of clear things Oretsky would recommend schools do to improve teaching and learning. She’d like to see more project-based learning in public school classrooms, where students have real choice about the direction of their learning. The rhetoric of student-driven learning is popular right now, but \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/can-student-driven-learning-happen-under-common-core/\">teachers worried about meeting standards\u003c/a> often aren’t willing to spend the time project-based learning requires if they aren’t sure their students will ultimately perform well on the tests. Cuban says reformers who champion student-driven learning aren’t being practical about real classrooms. “They have a vision of instruction, where the teacher plays a coach kind of role, a facilitator role, but in a lot of schools, given standards-based assessment, that is impossible,” Cuban said.\u003c/p>\n\u003cp>Oretsky also wishes public education could develop authentic assessments of student learning. The current assessments aren’t just once or twice a semester; Oretsky says there are benchmark tests every few weeks. And each time they roll around, her classroom plans have to stop while the kids take tests. Some educators have hope that Common Core aligned assessments will provide a more authentic experience, but Cuban thinks the new tests will be more of the same.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If we stop asking, Does this make sense, we’ve lost what its all about.\"\u003c/aside>\n\u003cp>Oretsky remembers a program in Oakland public schools called Subject Matter Projects: administrators hired subs, allowing teachers to collaborate with each other and university professors and develop innovative workshops and projects on specific subjects. She says that type of collaboration was exciting and effective. Teachers were willing to put their own time into developing these projects and learned a lot from each other about teaching that could be used back in the classroom. Predictably that program was stripped away after a few years. Oretsky wishes there was time for real collaboration between teachers -- not the 20 minutes she gets now.\u003c/p>\n\u003cp>Lastly, Oretsky says she’d make sure that\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\"> social and emotional learning is built into every curriculum\u003c/a>. When No Child Left Behind was first instituted more than 10 years ago, the focus on those soft skills was completely eliminated. “Teachers realized within a month that they had to bring that back because kids didn’t even know how to work together,” Oretsky said.\u003c/p>\n\u003cp>Oretsky says she’s getting ready to retire (though she's been saying that for a few years now).“I really feel like a frog that has been put into a pot of nice warm water and they raised the temperature and pretty soon it's boiling, but you don’t really notice it,” she said. Time, money and respect for teachers have slowly been stripped away from education and it's left many committed teachers wondering why they’ve stayed so long.\u003c/p>\n\u003cp>“I love change, it’s very exciting to me,” said Oretsky. But she doesn’t intend to change her classroom into something worse than what she’s already doing. “If we stop asking, Does this make sense, we’ve lost what its all about,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33114/why-some-teachers-may-question-new-education-trends","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20598","mindshift_1040","mindshift_20599"],"featImg":"mindshift_33682","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. 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No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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