“Reinventing” Teaching & Learning. Tony Wagner, Co-Director Change Leadership Group Harvard University, Graduate School of Education firstname.lastname@example.org www.gse.harvard.edu/clg. “The formulation of the problem is often more essential than the solution. ” Einstein.
Tony Wagner, Co-Director
Change Leadership Group
Harvard University, Graduate School of Education
What is the “crisis” in American public education really all about—what’s the “problem”?
High School reform is just another fad.
If it ain’t broke, don’t fix it!
Their schools are the problem, not ours!
Incremental change is the only way to go
% of US Students Who Graduate From High School
Students Who Graduate “College-Ready”
(Source: Greene & Forster, “Public High School Graduation & College Readiness Rates in the US, Manhattan Institute for Policy Research, 2003 http://www.manhattan-institute.org/ewp_03.pdf)
1. The district or school creates understanding and urgency around improving ALL students’ learning for teachers and community, and they regularly report on progress.
2. There is a widely shared vision of what is good teaching which is focused on rigor, the quality of student engagement (relevance), and respectful, caring relationships for all students.
3. All adult meetings are about instruction and are models of good teaching.
4. There are well-defined performance standards and assessments for student work at all grade levels. Both teachers and students understand what quality work looks like, and there is consistency in standards of assessment .
5. Supervision is frequent, rigorous, and entirely focused on the improvement of instruction. It is done by people who know what good teaching looks like.
6. Professional Development is primarily on-site, intensive, collaborative, and job-embedded and is designed and led by educators who model best teaching and learning practices.
7. Data is used diagnostically at frequent intervalsbyteams of teachers to assess each student’s learning and to identify the most effective teaching practices, and teams have time built into their schedules for this shared work.
Benchmarking Rigor: Work/College SkillsPublic Agenda Foundation “Reality Check” 2002 http://publicagenda.org/specials/rcheck2002/reality5.htm
Percent of Employers & Professors giving high school grads “poor” or “fair” ratings on:
Employers View of What is Needed
What skills and content areas will be growing in importance in the next five years?
College professors’ views of the skills students lack:
70% say students do not comprehend complex reading materials
66% say students cannot think analytically
65% say students lack appropriate work and study habits
62% say students write poorly
59% say students don’t know how to do research
55% say students can’t apply what they’ve learned to solve problems
2005 Achieve Inc. http://www.achieve.org/files/pollreport.pdf
From research conducted by David Conley on “College Knowledge”:
The Collegiate Learning Assessment—an online performance assessment of these core competencies:
What would your graduates say?
We do not know how to teach “all students new skills.” The problem of “reinvention” requires the development of a “knowledge-generating” culture and new leadership skills.
New Roles for School Leaders:
3) Model the behaviors you want to encourage, such as seeking feedback, trust, & respect
4) Create “communities of practice” for improving teaching, leadership and collaborative problem-solving