The Crisis of the 21st Century Imagination in School Systems

The 21 st Century is Now!

The Crisis of 21st Century Imagination

in School Systems Continuous data analysis and student strength approaches to looking and collecting data is the way to a robust future of learning. By shifting from lagging data By Kelly Niccolls (such as standardized test scores) that shares past problems to more real time data revealing what's The Carnegie system of credit and link to seat time is a working; school and district teams will be able to better challenge to creative and purposeful learning experiences. expand best practices and provide regular and useful Washington State legislators recently passed Senate Bill: feedback to colleagues in support of quality student 6521 to invite schools and systems to participate in an learning. innovative learning pilot program that permits alternative funding structures not based Iterative learning systems are intentional on seat time. This opens the door for and creative. They stay focused on the system and school leaders to develop learning opportunities and “Learning in the 21st student learning centered theory of action, analyze data thoughtfully competency pathways that can Century needs to be driven and continuously and design be individualized for students, incorporative of community partnerships, and connected to by purpose and contribution in order to solutions that directly correspond to actual problems. These solution designs are not made post-secondary employment. demonstrate skills such as from a place of haste or Education system leaders are critical thinking, compliance, they are collaborative and triangulated suffering from a crisis of communication and with student data. imagination. While there is much talk of needing innovation and design.” 21st century systems share learning “future ready” students, there are few and replicating what works. Iterative examples of systems leaders and districts system cultures are constantly learning, rearing and incubating innovative school and designing, analyzing, and collaborating. instructional models. There are ways to systematically Centralized systems are integrated in full alignment to shift schools and school systems to live out the values of support student learning. Time is prioritized around innovation and 21st century future skills such as critical student needs and learning proactively follows the energy thinking, communication, collaboration and of success, not in delayed response of gaps. creativity/design. Agile Boundaries for Innovation Leading Iterative Learning Systems

To systematically support and invite the kinds of examples presented in this article, there must be key elements in place (Honig & Rainey, 2015). First, and foremost, district leaders need to organize their work around a student There are examples of imaginative systems for learning that create agile structures for innovation and creativity. Three examples of significance are: competency-based education, micro-schools, and place-based learning.

learning theory of action.

Seemingly, all districts are organized this way, but the structure of school systems very rarely coordinate with effective student learning practices. Specific departments, roles and central office expectations in many ways contradict practices aligned with student learning, so this shift is significant in the way central offices function.

According to Levine & Patrick (2019, p. 3) Competency Based Education (CBE) is:

1. Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.

2. Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.

3. Students receive timely, differentiated support based on their individual learning needs.

4. Students make progress based on evidence of mastery, not seat time.

5. Students learn actively using different pathways and varied pacing.

6. Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.

7. Rigorous, common expectation

Two trailblazing districts leading systematized CBE is Lindsay Unified in California and Chugach Schools in Alaska. Lindsay Unified created a strategic plan in 2007 that shifted learning to a performance-based model, with online curriculum centered on personalized learning plans for each student. The mission statement of Chugach Schools in Alaska begins, “the Chugach School District is committed to developing and supporting a partnership with students, parents, community and business which equally shares the responsibility of empowering students to meet the needs of the ever-changing world in which they live.” They do this by utilizing a performance-based structure and collaborative, place-based learning experiences that incorporate global and community partnerships.

Micro-schools are great systems to kick start larger scale innovations or host really creative learning experiences specialized to meet 21st century challenges. Microschools are small schools, that can include anywhere from a handful of students to a hundred. They can be generated

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within larger school structures or be stand-alone schools that center on a specific set of values, learning experiences, or place-based function. Four reasons why micro-schools are good examples for systematic imagination: 1) speed 2) community 3) needs 4) leadership (Vander Ark, 2019.). These schools are so agile, specialized and interesting, that they can jumpstart a new trend of thinking, teaching and systematizing in a larger district with little expense of time and resources.

An alternative approach is Place Based Learning. Place Based Learning is an immersive opportunity for students to learn through the places in which they live. Students are able to learn with place as a driver and resource for learning. Students develop understanding of space, time and purpose in significant ways with integrated cognitive development through the physical environment in which they are learning. Place based education incorporates service and a learning environment that highlights interdependency in the ecosystem of learner, place, community and future. Promise of Place (2020) uses these principles of Place Based Learning:

Learning takes place on-site in the school yard, and in the local community and environment.

Learning focuses on local themes, systems, and content.

Learning is personally relevant to the learner.

Learning experiences contribute to the community’s vitality and environmental quality and support the community’s role in fostering global environmental quality.

Learning is supported by strong and varied partnerships with local organizations, agencies, businesses, and government.

Learning is interdisciplinary.

Learning experiences are tailored to the local audience.

Learning is grounded in and supports the development of a love for one’s place.

Local learning serves as the foundation for understanding and participating appropriately in regional and global issues.

Place-based education programs are integral to achieving other institutional goals. Promise of Place.

Suggestions:

If there are teachers in your building or program that have energy and interest in developing an integrated, interdisciplinary learning environment, follow that energy! Micro-schools can start as specific collaborations for grade levels and content pathways. These small, intentional design opportunities create a lot of learning for staff and students and are nimble enough to collect explicit data and make necessary pivots quickly.

Learning in the 21st Century needs to be driven by purpose and contribution in order to demonstrate skills such as critical thinking, communication and design. When making key decisions on developing, improving or funding a program within your school system, ensure that the proposed is solving a problem or closing a gap to improve 21st century skills, contributing something new to the learning field, and connected to post-secondary skill certification or credit attainment.

Think about how place can drive or extend learning for K12 students. How are students engaging with school facilities, neighborhoods, and physical terrain in ways that make content real? When students learn through real experiences, they internalize a deeper level of understanding and relationship to the content. How can students from as early as kindergarten recognize the places they learn in as instructional resources for how they make sense of their presence in the world?

Future Readiness and Relevance

It can be overwhelming to be tasked with developing pathways and curriculum for students to be prepared for a highly nuanced and fluid future. There are high quality learning experiences, and then there is the coordination of those learning experiences with relevancy to the future.

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Examples:

Real World Learning is an intentional systematization that engages students in relevant learning and pathways that are post-secondary applicable. Systems leaders can intentionally prioritize certifications, college credits and internships/partnerships to engage students in real problem solving. Philanthropic organizations have focused on Real World Learning to help build more formalized collaborations towards economic mobility and 21st century learning. The Nellie Mae Education Foundation (2014) defines Real World Learning as, “relevant, applicable, using multiple forms of measurement and students graduating prepared”. The Kauffman Foundation is focusing on students obtaining Market Value Assets (MVA) and working with school districts to ensure every student graduates high school with an MVA (North, n.d.). When students graduate high school with technical certifications, work experiences and transferable college credit, they navigate post-secondary options with better awareness of best next steps and with a network of mentors to support their continued development and career access.

In order for students to participate in real world learning, districts must engage with partnerships. Community partnerships are pivotal to future focused education. Education system leaders can be imaginative of ways to engage with partners to support whole child development. One great example of this is in Washington State, with the Tacoma Whole Child Initiative (TWCI). This partnership focused on four outcomes: academic excellence, partnership, early learning, and safety. The Aspen Institute (2018) published a case study report about this partnership and details the following characteristics needed in, “Strong School-Community Partnerships”:

Students at the center

Aligned vision and common language

Clear goals and metrics

Evidence of successful social, emotional and academic outcomes

High level commitment, leadership and oversight

Formal agreements

Identified strengths of each organization

Open, two-way communication

High quality programming

Multi-year partnerships

Additional resources

Suggestions:

There are various resources to help inform quality partnerships and pathways for work readiness experiences. Jobs for the Future has frameworks and exemplars that can map out a school and system approach to meaningful work readiness partnerships and curriculum. Use pedagogical practices, such as projectbased learning to engage students in real world learning tasks, resource creation, and problem solving.

Key elements to consider are that all students have access to, and expectation for, earning certifications and transferable/accepted post-secondary credits before they graduate high school. Look for opportunities for students to explicitly build a portfolio of skills starting in primary grades to help them select pathways and postsecondary options. This intentional portfolio will also be a useful resource as they apply for college and jobs.

In addition to curricular pathways, it is imperative to incorporate local business and community resources to build relationships with students and schools for whole child support, skill development, and community economic development. Creating partnerships will build student access to necessary networks that can mentor students and provide them access to opportunities beyond their student experience. This helps build community coalitions for economic development when employers are in close contact with the next generation of workers and are influential in providing access to work training.

The Call to Action

Leadership in the 21st century needs to use imagination. As we develop strategic plans, adopt curriculum, and prioritize professional development to facilitate 21 st century learning, we must utilize the same skills we wish our students to experience. School and system leaders

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need to be imaginative and utilized creative design. They must effectively communicate and be intentional with resources and pedagogical approaches. More importantly, school and system leaders must collaborate across stakeholders to establish efficient designs to teaching and learning in ways that empower students, creatively utilize time and resources, and are relevant to the 21 st century.

There is no known destination on the map- the future is out there! There can be many things we teach and lead towards. We know effective tools to help us be successful on our journey, and there is no “right” way to go, including no determination of failure. Our communities suffer from prevented growth and possibility when we lead for compliance and not with creativity. If we continue to lead systems to uphold the safety of the past, we will never reach a future.

References

Chugach School District. https://www.chugachschooldistrict.com/about-us

Competency Works (n.d.) https://aurorainstitute.org/our-work/competencyworks/

Crumley, Bob. (n.d.) Chugach School District. https://education-reimagined.org/map/chugachschool-district/

Honig, M., & Rainey, L. How District Central Offices Can

Support Deeper Learning. (2015, October) Student at the Center Hub. https://studentsatthecenterhub.org/wpcontent/uploads/2015/10/How-District-Central

Offices-can-Support-DL-at-Scale-092515-2.pdf

Levine, E., & Patrick, S. (2019) What is Competency Based

Education? https://aurora-institute.org/wpcontent/uploads/what-is-competency-basededucation-an-updated-definition.pdf

Lindsay School District. https://www.lindsay.k12.ca.us/

North, Aaron. (n.d.) Not Just a High School Diploma. https://www.kauffman.org/currents/not-just-a-highschool-diploma/

Olson, Lynn (n.d.) School Community Partnerships,

Joining Forces to Support the Learning and

Development of all Students. Aspen Institute. https://assets.aspeninstitute.org/content/uploads/201 8/04/Community-School-Partnerships-Case

Study.pdf?_ga=2.16683071.847213042.1585604733- 1470034085.1585604733

Substitute WA Senate Bill 6521. (2020, February 14) http://lawfilesext.leg.wa.gov/biennium/2019- 20/Pdf/Bills/Senate%20Bills/6521-

S.pdf?q=20200610130442

Vander Ark, Tom. (2019, December 2) Why and How to

Open a Micro School. https://www.gettingsmart.com/2019/12/why-andhow-to-open-a-microschool/

What are Real World Learning Experiences? Leadership in Action Brief. (n.d.) https://www.nmefoundation.org/getmedia/acd4a9e8- 8acf-4ca1-8ce6-b060f42fc5f0/nessc-briefing-realworld-learning-experiences

What is Place Based Education? (n.d.) https://promiseofplace.org/

Kelly Niccolls has been an educator for fifteen years as a teacher, school development coach and administrator. She is pursuing her Ed.D. at The University of Washington. She is a Deeper Learning Equity Fellow, driven by the relentless belief in the possible social justice of education systems. Kelly focuses her efforts to re-imagine teaching and learning to empower all students for the future and leads that work in her role as Learning Design Manager for Getting Smart.

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Each year, WSASCD provides a forum for educators in our state to read and write about topics of interest to our members. Check out these articles, which are available on the WSASCD website:

How can we understand our various roles in the face of ever-changing circumstances? Building bridges in polarized communities: How do we model civic dialogue in divided spaces? How can we align social emotional learning, in and out of school, to best support the Whole Child? Why would “healthy” teenagers need an advanced heart screening? What if we considered culturally responsive teaching and brain science in our lesson planning? Is there a right kind of instructional rigor?

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Why Would “Healthy” Teenagers Need an Advanced Heart Screening

providing peace of mind. Heart conditions can exist in

But in addition to valuable training and crucial health screenings, the teen heart event has the added benefit of

young people completely undetected. Even teens who seem perfectly healthy may have unknown heart problems. If a defect or abnormality can be identified by clinicians early, it can be treated and monitored throughout the teen’s lifetime. Reducing and recognizing factors that could contribute to Sudden Cardiac Arrest (SCA) events could save a life. SCA is usually fatal –a reason schools regularly share information about SCA with student athletes prior to beginning a sports season. But SCA is a concern for all students –athletes and nonathletes alike. Schools and districts have a responsibility to By Tessa McIlraith and Todd support the health and well-being of all students. Setterlund This event in Burlington screened 212 B-EHS students, resulting in 53 referrals for high blood pressure, ten In the fall of 2019, the Burlington-Edison School referrals for follow-up visits with a primary care District hosted a multi-agency collaboration physician for heart-related concerns, and one to facilitate a free teen heart screening student referred for a cardiology for area students. The event, held at consultation. All students involved in Burlington-Edison High School (B“By increasing students’ the screening learned valuable, EHS), incorporated volunteers awareness of their own potentially life-saving information. from Skagit and Whatcom counties’ emergency services and clinicians with the health and their knowledge for how they can improve Teens are active and may not regularly see a medical provider –certainly not for an undetected PeaceHealth Cardiovascular their cardiac functioning… heart condition. As a district Center in Bellingham. Physicians with the PeaceHealth Center regularly coordinate efforts to our hope is that our students will be healthier, concerned with the whole child, it is important for us to seek opportunities to provide offer biannual heart screenings at happier, and ready to learn resources to support student various sites across the region in an effort to reach as many young people and achieve.” health. By increasing students’ awareness of their own health and as possible to increase early detection their knowledge for how they can for potentially life-saving conditions. The improve their cardiac functioning –like teen heart screening at B-EHS provided an monitoring high blood pressure and understanding the opportunity for students to receive free diagnostic testing functions of an electrocardiogram –our hope is that our and access to cardiology consultation from practicing students will be healthier, happier, and ready to learn and physicians during the school day. Throughout the event, achieve. teens practiced basic CPR skills and learned more about the functions and processes of the heart. The event also provided topical teaching opportunities, with conversations and health-related discussions continuing in classrooms long after the event.

Tessa McIlraith, BSN, RN, is the Lead District Nurse for Burlington-Edison School District. Tessa graduated from the Bellingham Technical College Registered Nurse Program and then received her Bachelor of Science in Nursing from the University of Washington. This fall, Tessa will be graduating with her Master of Science in Mental Health and Wellness with an emphasis in Prevention. She has been a school nurse for six years. Prior to school nursing she worked in a private orthopedic surgery center operating room. Tessa currently serves as the Legislative chair for the School Nurse Organization of Washington (SNOW) and represents SNOW on the OSPI SEL implementation subcommittee. Her passion is to be an asset to her community for health care. Tessa serves on a couple committees that supports healthy environments for youth locally and on the advisory committee for nursing assistant programs at NW Career and Technical Academy.

Todd Setterlund, after earning a Bachelor of Arts in English from the University of Washington in Seattle, WA, completed graduate work in secondary English at Western Washington University in Bellingham, WA, earning a Master’s degree in teaching. He moved to Philadelphia, PA and taught high school English for the School District of Philadelphia. While there, he was accepted to the University of Pennsylvania’s Graduate School of Education’s Aspiring Principals program. He completed his administrative credentials and was hired as a high school assistant principal. After working in Philadelphia for a number of years, Todd returned home to Washington State, where he worked as an assistant principal, and later as the principal, at Burlington-Edison High School in Burlington, WA. He now serves as the Executive Director of Learning and Communications for the Burlington-Edison School District. Todd has presented at conferences and events across the country including the National ESEA Conference, the Penn Graduate School of Education Alumni workshop, NCCEP GEAR UP national conferences

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and the AVID National Conference. Follow Todd on Twitter at @b_esdSetterlund.

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