…but it never did make the grade as a call to action for an education system needing something more authentic, substantial and current. It contaminated a progressive concept of accountability, one that we are still refining to support real progress.
First, let’s acknowledge that no caring/compassionate society would tolerate the notion of throw away kidsor abandoned cohort groups. Communities of integrity don’t ignore, punish or marginalize struggling populations under the flawed assumption that “motivators” like sanctions and scarcity will promote redoubled effort and a greater likelihood of success. It just doesn’t work. Never did.
We should also recognize that educators today more fully understand, value and nurture human potential in all its forms as we hold ourselves to the highest standard: every child, every chance, every day. It is tremendously challenging work, but that is the professional commitment educators make. Not for the faint of heart; absolutely for the big of heart. Never simple to measure; always important to track.
Moving from the individual educator’s beliefs and passions to the systems level, it’s fair to say that 21stcentury learning organizations are becoming more nimble and flexible in designing, monitoring and adjusting the multiple pathways needed to activate, engage and extend kids’ unique intelligences and gifts. It’s a big task. It’s what we do. The discard pile is out of bounds.
While we are at it, operating as we do in a results-driven world, let’s finally get to a place where accountability isn’t a bad word, in spite of the angry reaction it still attracts from some people. Yes, there’s more work to be done in moving beyond some stale understandings around it. But we are making progress: taking it far from the blame and shame, high praise/high punishment regime that was born in less enlightened times. Accountability today adds value as it has us declare our most important/highest priorities, share how we develop and activate plans to address those highest priority needs, and ensure that we monitor, adjust and inform about our progress. Those three simple declarations are at the foundation of accountability going forward:
In refreshing our approach to accountability, let’s make the first port of call our most vulnerable learners, those kids who are the outliers in a system that delivers many overall successes and positive trends. In the “old” accountability process, we aggregated individual and cohort group stories into larger data fields, obscuring lack of success with the kids who need us most. Accountability for progress with at risk learnerseliminates any ambiguity about our priority commitment to their life chances. Attention to those youngsters’ learning leads to us to activate research-based practices that are successful in changing learning trajectories. Monitoring and adjusting at the classroom, school and system levels helps us to refine our approaches so the environment fits the kid rather than the other way around. It’s a pretty clear three-step approach, far more progressive and less convoluted than the myriad compliance-type accountability processes that have tied schools and districts in knots for too many years.
To those who are inclined to rally in support of making a first priority of “all the other kids” who aren’t in the at risk cohort, we have some good news. Just as a rising tide lifts all boats, it is equally true that application of quality practice, addressing individual needs and attention to learning science benefits all kids. Good learning design works across subjects, learning styles and abilities/challenges. No one suffers. Everyone thrives.
Focus…clear priorities…alignment of resources and efforts… adjusting practice in response to evidence: that’s how we activate human potential, one child at a time. It’s where we need to be and it’s happening.
First, let’s acknowledge that no caring/compassionate society would tolerate the notion of throw away kidsor abandoned cohort groups. Communities of integrity don’t ignore, punish or marginalize struggling populations under the flawed assumption that “motivators” like sanctions and scarcity will promote redoubled effort and a greater likelihood of success. It just doesn’t work. Never did.
We should also recognize that educators today more fully understand, value and nurture human potential in all its forms as we hold ourselves to the highest standard: every child, every chance, every day. It is tremendously challenging work, but that is the professional commitment educators make. Not for the faint of heart; absolutely for the big of heart. Never simple to measure; always important to track.
Moving from the individual educator’s beliefs and passions to the systems level, it’s fair to say that 21stcentury learning organizations are becoming more nimble and flexible in designing, monitoring and adjusting the multiple pathways needed to activate, engage and extend kids’ unique intelligences and gifts. It’s a big task. It’s what we do. The discard pile is out of bounds.
While we are at it, operating as we do in a results-driven world, let’s finally get to a place where accountability isn’t a bad word, in spite of the angry reaction it still attracts from some people. Yes, there’s more work to be done in moving beyond some stale understandings around it. But we are making progress: taking it far from the blame and shame, high praise/high punishment regime that was born in less enlightened times. Accountability today adds value as it has us declare our most important/highest priorities, share how we develop and activate plans to address those highest priority needs, and ensure that we monitor, adjust and inform about our progress. Those three simple declarations are at the foundation of accountability going forward:
- What’s most important?
- What are we doing about it?
- How do we know how well we are doing?
In refreshing our approach to accountability, let’s make the first port of call our most vulnerable learners, those kids who are the outliers in a system that delivers many overall successes and positive trends. In the “old” accountability process, we aggregated individual and cohort group stories into larger data fields, obscuring lack of success with the kids who need us most. Accountability for progress with at risk learnerseliminates any ambiguity about our priority commitment to their life chances. Attention to those youngsters’ learning leads to us to activate research-based practices that are successful in changing learning trajectories. Monitoring and adjusting at the classroom, school and system levels helps us to refine our approaches so the environment fits the kid rather than the other way around. It’s a pretty clear three-step approach, far more progressive and less convoluted than the myriad compliance-type accountability processes that have tied schools and districts in knots for too many years.
To those who are inclined to rally in support of making a first priority of “all the other kids” who aren’t in the at risk cohort, we have some good news. Just as a rising tide lifts all boats, it is equally true that application of quality practice, addressing individual needs and attention to learning science benefits all kids. Good learning design works across subjects, learning styles and abilities/challenges. No one suffers. Everyone thrives.
Focus…clear priorities…alignment of resources and efforts… adjusting practice in response to evidence: that’s how we activate human potential, one child at a time. It’s where we need to be and it’s happening.
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