Education Week - May 2, 2018 - 24

COMMENTARY

18
WHY I'M AGAINST
INNOVATION IN EDUCATION

18
WANT TO SUPPORT
PUBLIC SCHOOLS?
STOP CUTTING TAXES

19
I'M AN ARIZONA TEACHER.
THIS IS WHY I WALKED OUT

20
LETTERS TO THE EDITOR

What's Actually Going on in Classrooms?

A

By Ted Dintersmith
few years ago, I connected some dots. As
a venture capitalist
for most of my career,
I have devoted my energy and funds more
recently to helping
schools rethink education. I recognized that machine intelligence
is racing ahead, wiping out routine jobs,
and reshaping the competencies students
will need to thrive in an innovation era. Yet,
our test-driven education system seems to
prioritize low-level skills, rather than creativity, curiosity, and audacity-all of which
are critical. Absent profound changes in our
schools, children's futures are in jeopardy.
Many business-minded innovators are
quick to offer opinions about schooling
without doing their homework. Given education's complex and disparate constituencies, I didn't want to become one of those
people. So I've been talking to the people
closest to education to understand what
we can learn from their successes and
struggles. I began showcasing examples
of innovative schools in my 2015 documentary "Most Likely to Succeed." And then,
for the entire 2015-16 school year, I traveled to all 50 states, visited 200 schools,
and met people from every nook and
cranny of the education system.
I listened to and learned from thousands of teachers and students across
the full spectrum of America's classrooms-public, charter, and private;
urban, suburban, and rural; low-income to wealthy districts. What I discovered is that amidst all the chatter
about education's desperate state, there
are many educators preparing kids for a
world of innovation. And other educators
need to pay attention to the conditions
that let these powerful learning experiences blossom.
I drew daily inspiration from the
teachers I met. Many were in tears over
policies with catchy names and disastrous
consequences, but their dedication was a
constant. Across America, teachers in ordinary circumstances are breaking the standardized mold. They cast aside worksheets,
textbooks, lectures, and test preparation in
favor of empowering students to collaborate,
solve real-world problems, and discover their
strengths and interests.
The specifics of these remarkable classrooms were all over the map: kindergartners in Fort Wayne, Ind., designing robots;
elementary students in Dunbar, W.Va., running the school's information-technology
help desk; middle schoolers in Fargo, N.D.,
producing documentaries about
local historic buildings; high
school students in Albuquerque, N.M., creating socialmedia campaigns for the city's
soccer team.
As the months rolled by, I saw
that transformational teachers
are those who help their students

develop four important areas of expertise,
which I call PEAK principles:
* Purpose. If students are going to stay
engaged, schoolwork has to be meaningful and connect to real-world initiatives. At
Lab Atlanta, a community makerspace in
Atlanta run by a private school, high schoolers can take a semesterlong course to invent
projects that promote sustainability for their
city, such as addressing air and water quality and improving public transportation.
* Essential. The most important strengths
students must develop are those they cannot learn by taking a test: creative problemsolving, communication, critical analysis,
collaboration, citizenship, and character. I
saw this firsthand at Waipahu High School
in Honolulu, where students are developing
these skills and mindsets by blending careerand-applied learning with academic theory.
* Agency. Students should have room
in the classroom to grow into self-directed
young adults. This starts when teachers let
students own their learning, evaluate their
academic progress, and explore specific interests. At Acton Academy in Austin, Texas,

"

Across America,
teachers in ordinary
circumstances are
breaking the
standardized mold."

TED DINTERSMITH is the author of the recently
released book What School Could Be: Insights
and Inspiration From Teachers Across America
(Princeton University Press).

Edel Rodriguez for Education Week

24 | EDUCATION WEEK | May 2, 2018 | www.edweek.org/go/commentary

for example, students set their own agenda,
learn to access online resources, and manage their own progress. The school has no
formal teaching, just adult "guides" who
aren't expected to be subject-matter experts
or allowed to answer questions.
* Knowledge. Students master what they
study by applying their learning to real-life
situations and teaching other students-
the ultimate forms of accountability. Their
knowledge should be deep and retained,
not crammed into short-term memory. Currently, students across New Hampshire are
evaluated not on pop quizzes, but on demonstrated competency tied to teacher-driven,
performance-based assessments.
At these schools, teachers were able to do
this work because of bold education leaders
who communicate the urgency of a reimagined school experience. They build community consensus around the skill sets and
mindsets students need in the future. They
trust teachers to lead the way in advancing classroom practice. And they encourage
progress in their schools by taking small
steps that lead to big changes over time.
While this work gives me hope, I also
saw the harmful impact of the policies and
priorities that legislators, school boards,
bureaucrats, billionaires, and collegeadmissions offices impose on our teachers
and students. These particular stakeholders want simple measures to rank students and schools. Their high-stakes standardized agenda, for which students study
the same curricula and take the same
exams, removes teacher innovation from
student learning. It also holds teachers
and school leaders accountable to unfair
measurements and leaves out trust-one
of the most necessary ingredients to creating the kinds of classrooms that work
well. If our legislators and bureaucrats
would step into the actual classrooms
as I have, they might understand that
it's time to get out of teachers' way.
I visited some schools where teachers
combine theory with practice: culinary arts
with chemistry, auto-repair and electrical
work with physics, art with website design,
history with video production, literature
with media arts. In developing practical expertise, these teachers told me their students
leave high school with the kinds of skills to
explore multiple career options-not just college-which will help them thrive in a future
workforce where careers may come and go.
U.S. education is at a crossroads. We can continue to push a rigid agenda, demanding that
schools boost test scores, graduation rates,
and college matriculations. Or we can
reimagine learning by drawing on the insights of our innovative teachers. They are
showing us a powerful vision of what school
could be. For the sake of our children, we
need to listen to them. n


http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - May 2, 2018

Education Week - May 2, 2018
Why Raising Teacher Pay Is So Difficult
Where K-12 Salaries Lag Home Prices, Districts Try to Help
Museums, Teachers Team Up on Science
Disparities Grow for Students of Color, Federal Data Show
Contents
Report Roundup
News in Brief
Teachers Reach Across State Lines For Help Planning Protests
Quality Crucial to Sustained Pre-K Benefits, Studies Stress
Pearson Tests Growth-Mindset Messages In Software
Spec. Ed.Community Assesses Legal Impact After Landmark Case
Florida, California Revamp ESSA Plans In Quest for Federal OK
Where Do States Line Up on Aid for Title I, Title II?
Mike Schmoker: Why I’m Against Innovation in Education
Nicholas Brake: Want to Support Public Schools? Stop Cutting Taxes
Donald Sheldon: I’m an Arizona Teacher. This Is Why I Walked Out
Letters
Ted Dintersmith: What’s Actually Going on in Classrooms?
Education Week - May 2, 2018 - Disparities Grow for Students of Color, Federal Data Show
Education Week - May 2, 2018 - 2
Education Week - May 2, 2018 - Contents
Education Week - May 2, 2018 - News in Brief
Education Week - May 2, 2018 - 5
Education Week - May 2, 2018 - Teachers Reach Across State Lines For Help Planning Protests
Education Week - May 2, 2018 - Quality Crucial to Sustained Pre-K Benefits, Studies Stress
Education Week - May 2, 2018 - Pearson Tests Growth-Mindset Messages In Software
Education Week - May 2, 2018 - 9
Education Week - May 2, 2018 - 10
Education Week - May 2, 2018 - 11
Education Week - May 2, 2018 - 12
Education Week - May 2, 2018 - 13
Education Week - May 2, 2018 - Spec. Ed.Community Assesses Legal Impact After Landmark Case
Education Week - May 2, 2018 - Where Do States Line Up on Aid for Title I, Title II?
Education Week - May 2, 2018 - 16
Education Week - May 2, 2018 - 17
Education Week - May 2, 2018 - Nicholas Brake: Want to Support Public Schools? Stop Cutting Taxes
Education Week - May 2, 2018 - Donald Sheldon: I’m an Arizona Teacher. This Is Why I Walked Out
Education Week - May 2, 2018 - Letters
Education Week - May 2, 2018 - 21
Education Week - May 2, 2018 - 22
Education Week - May 2, 2018 - 23
Education Week - May 2, 2018 - Ted Dintersmith: What’s Actually Going on in Classrooms?
Education Week - May 2, 2018 - CW1
Education Week - May 2, 2018 - CW2
Education Week - May 2, 2018 - CW3
Education Week - May 2, 2018 - CW4
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