Growth Rings: Are we going back or going forward?

Growth Rings: Are we going back or going forward? 

The current COVID-19 pandemic is raising awareness of the importance and purpose of public education in the United States.  As we move to the start of the 2020-2021 school year, in most cases 60 days from the end of the 2019-2020 school year, innovative reopening plans designed at the local level have been scrutinized, critiqued, and criticized by state and federal government officials. With mixed messages being conveyed, parents and teachers are confused, frustrated, and extremely cautious.  Many conversations are loud and emotional.  

The uncertainty is causing fear, angst, and distrust.  In this time of discourse, it seems like common scene has been abandoned to the priority of restarting the economy by getting kids back into school so parents can get back to work. Beginning with President Trump and Education Secretary DeVos and including State Governors, the political pressure is to return to the traditional 5 days a week, 20^th century educational system.  The push is to go back to the way it used to be regardless of the science that says it will put the students, teachers, staff, and their families in imminent danger of contracting the COVID-19 virus.  

Great Grandma’s Country Ham.

Recently I had a conversation with ThermView Technologies CEO Justin Kemp. He reminded me of the Great Grandma’s Country Ham story. 

 

The young bride was preparing Sunday lunch for her new in-laws. As the family gathered, the new bride’s mother-in-law questioned her about how she was preparing the ham for dinner. The mother-in-law shared that the secret family recipe called for cutting off 2 inches from the end of the ham. She went on to say this is how she had been taught by her mother-in law. When Grandma arrived and went to the kitchen, she confirmed that cutting off 2 inches was indeed how to properly prepare the ham.  The young bride wanted to make a good impression with her new family and not make a scene, but was compelled to ask, “why do we cut off the 2 inches?” They answered her “this is the way Great grandma prepared it and that is how we have always done it.”  As the meal cooked, Great Granny arrived and joined the other ladies in the kitchen. It was there that the new bride asked Great Granny “Granny, I know the family recipe calls for cutting off 2 inches of the end in preparing the ham, but why do we do it? The two inches is good meat?” Great Granny answered “Sweetheart, when Great Grandpa and I were starting out the pans I had were not very big.  So, I had to cut 2 inches off the ham to get it to fit into the pan”.

 

Why are we going back to the way it has always been?

Before COVID-19, there was a grass roots initiative to reframe teaching and learning to fit 21^st century realities and expectations, and to address stereotypes and biases.  In K-12 education there was a great debate on embedding and leveraging digital tools to enhance teaching and learning. 

Many teachers, educational leaders, and teacher preparation programs that were comfortable with the way things were but were not comfortable with computers and digital tools did not see the value of change and continued to advocate for traditional instructional delivery. Their focus, belief, and assumptions were that past practices were best, that academic achievement should be linked to chronological age, and that assessment of learning should be linked to the ability to recall knowledge. Any new thinking, ideas, or changes met resistance and moved very slowly. Traditional instructional strategies and pedagogy did not focus on the student abilities, learning styles, or give students voice. There was momentum towards differentiated instruction but overall, the expectation was that the student must conform to the prescribed delivery of instruction and that learning could be assessed by filling in “dot to dot” standardized tests.  The outcomes of the tests were then used to “sift and sort” students. 

This traditional assessment system was flawed in that there was but one way to test and there was but one correct answer. The assessment was more on a person’s memory and how good a test taker they were, and not necessary on their ability to synthesize and apply the lessons learned. K-12 pre COVID-19 schools focused on getting kids into college and universities and did not emphasize or in some instances provide students with alternative tracks.  Anything short of going to college was subliminally, and sometimes overtly, considered as less than optimum.

 

Not only did Pre-COVID-19 schools “shift and sort” students academically, they were also sorted by socio-economic status and poverty (free and reduced lunch). It’s interesting in talking with kids and hearing their stories about how they entered kindergarten together, were friends in elementary school, but drifted away from each other in middle and high school. In middle and high school, cultural labels emerged of Geeks, music nerds, jocks, stoners, Special Education, Talented and Gifted (TAG) or At Risk.  All this, plus not to mention, the reinforcement of ethnic stereotypes, bullying, and harassment.

 

So, why is this the system we are rushing to go back to?  Are we up for change and opportunity or are we going to continue to cut 2 inches off the ham to get it to fit in the pan?

 

COVID-19, Society Reboot?

Could COVID-19 be a “reboot” of society?  Since March, for 5 months, families have had to adjust and operate without the pre COVID-19 distractions. Moms and dads, sisters and brothers, husbands, wives, and neighbors, have had to reengage with each other, and together experience the challenges of the pandemic. COVID-19 has slowed everything down, and in my opinion, caused folks to pause and reflect on what is profoundly important.  Many businesses and industries have realized cost savings and an increase in productivity in having employees working from home.  Employees have recaptured part of their lives by not having to commute to work and a cost savings in transportation and not eating out. Parents have had time to reengage with their children and together navigate online distant learning.  A new and meaningful respect and appreciation not only for teachers, but for also for workers designated as essential has emerged. Employees like those from Walmart, grocery stores, U.S. Mail, FedEx, Amazon, UPS, nurses, and others, who before the pandemic where taken for granted, now are recognized as heroes.

 

Beginning of the new normal.

As I have written previously , "Schools are an extension of the community, and school culture reflects the defined norms, perspectives, and values of the local community.” So just as the community is experiencing the COVID-19 pandemic, so too have the shock waves been felt within the classroom walls. It is important to note that local public schools are crucial to the community’s economic growth and vitality. Yes, we need systems and processes to educate, empower, and prepare our youth to enter into the world, but these systems and processes need to mirror the reality of the world that the kids will enter. This means the community must first be willing to let go of the past and embrace the emerging new normal.  Next, new school design essentials and structures must be identified and grounded in teaching students how to learn, unlearn, uplearn, and to value and respect all people and professions, be creative, apply knowledge, collaborate, and problem solve. In short to be able to think, have empathy, and be respectful. Recently I asked a trusted and respected colleague, Dr. Bridgette Wagoner what she wanted her schools to be? Her response was “John, I just want to create good people”.

 

We are entering into a highly competitive time. Today, those who have access to high speed broadband internet are connected globally, and their learning, creating, and working is not limited to a physical place. Digitally connected employees will be able to choose their quality of life and where to live globally. Wherever they chose to live, they will bring innovation, energy, creativity, and their family. Communities that have the connectivity and recruit this workforce, will need to create a system of learning for the children that can adapt to the learner, connect their passions, skills, and aptitudes to employment, and have a humanistic global perspective. Communities that can create a “locally connected globally” condition will become a beacon, attracting others. 

 

New Growth Rings

With community consent, rethinking and visioning schools means creating a safe and secure learning environment that could be face to face, virtual, or a combination thereof. It means systems, structures, and protocols that center on the student’s abilities, skills, passions, and interests and address social emotional needs, humanity, and empathy. In the weeks to come I am excited for the conversation, collaborating, and creating of what 21^st century schools could be. 

 

Our Nation is at the crossroads. Change is happening. The question is, can you let go of the past and have the courage to move forward?