The Economics of an ‘A Culture’

Non-educators discuss education by using the language of an economics lesson—analyzing the material impact of the production, distribution, and consumption of goods and services. Public decision-makers assess a school’s value and teacher performance on ratings attached to standardized test scores. The political community seeks to reform education in terms of funding, privatization, policy, vouchers, and budget cuts. While recognizing these concepts have no connection to kids, educators also use business-related diction when referring to educational trends, college and career readiness, stakeholders, ownership, investment, portfolios, risk-taking, and assessment. Educators must be intentional and learner-focused, understanding how words and actions communicate core values.

Despite positive intentions, we have created a competitive, high stakes culture of success or failure. When we rank by grade point average or add merit to weighted grades, we assess students’ educational “worth.” Transcripts keep score but fail to identify what students know and can do. Online gradebooks turn reporting into nauseating stock market games.

We live in an ‘A Culture.’
In an A Culture, when students sense Assessment they respond with Anxiety or Apathy. Reassessing our culture of learning is serious business…
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Visions, Voices, Creative Choices: Preparing Learners for the Future

What a week. By the end of an emotionally-draining, anxiety-ridden election week, many find themselves struggling to breathe, smothering under the weight of an insecure future. Each breath as shallow as the destructive rhetoric of intolerance forcing American voters to choose a side—a blade that cuts deeper than partisan politics. With respect to our right to have a voice in the democratic process, what message did adults express to a generation of impressionable children?

Rather than answer that question, I ended the week in the most comforting place I know—with my family. As the father of two compassionate, open-minded, respectful children, I maintain hope for the future. While I cannot protect them from all the realities they will encounter, I will continue to model empathy, encourage dialogue about their questions, and equip them with knowledge and courage to overcome ignorance.

Raising children to become critical thinkers and selfless citizens feels overwhelming at times, but parents are not alone. They have a support system and powerful ally in education. Together, we send a message of hope built on trust, protected by knowledge, and secured by an understanding that all lives matter.

Before closing the week by spending a quiet Friday night watching movies with my family, I attended a two-day conference: The 7th Annual National Convening on Personalized Learning. This year, The Institute for Personalized Learning focused on Preparing Learners for the Future, “to produce learners that work independently, are able to drive their own learning, and want to learn out of curiosity.” From one presenter to the next, all conversations challenged traditional thinking about the way we do school. In fact, every speaker inspired an audience of educators to rethink their vision of school. Breakout sessions shared models of success and struggle to personalize learning, while reinforcing the fact that personalization is not a pre-packaged educational program, initiative, or buzzword. It is a culture-shifting philosophy that puts learning at the center of all decisions, leverages student voice and choice, and empowers every student, every day.

Here are my notes and greatest takeaways from two days of rich dialogue, challenging thoughts, and memorable conversations with passionate educators… Continue reading

Personalized Learning: Where to Begin?

 

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Leading change. Launching new initiatives. Driving improvement. Shifting a mindset. These phrases inspire some to turn visions into purposeful actions, but leave others with anxiety and trepidation. Typically, leaders present ideas, committees are formed, and plans are set. Responses are mixed, investment levels varied, but here we go…

Then what happens to slow progress or impede growth? After defining what we are trying to become, even the most well-intended contributors get caught in the reality trap. How can we make change happen? Voices of the “yeah but’s” emerge from the crowd and collect followers. Doubt infects momentum. Leaders expend more energy justifying actions with research and rationalizing intent through models of success. Unfortunately, the result is often greater distance from the intended outcome—retreating to the security of old habits and traditional practices. How do we escape this cycle in education? Continue reading

Writing With the Stars

We spend hours of our academic lives attempting to analyze and interpret the literary works of others. We strive define what an author’s text says, then determine what the writing means. While critical thinkers recognize the benefits of these literary discussions and classroom activities, occasionally we have to ask, “What does this matter?” Why dedicate so much time studying the words of authors whom will never share the truth? If we could simply ask Shakespeare if he intended to communicate what was recently Shmooped

The process is frustrating at times. It assigns students the role of the confused reader and authors as the untouchable expert. Learners in my high school English courses should consider themselves writers as well as readers. The most effective strategy I’ve used is to study our own work as literature. Here’s how. Continue reading

A Personalized Classroom Tour

On the eve of another school year’s opening day, I captured several images of the personalized learning environment students will enter in the morning. Welcome back to The Clubhouse!

Learners will immediately face choices and be challenged to determine where they will learn best each day. Those searching for an uncomfortable, cumbersome, Industrial Age desk are out of luck in room A15–I ditched the last three desks during this year’s back-to-school renovation. However, there are plenty of excellent work spaces available.

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Clipboards and Conversations: PD with Purpose

I recently had the rare opportunity (and pleasure) to observe my colleagues’ classrooms throughout two school days. In total, I entered twenty-four classrooms and, after reflective collaboration with the rest of the leadership team, enjoyed conversations about nearly fifty observational rounds. While out on tour, my purpose was to collect data about the amount of differentiation and level of rigor our students experience in a typical day of high school to provide direction for future staff development. What I recorded on a clipboard may prove valuable; but what I experienced has already made a significant impact.

My greatest take-away is the need for all stakeholders to increase innovative thought in our vision of school–by students, teachers, and administrators. Students should spend more time creating, not simply doing, in a school day. Teachers should be coaching more than instructing. Administrators should attack the status quo, think big and ask, “why not?” All leaders should empower others by asking more questions than providing answers. We can make significant improvements to what we do and how we do it. So what holds us back? Continue reading

Allegory of the Thumb

Four years ago, the graduating class of 2012 selected me to deliver the commencement address as the faculty representative of Grafton High School. As we see another class of learners through their four years of high school, I pay tribute to students and educators, the survivors of Wisconsin’s proud, public schools, by sharing my speech with the world.

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“Allegory of the Thumb”
Written and Presented by Brian Durst

Twenty-four hundred years ago, classical Greek philosopher Plato composed The Republic, an essay of Socratic dialogue examining education, justice, and the human condition. In one famous excerpt—“The Allegory of the Cave”—Plato challenges perception by showing how reality of the visible world is not always as it seems. He shares a story of deception, truth, intellect, and the potential of the human mind, particularly, if released from the shadows of our current existence. In similar fashion, but with far less sophistication, I have crafted an allegorical tale intended to educate as well as entertain. My purpose today is simple: to send you on your path to enlightenment by sharing some rules of thumb with an original piece entitled, “Allegory of the Thumb.”

I invite you to use your hand as a visual aid while you listen to the story… Continue reading