One Good Question with Connie K. Chung: How can we Build Systems to Support Powerful Learning?

Connie K. Chung

This post is part of a series of interviews with international educators, policy makers, and leaders titled “One Good Question.” These interviews provide answers to my One Good Question (outlined in About) and uncover new questions about education’s impact on the future.

“In what ways do our investments in education reveal our beliefs about the next generation’s role in the world?”

Different communities are investing in their young people in different kinds of ways.  Who is deciding how the investment is made is also an indicator of what we value of the next generation.  Young people’s voices and even teachers’ voices can be included on a larger scale.  Going forward, given the rapid shifts of what we need to teach our young people, and the current emphasis on personalized learning, those two groups of people are essential to include in deciding that what future investments might be.

A good investment requires a diversified portfolio.  We’re going to need a diversified portfolio to figure out what we’re doing for the future.  Much of our current investments are in developing cognition. So much of how we have invested our money, energy, time, human resources, attention and discourse, has recently been around testing. I do think testing does help for accountability, transparency, and promoting quality to a certain degree.  But it’s not enough. We need more investments in the following:

• developing a more holistic vision and purposes for education, that is child-centered

• developing systems that are responsive to the needs of the present and the future

• strategizing and visioneering to create systems in which parts work together

• obtaining consistent, impactful leadership. Average turnover for superintendents in the US is 2.9 years, which isn’t enough to develop sustainable, responsive, or adequate systems for what the students need.

• creating adequate space, time, and resources for teachers to learn while they are teaching. The technology and content is changing so rapidly that it requires continual learning, even for teachers.

We need to develop systems to learn from each other.  I know lots of great examples of powerful teachers, schools, and networks like United World College (UWC), EL Education, and High Tech High (HTH) doing wonderful work.   But I don’t see a lot of investment in ways to systematically identifying, cataloguing, curating, and making transparent and transferable some of these processes for teachers, school leaders, and heads of systems. What might be sustainable models for teachers to continue to learn in their PLCs, schools, district and region?

“What’s keeping us from making that kind of investment in US?”

It would be helpful to enable cultures and conditions where teachers’ voices are heard.  I’ve seen this at EL Education schools in the US.  Many of their schools have restructured their school time to enable more teachers to collaborate in interdisciplinary teams and let students do projects in longer blocks of time.  Some EL Education schools have even restructured the spaces within the schools for the collaboration to occur.  So that work is happening, but it’s not happening at a larger scale. In those places like EL Education, they have leadership that is listening to teachers and thinking about how to establish the conditions so that the real learning happens.  They’re not so invested in finding the next silver bullet, but in developing whole school cultures that enable continual learning and growth in community to happen.

“In Teaching and Learning for the Twenty-first Century: Educational Goals, Policies, and Curricula from Six Nations, one of your findings is that countries emphasize cognitive domains over interpersonal and intrapersonal domains in their K-12 curriculum.  Why does that matter?”

Learning is cognitive, but it’s also social and emotional.  For example, we can look at Tony Bryk’s work on trust in schools. The places where student achievement increased were places with a culture of trust.  These are environments where people felt able and vulnerable to say “This is what I need to learn and grow,” and felt safe socially and emotionally to do that. And they have communities that supported that vulnerability instead of punishing and hiding it.  Carol Dweck’s work is about not just growth mindset for students but could be applied to teachers as well.  The process of learning is not just cerebral, but being vulnerable and humble, and takes place in supportive and collaborative school culture that, listens to and learns from, and challenges each other.  The more we acknowledge and understand that, and then build our systems to support not just the development of cognition, but cultures, systems, and relationship building, that’s the hard work that needs to be done now.  It’s not magic.

I’ve heard too many times about cases where school districts pivoted and adopted a curriculum that’s student centered and adapted to the 21st century but without other support systems and structures to enable that change.  But as several educational leaders have noted, “Culture eats policy for breakfast.”  Even in China, our colleagues also found that, in their innovative schools districts, their broader district culture embraces innovations and trying new things.  We might continue to recognize and cultivate leaders who pay attention to how to build cultures and environments that enable students and teachers to do this kind of work.  We need a shift in the kinds of questions that we’re asking, a shift in processes and frameworks, not just in acquiring a new curriculum.In a 19th century factory model, where we you want to get the process right for mass production, quality was defined by consistency. The 21st century model is a sharing economy in which people all have the ability to be creators.  The ability to cultivate systems and cultures that enables that to happen, where people feel empowered and equipped, is perhaps just as important as paying attention to individual components like curriculum. I think the cultural piece can’t be emphasized enough – values, attitudes, relationships, and structures.  How do we create that kind of environment?

“How do we do this without over-testing social-emotional learning?”

The ultimate assessment is: are we going to survive and thrive as a country?  Have we created students through our school systems who are going to live well together and promote their own and others’ well-being?  That’s the ultimate high-stakes assessment! We may have people who have tested well in schools but may well be failing this real assessment around whether we can create a sustainable future together.This goes back to the purpose of education, which is important to look at as a guide.  We’ve overemphasized assessment to guide us.  Assessment is one indicator for achieving our broader purpose, but we’ve disproportionally given power to assessment to drive the entire endeavor of education.  It’s a tool, but testing well is just part, not the entire purpose and end goal of education – personal, social, and global well-being are.  For example, OECD is driving towards these broader outcomes with their Education 2030 plan; it focuses more on creating positive value and well-being for example.   UNESCO is also arguing for education being a critical part of building sustainable futures for everyone on the planet. If that’s the case, let’s figure out how we can build a better world together, using all of our tools, and not solely rely on narrow indicators.

Connie’s One Good Question:  Much of what we think is necessary for students to learn is already happening, just only in pockets and for certain students and not for others.  That said, I have a lot of questions! How do we rapidly make sure that all students are receiving and engaging in this kind of education? What roles could researchers, policy makers, teachers, parents, and social entrepreneurs all play in this?  Are there ways that we can all work together to achieve this for a larger population and wider range of student?  How do we collect and connect good people who are already doing this work to make it grow exponentially vs. linearly?

Connie K. Chung is the associate director of the Global Education Innovation Initiative at the Harvard Graduate School of Education, a multi-institution collaborative that works with education institutions in eight countries. She conducts research about civic, global citizenship, and 21st century education. She is especially interested in how to build the capacities of organizations and people to work collaboratively toward providing a relevant, rigorous, meaningful education for all children that not only supports their individual growth but also the growth of their communities. She is the co-editor of the book, Teaching and Learning for the Twenty-First Century: Educational Goals, Policies, and Curricula from Six Nations (2016), a co-author of the curriculum resource, Empowering Global Citizens: A World Course (2016), and a contributor to a book about US education improvement efforts, A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (2011). A former high school English literature teacher, she was nominated by her students for various teaching awards. Connie received her BA, EdM, and EdD from Harvard University and her dissertation analyzed the individual and organizational factors that facilitated people from diverse ethnic, religious, and socio-economic class backgrounds to work together to build a better community.

One Good Question with Susan Patrick: How can we Build Trust in Our Education System?

Susan Patrick

This is the second interview with Susan Patrick for the series “One Good Question.”  These interviews provide answers to my One Good Question and uncover new questions about education’s impact on the future.

“In what ways do our investments in education reveal our beliefs about the next generation’s role in the world?”

There’s a big difference in how you would fund the education system if you were building for the longer term – you would invest in building capacity and trust.  We need to take a very honest look at our investments.  If people and relationships matter, we need to be building our own sense of inquiry.  That’s not at odds with innovation investments.  We should be about innovation with equity.   That way, we can change our own perspectives while we build new solutions.The debate about top-down reform vs. bottom-up innovation is tied to the same trust issues.  In Finland, they made an effort to go towards a trust based model and it meant investing in educator capacity so that the systems trust educators to make the best decisions in real-time.  If we don’t start investing in trust, we can’t get anywhere.

“When US educators visit other countries, we tend to look for silver bullet programs from the highest-performing countries.  What are we missing in that search?”

During my Eisenhower Fellowship, I was able to meet with teams from OECD and UNESCO that gave me great perspective.  UNESCO has just published an Education 2030 outlook presenting their global education development agenda that looks at the whole child.  Their goals are broad enough to include developing nations who aren’t yet educating 100% of their population.  When we read through the goals and indicators, the US could learn a lot from having our current narrow focus on academics.  Our current education structure is not going to lead us to provide a better society.  Are we even intending to build a better society for the future?  We’re not asking the big questions.  We’re asking if students can read and do math on grade level in grades 3-8. In Canada, they ask if a student has yet met or exceeded expectations.  If not, what are we doing to get them there?  You don’t just keep moving and allow our kids to have gaps.The UNESCO report specifies measures about access to quality education. Is there gender equality?  Is there equity? They define equity as:

Equity in education is the means to achieving equality. It intends to provide the best opportunities for all students to achieve their full potential and act to address instances of disadvantage which restrict educational achievement.  It involves special treatment/action taken to reverse the historical and social disadvantages that prevent learners from accessing and benefiting from education on equal grounds.  Equity measures are not fair per se but are implemented to ensure fairness and equality of outcome. (UNESCO 2015)

Across the global landscape of education systems, there is a diversity of governance from top-down to bottom-up regarding system control, school autonomy and self-regulation and how this impacts processes and policies for quality assurance, evaluation and assessments.  It is important to realize the top-down and bottom-up dynamics are often a function of levels of trust combined with transparency for data and doing what is best for all kids. In the US, let’s face it, our policy conversations around equity are driven by a historical trend of a massive achievement gap.  Said another way, there is a huge lack of trust from the federal government toward states, from states to districts and even down to schools and classrooms.  We ask, “How do we trust that we’re advancing equity in our schools?”

However, when you start to think about what we need to do to advance a world-class education for all students and broaden the definition of student success – you hit a wall in coherent policy that would align to better practices.  There’s so much mistrust in the system given our history of providing inequalities across the education system, it is inequitable. In recognizing that our education system isn’t based on trust, therefore, perhaps we need to focus on what our ultimate goals and values for our education systems should be and then backward engineer how we get there, how we hold all parties accountable and how we could actually build trust in a future state.  We need to consider future-focused approaches that work to build trust, transparency, greater accountability and build capacity for continuous improvement.  We do need to assure comparability in testing to tell us whether we have been providing an equitable education.  It’s just right now, this lack of trust is creating a false dichotomy of limited approaches to a future-focused education system.  We’re defaulting that the only test that we trust is criterion-referenced standardized tests.We need to take a deep look at the implications that systems of assessments mean for the rest of the system.  It seems that we’re only willing to trust education outcomes based on a standardized test, that we commit to locking students into age-based cohorts, and that we focus primarily on the delivery of content.  What would be the long-term implications for creating better transparency, more frequent inquiry approaches on what is working best for both adults and children?  Are there different ways to evaluate student work and determine whether students are building knowledge, broader skills and competencies they need for future success?  Can we consider a range of future goals and backward map alternative approaches?  All assessments don’t have to be norm-referenced.  This is a familiar conversation with education experts globally.  I’m afraid we’re not having that conversation in the US.

That’s what’s so interesting to me about iNACOL’s work.  It’s global and focuses on future states for educators and practitioners designing new models using the research on how students learn best.  We listen to practitioners working on next generation designs and then ask, is our policy aligned with actually doing what’s best for kids?  What if you could set a vision for a profile of high school graduates that would ensure success?  What goals would you want for redefining what students need to know and be able to do?  And, how would you then approach aligning the systems of policy and practice with what’s right for kids?  The new federal Every Student Succeeds Act (ESSA) law gives states the flexibility to come up with new definitions of students’ success.  States can now use multiple measures — and still report data transparently. This is a really important time to engage in deep conversations between states and communities, families, local leaders and educators around what would we do for redefining success —  but I’m not seeing yet any states that are having enough foundational conversations on the ultimate goals and vision of education WITH COMMUNITIES.  I’m hearing educational leaders say, “All we know how to do is NCLB” . . . and wonder which other indicators a future accountability system might require. They’re uncomfortable thinking about alternatives. It’s a sort of “Stockholm Syndrome” of educational policy limited by the past. ESSA is an opportunity to engage in real dialogue with the communities we serve.  Communities have been locked out of the process for years now.  Community outreach has become a box that people check, but it’s an ongoing dialogue and should be about building understanding and trust.  This is a really rare opportunity in the United States to engage in a broader conversation around student success with local school boards and communities.  This would encourage innovation and provide a clear platform driven by communities on the clear goals and outcomes we hope to achieve in our education system for equity and excellence.

Susan’s One Good Question: Who asks the question is as pertinent as which questions they ask.   Earlier, I mentioned that investment in the long-term capacity building of our education system would require building our own sense of inquiry.  In other more top-down nationalistic approaches to education in countries outside the US, leaders do control the system so they are having strong “values-based” conversations about education in the context of societal goals, too.  Because we are a strong federalist approach to education – this isn’t possible or even desired at a national level . . . the US Department of Education doesn’t have a federal role in that way, and quite frankly, we can’t have a national or even state-level values-based conversation in the same way.  In a federalist approach, we have 13,600 school boards with local control.  The unit of change in this country is the local school district (LEA means local education authority).  School leaders, superintendents, CMO leaders -- they actually can drive the values conversation about what our educational goals, vision and values are and how we measure success transparently.  We’ve stopped talking about values in the name of objectives related to literacy and numeracy.  I believe literacy and numeracy are extremely important, but let’s not forget that foundation for reading and arithmetic (with all students having proficiency) is not enough in the modern world. For students to be successful it is a “yes, and . . . “ with literacy and numeracy being important but not enough. I don’t know how schools can address the extreme inequities in our education without having a values conversation and a re-framing of conversations around re-defining student success with broader definitions of student success.I think that our local communities should start asking themselves these two questions:

• When a student graduates what should they know and be able to do?

• What is our definition of student success?

Susan Patrick is the President and Chief Executive Officer of the International Association for K-12 Online Learning (iNACOL). iNACOL is a nonprofit providing policy advocacy, publishing research, developing quality standards, and driving the transformation to personalized, competency-based, blended and online learning forward.She is the former Director of the Office of Educational Technology at the U.S. Department of Education and wrote the National Educational Technology Plan in 2005 for Congress. She served as legislative liaison for Governor Hull in Arizona, ran a distance learning campus as a Site Director for Old Dominion University’s TELETECHNET program, and served as legislative staff on Capitol Hill.  Patrick was awarded an Eisenhower Fellowship in 2016. In 2014, she was named a Pahara–Aspen Education Fellow. In 2011, she was named to the International Advisory Board for the European Union program for lifelong learning.  Patrick holds a master’s degree from the University of Southern California and a bachelor’s degree from Colorado College.