As a follow-up to The Digital Coalition which considered the power of our network to lead the evolution in K-12 education, I want to focus on one of the most common presentation themes – our own children.
I first encountered the approach in a discussion by Will Richardson about five years ago and, since then almost every presenter I see, hear, or read about educational reform, evokes the example of his or her own school-aged children at some point during the presentation. I saw it last fall when Brett Conkin explained what attracted him to take on the TEDxUBC project, to our District Principal of Technology and Innovation, Gary Kern, who speaks about his three school-aged children. And, in many of my own discussions about system change, I often reference my own kids.
There’s a very good reason why we do so. It boils down to this – we are deeply concerned that, left to the natural progression of such things, it will take 10 to 20 years to bring about the changes we believe are needed. At that rate, our own children will not benefit from the change. This is the urgency that is driving many of us.
Yet, this urgency for change is not currently reflected in the larger community. After all, we have an outstanding system and we have a familiar system. Parents see a system that closely resembles the one they attended as a student and that is reassuring. I know I am reassured by the similarities in my kids’ schooling to mine, but I also realize that their world is vastly different from the one I graduated into 20 years ago.
We – many of us who blog and tweet on the topic on a regular basis – are between the ages of 35 and 50 (yes, I know this is a sweeping and slightly exaggerated generalization). We are established in our careers, many of us have moved into positions of teacher/administrative leadership and we have young families with children in the system now. We applaud the systematic evolution of the educational system, the growing student engagement and the increased relevance in learning.
But if it doesn’t happen quickly enough, our own kids will miss out on the benefits.
It is this that drives a lot of our urgency. I am a bit selfish — I want the system I believe in, and envision for my own kids. I also want it for your kids; and all kids — but it is not okay with me if it takes another decade until we embrace digital devices in schools, it is not okay if we continue to perpetuate schooling as a 9-3 activity, and it is not okay for me as a parent to not have greater engagement.
I know we are in the midst of something big. And to be clear, there are amazing things happening in our schools. That said, it is GO time, for our kids, and for all kids.
cultureofyes.ca 
Amen brother!
It is so true, I find myself pushing my children’s teachers to embrace the evolution of change in education. I have yet to find any teachers unwilling to embrace it but find that so many do not how to make the first steps.
We need to find the initial mechanism or get to that “tipping point” which the evolution will be engaged and I can only hope that it will happen for my children.
Well, I actually think it will happen for our children. I see the challenge a little different. I think there are some structural changes that need to happen to help speed up the change. I think lots of teachers are shifting their practice but the system needs to support them more.
There are too many of us teaching right now who want it for our kids – I am sure we can create this tipping point.
Thank you! I wholeheartedly agree that teachers are shifting in big ways and the structure, the bureaucracy is what is NOT supporting teacher shift in practice.
I can assure you that many teachers are working collectively to create a tipping point.
How can people in “higher up positions” in education, like yourself, help to realize this shift so that our kids will see and benefit from the change?
Absolutely Angela – I think students are excited about the change and teachers are very keen. I think we can realize the change by continuing to educate the larger community of how important the change is. In my role, I think one of the big things I can do is give permission – we have amazing things happening in our district and it is crucial that I support these practices and encourage others to experiment.
We will really move ahead when as a collective (those in all roles and the larger community) agree we can and should do this – and we can and should do it together!
Thanks again for commenting.
As always, I enjoyed reading your musings. I wonder; however, if your basic tenet for driving change (unless I’ve misunderstood the content – which, unfortunately does happen), that of meeting the needs of your biological or adopted children, diminishes the expanse of change. By definition, usually, a parent/guardian wants the best for his/her own children, and dedicates his/her life to helping that happen. But, fervour for enacting classroom practices that are steeped in current research should not hinge on one having children. Some of the most amazing educators do not have biological or adopted children.
Thanks for the comment – a fair point. The reference to our own kids was more about the urgency than the necessary pedagogy. I definitely don’t want a system built on what “we” all want for our own kids. It is actually just this that is one of my concerns over the personalized learning debate. As we personalize learning we can’t lose track of the important social good of education. Education is not just about the individual, but about the collective. I would hate for interested parents (even with teaching expertise) to be the developers of their children’s education – we need to build a system which personalizes learning, but reinforces the community value of education (not easy). I just want to speed it up so my own kids fully benefit.
Another great article Chris! My own kids have either graduated or are in the later stages of their school careers; yet I agree wholeheartedly with the urgent need for implementation. As an administrator, I take the responsibility very seriously … we simply don’t have the luxury of time anymore. Introducing meaningful use of technology into learning and teaching continues to be painstakingly slow unfortunately. I still find modeling to be most effective. For that very reason team leaders should stay up to date (I am accessing your site on my iPad2 for the first time – forgive the typos), to light the little fires and support like crazy! Mulgrave has it’s first set of iPads on loan to a grade 3 class this week and we now need to capitalize on the excitement that it is generating. Keep up the thought-provoking postings Chris!
OK – now I have tech-envy . . . knowing you are on your iPAD2.
Selfish perhaps but I would suggest that being the being the regular company of children for whom you are emotionally invested (doesn’t have to be your own children) helps see the importance of change.
I echo Rob’s sentiments — I want my kids’ teachers to embrace change. It’s exciting when you see it and frustrating when you don’t.
My sense is that many teachers embrace change but often don’t know where to start AND/OR see change as adding to what they are already doing. Faye Brownlie has influenced me with her disclaimer that “if you are going to do something new, you must stop doing something else”.
The engagment piece is key. I am personally encouraged by the number of teachers in my district who have (or want to create) a teacher blog where they share their classroom with parents & colleagues. Here’s a sample: https://martensvsb.wordpress.com/teacher-blogs/
Jacob – you are a great example for many of us; how you are really doing it with your students. And I have said it here before, but it is worth saying again – my own daughter’s grade 3 teacher (check out her blog here: http://homma5.wordpress.com/ ) is doing an amazing job of blending digital technology, parent engagement, progressive assessment practices, and a range of other behaviours often discussed when we look at 21st century learning or personalized learning into her class.
Thanks for being a mentor for me in the digital space!
Could not agree more, Chris. This is the “knowing-doing” gap that can keep us awake at night–in many instances, we know what it is that we are supposed to be doing (or in this case, the use of technology that we should be constantly role modeling and providing to students) but for a variety of reasons we just don’t do it.
I too get frustrated with the rate of change — my own children will be entering the system too — but all we can do is continue to be ‘educationally impatient’ and continue to push and lead initiatives that make our education system even more meaningful and relevant to our children.
Thanks for the post and the reassurance that we are all continuing to push.
Yes – so when will what we know match what we do . . . .
You were one of the people I was thinking of when I wrote the post – given your own children entering the system and having come to know the system you so passionately believe in.
Thanks for the post Chris. I sometimes feel like our approach to school change and technology implementation is measured and planned to such a degree that even in our efforts to move forward, we are falling behind.
That’s not to say that reform efforts don’t merit careful consideration, but sometimes we have to convince ourselves–and encourage others–to take the plunge, even though we might not feel 100% ready.
Let’s move along!
It is hard when people want a “5 year plan.” That is just not possible now with the exponential changes in the technology.
Chris
I type this as my 2 year old sits on my lap….I feel the same tension that you write about. There comes a time in a change initiative that requires courageous decisions by those that can make the biggest impact on the system. At the school & district level I am witnessing (and reading) many postive changes and shifts. My sense is that the time is coming for the next tier to make some changes…. for the sake of my 2 year old (who is getting restless)
Thanks Johnny. It is reassuring to know so many people are having similar feelings.
“As we personalize learning we can’t lose track of the important social good of education. Education is not just about the individual, but about the collective…. we need to build a system which personalizes learning, but reinforces the community value of education (not easy).” As a school board trustee, this frames the dilemma in a nutshell.
As I watch our teachers and admin strive to encompass transformation in education delivery, assessment – overall practice – there’s a lot of two steps forward, one step back. It seems to me to be a journey of discovery. One of the comments here cited the idea that some teachers think they are being asked to do more, like an extra program or duty. To me – also a parent, but my kids are now 22 & 28 – I hope teachers come to understand it is not extra, it must become “the way we do things here”. Teachers and admin need to be supported as they move into uncharted territory. It is at least partially a creative process and that is hard.
This is an important point – with all the talk about “pesronalized learning” we can’t forget the community value of public education. Personalized learning does not mean pick whatever you want to learn. It should be you have increased choice as you move through your school experience of what, how, and when you learn.
It is challenging sometimes as we look at the full scope of what we want to see it as different and not more . . . but you are right, it needs to be the new reality.
Chris:
Currently reading both “Linchpin” by Seth Godin and “The Schools Our Children Deserve” by Alfie Kohn, having just finished “The Book of Negroes” by Lawrence Hill.
Struck by the importance of:
1) individuals taking initiative &”risks” and the impact that can have — challenging accepted norms
2) the transformative and positive role that education can play in society as well as for the individual
3) the need for structural change — address the things that inhibit teachers from changing their practice
One of the key things I think you (and others) are advocating for is change at the district and provincial levels. My $0.02 is that the way we report achievement & the format of the required provincial exams are two of the key drivers of classroom practice. I think many teachers accept these as immutable (note: some would resist any changes to them) and others find them barriers that require a large effort to negotiate.
I think many of us work around some of the “rules” of the education system. While I would agree that exams do drive practice in some places even as we have moved away from mandatory provincials at grade 12 – practice has not really changed. I also find that we are often substituting school-based cumulative exams that look a lot like provincial exams as end of year assessments. Simply removing provincial exams alone will not necessarily adjust practice. Many grade 12 teachers have long suggested that we need to remove the exams to free the learning in the courses – as these exams have become optional (and largely irrelevant for universities) the practice has not shifted as much as many of us might have thought or hoped.
And yes – we do need to look seriously at the timing and format of how we report achievement.
Thanks for the comment.
Where this has to get exhausting for parents is trying to advocate for what they want to see in their own children’s educational experiences while simultaneously working to promote change in their own, perhaps separate, organizations. When to push? How hard?
When I advise my friend about how she should handle educational situations with her 7-yr old, it’s easy for me to pass judgment on the decisions his teacher is making because of the strong beliefs that I have about education. (Decisions like deciding to keep a 1st grader in from recess because his handwriting isn’t neat enough. That decision would not fly in my school!) But I advise her that if she doesn’t speak up and make her feelings and ideas known, respectfully of course, that nothing will change as a result.
I worry about the children whose parents aren’t educators or knowledgeable about these necessary shifts in education. For the children who have no one to speak for them or to advocate for their needs. When the “most vocal” parent bends my ear for 30 minutes about a school issue, I know it’s because she loves her child and wants the best for him. Some children will go their entire school lives without having a parent pick up the phone to voice a concern about school, or to walk through the school doors. The situation is terribly urgent for those children.
We have to continue to exert our collective influence in the best ways possible to make change. It definitely begins through the work of inspired individuals!
Thanks for this thoughtful post!
Thanks Lyn for the comment. I think it is crucial that the parent-educators are not only influencing in the educator community, but also in the parent community. One of our great challenges of the next decade is this new role for parents.
One of the great dilemmas for parent-educators is when we see something in our own kids’ education experience that we simply know is not right – what do we do? More and more I think we are not willing to dismiss it; but we address it – not only for our own kids but for all kids. What we do as a parent is just as important as what we do as a teacher to bring about change.
Great post Chris and thanks for the mention. Been thinking about another TEDxUBC in 2012 to further this dialogue. I have not taught in high school since May 2011 having gone back to the business arena – however, I think this dialogue between educators, industry and the clients (students) themselves is critical!
Who’s up for TEDxUBC Fast Forward Ed in Fall 2012?
Thanks for the comment Bret – love the idea of TEDxUBC Fast Forward Ed in Fall 2012. It would be great to re-connect. Hope all is well.
[…] builds the case around ’urgency’. It is one I have previously described as The Urgency of Our Own Kids. We truly can’t wait 10 or 20 years to engage in the conversation of what learning and […]