Chapter 10: What YOU can Do
In this final chapter, Dr. Unger highlights the urgent need for a revolution in education and presents actionable steps for various stakeholders to drive meaningful change. The chapter emphasizes the need for district leaders, school leaders, classroom educators, school board members, community members, industry leaders, policy actors, parents, and students to do what they can to inspire and pursue a revolution in education.
The chapter begins by acknowledging the challenges faced by district leaders, who often struggle to bring about significant evolution in their school districts due to various constraints and pressures. However, it calls for a united effort among parents to rally and advocate for change, as the collective voice of a strong and vocal parent body can be a catalyst for driving educational innovation. While battles may not be ideal, they can be necessary to push for much-needed transformation.
Similarly, school leaders are depicted as facing their own set of challenges. The author highlights the pressure on educators and school leaders to meet the demands and expectations of the current system, leaving limited room for pursuing innovative practices. Despite their desire to imagine possibilities and pursue transformation for the benefit of students, such opportunities are often elusive within the existing framework. The author reflects on personal experiences where engaging local districts to embrace change proved to be a daunting task.
The chapter then shifts its focus to the role of students in the education revolution. Students are portrayed as recipients of the education system, rarely given a say in what and how they learn. This lack of input limits their development of essential skills and opportunities critical for their future well-being. However, the chapter presents instances where individual students have risen and made their interests known, emphasizing the importance of nurturing student voice and agency.
The narrative delves into the story of Sam, a high school student who embarked on creating his own school within a school, known as "the independent project." Sam's initiative showcased the power of student-driven learning, where students chose topics of interest, taught their peers, engaged in group projects, and pursued individual learning projects. This example underscores the potential for personalized and experiential learning to foster student engagement and success.
The chapter urges students to recognize their agency and encourages them to make their thoughts, questions, concerns, considerations, and aspirations known. It emphasizes the significance of students finding allies and supporters who believe in their vision for education. The author emphasizes that students can play a vital role in advocating for educational change and inspiring others by sharing examples of innovative learning approaches.
Throughout the chapter, the author emphasizes the need for collective action and collaboration among stakeholders. While acknowledging the challenges of the current education system, the chapter proposes that stakeholders actively engage in discussions, challenge the status quo, and pursue alternative visions of education that prioritize student engagement, meaningful learning, and personalized pathways.
The chapter concludes by asserting that education is a social justice issue, and the current system is failing to support the development of youth's skills, competencies, and aspirations. It calls for a reevaluation of measures of success, shifting the focus from standardized test scores and graduation rates to intellectual and emotional engagement, competency development, and the pursuit of meaningful pathways. The author encourages stakeholders to push back against the existing system and work together to imagine and create a new future of education.
In summary, this chapter serves as a call to action for stakeholders in the education ecosystem. It highlights the challenges and limitations of the current system while presenting inspiring examples and practical steps for district leaders, school leaders, educators, school board members, community members, industry leaders, policy actors, parents, and students to contribute to a revolution in education. By collectively envisioning and pursuing innovative approaches, stakeholders can work towards a transformative education system that better serves the needs and aspirations of students and society as a whole.
Highlights
Several points are made in this final chapter of the book, What YOU can do.
Recognition of the challenges faced by parents in having a voice in the education system and the need for a strong and united parent body to bring about change.
Acknowledgment of the constraints faced by school and district leaders, who often struggle to pursue innovation and transformation due to various pressures.
Emphasis on the importance of giving students a voice and involving them in decisions about their education, highlighting the potential for student-led initiatives and projects.
The recognition that the current education system is failing to foster student agency, engagement, and real-world opportunities, and the need to shift the focus towards meaningful and relevant learning experiences.
The importance of challenging the traditional approach to schooling and considering alternative models that prioritize authentic engagement, experiential learning, and personalized pathways for students.
The examples of innovative schools and programs, such as the independent project and other initiatives, showcase the potential for transformative practices that empower students and create meaningful learning experiences.
The chapter encourages individuals to connect with fellow educators and organizations, both within and outside their communities, to support one another in pursuing a revolution in education.
It calls for a shift in how success is defined in education, emphasizing the intellectual and emotional engagement of students, the development of competencies, and the alignment of learning with students' passions and aspirations.
The chapter reinforces the need for collective action, urging individuals to join forces and support one another as they strive for change in education.
The chapter encourages individuals to connect with like-minded educators and organizations to collectively work towards transforming education.
The chapter concludes with a call to action, urging readers to actively engage in pursuing new possibilities and joining forces with others as fellow revolutionaries in education.
What each stakeholder can Do
Above and beyond these points, Dr. Unger suggests what different stakeholders could do to forward the revolution in education. Here are the bullets for each stakeholder.
District leader
District leaders are challenged to balance various demands and pressures within the education system, but they should strive to imagine possibilities and pursue innovation and transformation for the benefit of students.
District leaders should actively engage with parents, educators, and community members, valuing their input and considering their perspectives. However, the voice of a single parent might not be sufficient to drive significant change, so a strong and vocal parent body may be necessary to rally together and force the issue.
District leaders should be open to exploring alternative models of education and learning, seeking out examples of innovation and entrepreneurship in other schools or districts. They can connect with educators and organizations beyond their own community to learn from their experiences and gain support for pursuing new possibilities in education.
School leader
School leaders should strive to create a supportive and engaging learning environment for students, where their interests and aspirations are valued. They should be open to innovative approaches and willing to reimagine how education is delivered within their school.
School leaders should actively seek input from teachers, parents, and students, recognizing the importance of their perspectives in shaping the school's practices and policies. Collaboration and collaboration with stakeholders can lead to meaningful improvements in the school's systems and practices.
School leaders can learn from successful examples of alternative educational models and programs, such as small learning communities or student-led initiatives. By exploring and implementing innovative ideas, school leaders can inspire positive change and enhance the educational experience for their students.
Classroom educator
Classroom educators can prioritize student agency and engagement by incorporating students' interests and passions into the curriculum. They can create opportunities for students to explore and pursue their own learning paths, fostering a sense of ownership and motivation.
Educators can advocate for innovative teaching practices and seek professional development opportunities to enhance their instructional strategies. By staying informed about new methodologies and approaches, educators can create dynamic and impactful learning experiences for their students.
Classroom educators can build strong relationships with their students, understanding their individual needs and providing personalized support. They can create a safe and inclusive classroom environment that promotes collaboration, creativity, and critical thinking, empowering students to thrive academically and emotionally.
School Board member
School board or school committee members can actively listen to the concerns and perspectives of parents, students, educators, and community members. By creating opportunities for meaningful dialogue, they can gather diverse input and consider multiple viewpoints when making decisions about education policies and practices.
They can advocate for the allocation of resources and support the implementation of innovative initiatives that prioritize student-centered learning, personalized instruction, and the development of 21st-century skills. By championing progressive educational approaches, they can help transform the learning experiences within their district.
School board or school committee members can collaborate with other stakeholders, including parents, educators, and community organizations, to foster partnerships that enhance the educational opportunities available to students. By working together, they can leverage collective expertise and resources to drive positive change and improve outcomes for all learners.
Community member
Community members can actively engage with their local schools by attending meetings, participating in discussions, and voicing their opinions on education matters. By expressing their concerns, sharing their perspectives, and advocating for student-centered approaches, they can contribute to shaping the direction of education in their community.
They can support initiatives and programs that promote innovation and student success. This may involve volunteering their time, expertise, or resources to support extracurricular activities, mentorship programs, career exploration opportunities, or other initiatives that enhance the learning experiences of students.
Community members can foster collaboration and partnerships between schools and community organizations. By facilitating connections between educators, students, and local businesses, nonprofits, or cultural institutions, they can help create valuable learning opportunities, internships, or real-world experiences that prepare students for future success.
Industry Leader
Industry leaders can collaborate with schools to provide relevant and up-to-date knowledge and skills required in the job market. By offering internships, apprenticeships, or mentorship programs, they can bridge the gap between classroom learning and real-world applications, helping students develop employability skills and explore career pathways.
They can actively participate in discussions and initiatives related to education policy and curriculum development. By sharing their expertise, insights, and industry perspectives, they can contribute to shaping educational programs that align with the needs of the workforce and prepare students for future employment.
Industry leaders can invest in educational initiatives, such as funding STEAM programs, scholarships, or educational resources. By supporting schools and students financially, they can contribute to creating equitable access to quality education and help foster innovation and excellence in teaching and learning.
Policy Actor
Policy actors can advocate for progressive and student-centered policies that prioritize the holistic development of students and promote innovative approaches to education. This can include advocating for personalized learning, competency-based education, flexible assessment methods, and supportive policies for educators.
They can engage in research and evidence-based decision-making to inform education policy development. By staying informed about current educational research, best practices, and emerging trends, policy actors can make informed decisions that lead to meaningful and effective changes in the education system.
Policy actors can collaborate with stakeholders, including educators, parents, students, and community members, to ensure that policies are inclusive, equitable, and responsive to the needs of diverse learners. This can involve seeking input, conducting consultations, and engaging in dialogue to understand the perspectives and experiences of those directly affected by education policies.
Parent
Parents can rally together as a strong and vocal body to advocate for their children's education. By coming together and exerting collective pressure, parents can influence the decision-making processes of districts and demand meaningful changes in their children's education.
Parents can actively engage with their children's schools and educators, seeking opportunities to provide input and collaborate with the school's design teams. By participating in discussions and sharing their perspectives, parents can contribute to the development of innovative and student-centered approaches to education.
Parents can support and encourage their children to take ownership of their education. By fostering open communication, discussing their children's interests and aspirations, and exploring alternative learning opportunities, parents can empower their children to voice their thoughts, concerns, and aspirations within the education system.
Student
Students can rise up and make their interests known by actively expressing their thoughts, questions, concerns, considerations, and aspirations. By speaking up and engaging with the system, students can create awareness about their needs and drive change in their education.
Students can seek out examples of innovative educational approaches and initiatives happening elsewhere and share them with others. By sparking conversations and inspiring fellow students, they can encourage a shift towards more student-centered and experiential learning.
Students can take initiative in shaping their own learning experiences by exploring their interests, forming small groups with faculty mentors, and pursuing self-designed projects. By actively engaging in meaningful and personalized learning, students can demonstrate the potential for alternative approaches to education.
The chapter ends with a sense of urgency and a call to action, encouraging readers to challenge the status quo, share their ideas, and work towards a more equitable and student-centered education system.