Sunday, March 30, 2014

The Single Best Idea for Reforming K-12 Education

The Single Best Idea for Reforming K-12 Education:

9/01/2011 @ 5:25PM 63,725 views

The Single Best Idea for Reforming K-12 Education

I have been asked for my “single best idea for reforming K-12 education”. When you only have one shot, you want to make it count. So I thought I would share my idea here, in case anyone has a brighter insight.

Root cause: factory model of management

To decide what is the single best idea for reforming K-12 education, one needs to figure out what is the biggest problem that the system currently faces. To my mind, the biggest problem is a preoccupation with, and the application of, the factory model of management to education, where everything is arranged for the scalability and efficiency of “the system”, to which the students, the teachers, the parents and the administrators have to adjust. “The system” grinds forward, at ever increasing cost and declining efficiency, dispiriting students, teachers and parents alike.

Given that the factory model of management doesn’t work very well, even in the few factories that still remain in this country, or anywhere else in the workplace for that matter, we should hardly be surprised that it doesn’t work well in education either.

But given that the education system is seen to be in trouble, there is a tendency to think we need “better management” or “stronger management” or “tougher management”, where “management” is assumed to be the factory model of management. It is assumed to mean more top-down management and tighter controls, and more carrots and sticks. It is assumed to mean hammering the teachers who don’t perform and ruthlessly weeding out “the dead wood”. The thinking is embedded in Race to the Top and No Child Left Behind.

These methods are known to be failing in the private sector, because they dispirit the employees and limit their ability to contribute their imagination and creativity; they frustrate customers, and they are killing the very organizations that rely on them. So why should we expect anything different in the education sector?

When the problems have been caused in the first place by introducing the practices of “management”, then a more rigorous pursuit of this type of “management” only makes things worse. It is like medieval doctors trying to cure patients by bloodletting, using leeches, which only made the patients worse.

The inapplicablity of these methods is aggravated by the changes in the economy. Not so long ago, we could predict what jobs and careers might be available for children in their adult life. The education system could tell little Freddie or Janet what to study and if he or she mastered that, he or she was set for life. Not any more. We simply don’t know what jobs will be there in twenty years time. Today, apart from a few core skills like reading, writing, math, thinking, imagining and creating, we cannot know what knowledge or skills will be needed when Freddie or Janet grows up.

The best single idea for reforming education

Given this context, I believe that the single most important idea for reform in K-12 education concerns a change in goal. The goal needs to shift from one of making a system that teaches children a curriculum more efficiently to one of making the system more effective by inspiring lifelong learning in students, so that they are able to have full and productive lives in a rapidly shifting economy.

Implications of accepting the shift in goal

This is a shift from running the system for the sake of the system (“You study what we tell you to study, when we tell you, and how we tell you, and at a pace that we determine”) to a focus on the ultimate goal of learning (“Our goal is to inspire our students to become life-long learners with a love of education, so that they will be able to learn whatever they have to.”) All parties—teachers, administrators, unions, parents and students—need to embrace the new goal.

Once we embrace this goal, we can see that that many things will have to change to accomplish it. We can also grasp that most of the thinking underlying current “reforms” of the system can be seen in their true light as schemes and devices that are actually making things worse.

Some of the implications include:

The role of the teachers and parents: Education has to shift from imparting a static package of knowledge to a dynamic goal of enabling students to create knowledge and deploy skills to new situations, whatever they turn out to be. In this world, teaching by transfer of information doesn’t work well. Instead the role of teachers (and parents) becomes one of enabling and inspiring the students to learn, so as to spark their energies and talents.
The role of administrators: Administrators have to realize that managing the teachers through the control of a traditional hierarchy using carrots and sticks isn’t going to work any better than it does in industry. Unless teachers are themselves inspired, they are unlikely to inspire their students. The role of the administrator has to shift from being a controller to an enabler, so as to liberate the energies and talents of the teachers and remove impediments that are getting in the way of their work.
The role of tests: Instead of the teacher or the administrator being the judge of progress, there are explicit criteria where both the students and the teachers can understand themselves how they are doing (in real time) and thus learn how to improve.
Respecting Goodhart’s law: The current focus on testing has tended to make test results the goal of the system, rather than a measure. The change in goal means recognizing that a test is only measure. Using tests as the goal infringes Goodhart’s Law: when measure becomes the goal, it ceases to be an effective measure.
The mode of accountability: Instead of measuring progress through top-down tests and bureaucracy, the education system must be linked dynamically to self-driven learning of the students themselves. Education must abandon accountability through the use of detailed plans, rules, processes and reports, which specify both the goal and the means of achieving that goal. Instead, what is needed is “dynamic linking”, which means that (a) the work is done in short cycles; (b) the teacher sets the goals of learning for the cycle. (c) decisions about how the learning is to take place is the responsibility of the students; (d) progress is measured in terms of the questions the students are able to generate, not merely answers that they are able to regurgitate; (e) students must be able to measure their own progress—they aren’t dependent on the teacher’s tests. (The ELLI assessment tool is a promising approach to achieving these measurement goals.)
Communications shift from command to conversation: i.e. a shift from top-down communications (“the sage on the stage”) comprising predominantly hierarchical directives to horizontal conversations (“the guide on the side”) that helps the student discover new resources, solve problems and generate new insights.
An implementable agenda: Unlike many other ideas now being pursued in education, the shift in goal doesn’t require years of research or armies of consultants or vast funding. It doesn’t involve reinventing the wheel. Thousands of Montessori schools have been on this track for many years, with extraordinary results.
From outputs to outcomes: Implicit in the shift in goal is of course also an implicit shift from deliveringoutputs (numbers of students who pass a standardized test) to outcomes in terms of what students are able to do as a result of their education. At its heart, it’s a shift from a focus on things to a focus on people, and the true goal of education.