Author: firstname.lastname@example.org (Scott McLeod)
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Every school system has pockets of innovation. Those three forward-thinking teachers in the elementary school, that one grade-level team in the middle school, the department that’s really trying to do something different at the high school, that amazing principal over there, and so on. As school leaders we’re proud of – and point to – that cutting-edge work and rightfully so.
But we also have to recognize that pockets of innovation mean that inequities exist. What if you’re a student that doesn’t have one of those forward-thinking elementary teachers, who isn’t on that middle school team, who has nominal exposure to that innovative high school department, or who doesn’t attend that principal’s building? You’re out of luck.
We always will have educators who are ahead of others. That’s inevitable. What’s not inevitable is our lack of a plan to scale desired innovations. What’s not inevitable is our lack of a guaranteed viable curriculum that strives for every student to accomplish more than mastery of factual recall and procedural regurgitation. If we want our pockets of innovation to ever be more than just pockets, we have to intentionally and purposefully scaffold and design and support to move the entire system to something greater. We also have to be smart about the design choices that we make. For instance, that intervention / remediation / extension time block that you created in your school schedule? During that time, who suffers through low-level thinking work in order to ‘catch up’ and who’s building robots or rockets? The very mechanisms that we create to close achievement gaps often intensify life success gaps.
Who in your schools gets to become future-ready and who doesn’t? Are you remedying traditional inequities or exacerbating them? What’s your plan to scale your innovations so that every student has opportunities to be prepared for life success, not just a few?
Image credit: Pockets, Astera Schneeweisz