|
The governor's
challenge: bring transformative change to schools
Published: July 10, 2008 Edition: Worthington Section: Commentary and opinion Page: 04A What would you do if you could rethink "school?" I don't mean just tinker around the edges or change Ohio's school funding system or even add a program or two, but institute substantive, transformative change statewide. This was the challenge put forth by Gov. Strickland and his staff during the three-day Governor's Institute for Creativity and Innovation in Education. I had the privilege of being invited to this event with my colleague on the Worthington Board of Education, Charlie Wilson, and former board member Pat Smith, as well assistant superintendent Paul Cynkar, guidance counselor Deb Mancus, curriculum leader Carol Damien and Perry/Phoenix principal Jeff Maddox. This letter shares some personal insights about the governor's project and what happened at this event. The magnitude of the task of redesigning K-12 education from scratch is difficult to comprehend. The governor's staff was well aware of how difficult it would be to express desired change in terms other than a delta on what already exists. For example, you might ask for "a longer school day" rather than the more generic question of how long a school day should be. Some attendees took the process as an opportunity to lobby for their favorite causes, but most embraced the concept of describing how "school" would work if you were designing it from the ground up. Liberated from the confines of current reality, the attendees submitted dozens of interesting concepts. Many centered on the idea that schools should adapt to the learning style of each child rather than the other way around. Some groups thought that each child should have an individualized education plan and that schools should adapt to those plans on an annual basis. Other groups thought we needed to get rid of anachronistic concepts such as grade levels being related to chronological age rather than what the child had mastered. Most groups agreed that an educational process based on rote memorization in an era where any fact on any subject is two clicks away on a handheld Internet appliance seemed outdated. It would be far more useful to teach critical thinking skills, adaptability to new situations, global awareness and, if possible, a sense of curiosity and an entrepreneurial spirit. Of course, in all of our deliberations, current reality kept creeping in to the discussions. Education in Ohio is dominated today by a "teach to the test" mentality, in which students are put through a series of high-stakes tests on a fairly routine basis. If there was one thing that 350 educators could all agree on, it was that the frequency and style of standardized testing was not helpful to the process of educating young minds and yet, some accountability for real results must be maintained and strengthened. Over the next eight months, the Strickland administration will continue to solicit ideas for transformative change. What he is trying to do is very hard. There are many entrenched interests in the education business. Ohio currently spends around $16-billion dollars a year trying to educate 1.8-million kids and there are powerful forces that benefit from the status quo. To be successful, Gov. Strickland may have to make some unpopular choices, including the consolidation of Ohio's 614 school districts, the total overhaul of the state-mandated curriculum and the paradigm that says that where you live determines which school you attend. It is not overdramatic to say that America's future is in the hands of its educational institutions. A generic message of change without specifics is very popular because each individual can envision change that they believe would be beneficial. If the Strickland administration is true to its word, it will start to roll out details of a fundamentally different educational delivery system in Ohio. Worthington is fortunate to have a seat at the table where these decisions will be deliberated, but our district is not waiting for the governor to bring about statewide change. Worthington can, and should, demonstrate that educational reform is possible. Worthington's Phoenix Middle School, the International Business Academy at Worthington Kilbourne, the International Baccalaureate program at Slate Hill and the entrepreneurial Academy at Thomas Worthington are all examples of elements of transformative change. There is more to come. I hope the governor is successful in his efforts to enact substantive, transformative change in K-12 education in Ohio, but if not, Worthington's school district leaders are united and passionate about making sure that the kind of change envisioned by Gov. Strickland, to the extent possible in a single district, is enacted in our community. Marc Schare Dublin |