"We must come to see with the distinguished jurist of yesterday
that 'justice too long delayed is justice denied.'"
"I guess it is easy for those who have never felt the stinging darts of segregation to say, 'Wait.'"
Letter from a Birmingham Jail, Dr. Martin Luther King, Jr.
that 'justice too long delayed is justice denied.'"
"I guess it is easy for those who have never felt the stinging darts of segregation to say, 'Wait.'"
Letter from a Birmingham Jail, Dr. Martin Luther King, Jr.
The crisis of disengagement plaguing many American
schools is driving districts across the country to reconsider the work
of K-12 educators. The call for change in America's schools is nothing
new. Fullan, DuFour, Kozol, and countless others urge us to rethink
American education systems and provide meaningful services to larger
percentages of students who are often under served. I believe this
crisis bears some similarities to the challenge Dr. King spoke of
roughly 45 years ago. Justice for large numbers of students has been
denied, and it is very difficult for educators, individuals who have
navigated the system repeatedly, to fully understand this challenge with the required urgency.
Now more than ever, it is critical that educators and concerned
citizens commit with great purpose to address the issues of student
disengagement and apathy in ways that will challenge and nourish the
next generation of American children.
Student disengagement as evidenced by school dropouts and student apathy has pushed many states and districts to redesign schools and programs to enhance relationships and diminish anonymity. While some national dropout statistics trend downward the last 30 years, high school educators and parents can attest to the opportunity that exists in our schools to create more meaningful learning environments. Results from the 2006 High School Survey of Student Engagement indicate that while 72% of students agree that they are engaged in school, only 55% of students agree that they are an important part of their high school community. We can do better. While some segments of our students have seen improved participation and achievement, the challenges for many students remain in significant ways that can lead to poor performance, lower self-esteem, and a lifetime of what ifs. Students without the necessary 21st century skills cannot compete for living wage jobs nor engage in meaningful civic discourse.With appropriate interventions and options for a wider range of students, many of these needs can be met and the cycle of student disengagement disrupted.
How must we address this crisis? With thoughtful urgency and purposeful action, leaders at the classroom, school, and community level can most immediately improve the learning environment. Classroom teachers can use learning styles inventories to determine student needs and develop lessons accordingly. School leaders can nurture engaging teaching and provide professional development tailored to the individual needs and passions of each teacher, counselor, and support staff. Schools can also be reorganized to accommodate small learning communities focused on such areas as expeditionary learning, international studies, technology, and community service. Community leaders can build partnerships that will address the social and emotional needs of students that often lead to disengagement and apathy. Combined and coordinated efforts at these levels hold the greatest hope for addressing this challenge.
It is clear that a moral and ethical imperative exists. As informed leaders with the power to deliver change, we can no longer accept the status quo. Failure to meet this challenge in a world that is ever more connected socially and economically will only further the injustice lived by so many of our under served students. The life changing opportunities available to engaged students can no longer be denied to students simply because they are not well prepared by a traditional school model. Educational leaders at all levels must embrace the transformational processes that will address the root causes of this crisis and provide engaging learning environments for all students.
Student disengagement as evidenced by school dropouts and student apathy has pushed many states and districts to redesign schools and programs to enhance relationships and diminish anonymity. While some national dropout statistics trend downward the last 30 years, high school educators and parents can attest to the opportunity that exists in our schools to create more meaningful learning environments. Results from the 2006 High School Survey of Student Engagement indicate that while 72% of students agree that they are engaged in school, only 55% of students agree that they are an important part of their high school community. We can do better. While some segments of our students have seen improved participation and achievement, the challenges for many students remain in significant ways that can lead to poor performance, lower self-esteem, and a lifetime of what ifs. Students without the necessary 21st century skills cannot compete for living wage jobs nor engage in meaningful civic discourse.With appropriate interventions and options for a wider range of students, many of these needs can be met and the cycle of student disengagement disrupted.
How must we address this crisis? With thoughtful urgency and purposeful action, leaders at the classroom, school, and community level can most immediately improve the learning environment. Classroom teachers can use learning styles inventories to determine student needs and develop lessons accordingly. School leaders can nurture engaging teaching and provide professional development tailored to the individual needs and passions of each teacher, counselor, and support staff. Schools can also be reorganized to accommodate small learning communities focused on such areas as expeditionary learning, international studies, technology, and community service. Community leaders can build partnerships that will address the social and emotional needs of students that often lead to disengagement and apathy. Combined and coordinated efforts at these levels hold the greatest hope for addressing this challenge.
It is clear that a moral and ethical imperative exists. As informed leaders with the power to deliver change, we can no longer accept the status quo. Failure to meet this challenge in a world that is ever more connected socially and economically will only further the injustice lived by so many of our under served students. The life changing opportunities available to engaged students can no longer be denied to students simply because they are not well prepared by a traditional school model. Educational leaders at all levels must embrace the transformational processes that will address the root causes of this crisis and provide engaging learning environments for all students.
Student Disengagement is a problem that will not be remedied simply by redesigning schools. Our schools exist in a broader context -- the culture of accountability and testing is sucking the life, the joy, the authenticity out of them right before our very eyes. And it's killing our kids. If I was them... I'd be leaving too! (Oh wait. I did that once.) Kozol, Kohn, Krashen, et al. are voices that people listen to but do nothing. Voices from the inside, from principals and teachers should be amplified especially for our new President. It's why I blog (http://kriley19.wordpress.com/)... It's why I read Leadertalk and keep nudging others to join the revolution.
Posted by: Kevin W. Riley | November 25, 2008 at 09:52 PM
I totally agree with Mr. Dimmett. Status quo for education does not exist in my mind, schools are either getting better or getting worse.
Posted by: Bob Miller | November 26, 2008 at 09:43 AM
Thoughtful Classroom, the work of Harvey Silver and Richard Strong, is making a difference in our school district as Dave suggests we should. Based on learning styles and the best instructional practices of the past thirty years, it offers a concrete body of work to help solve the problems presented in Dave's post.
Knowing that we are taking steps to improve, I still read this post and wonder, "how long will it actually take us to transform schools? How long will it take us to do what we know is right? How long until we take responsibility and stop throwing our hands in the air as we lament that "these kids just don't care!" How do we start a revolution?
I am about to start my first superintendency at the end of December and someone had better call me out LOUD and CLEARLY if I go into that job and simply continue the status quo. Dave eloquently reminds me of the magnificent opportunity before me.
Posted by: Kimberly Moritz | November 26, 2008 at 08:21 PM