We’ll make this short today. But while short, lots to think about…
This article resonated with me: Why does it take programmatic shifts to implement CBE? A school & vendor partnership
Why? ..you ask.
Because they understand that transforming a system requires changing structures and changing mindsets.
Here’s what they did…you can see how these are structural changes that lead to mindset and behavior changes:
- Assess standards, not assignments
- Focus on progress, not points
- Separate feedback on academic objectives, behaviors and dispositions, not all-in-one scores
- Provide a portrait of success, not a target score
Interested in digging deeper into exactly what each of these looked like? Check out the article…
This paragraph resonated. (See my highlights..) It’s not enough to communicate a fancy vision for transformation. There has to be action to support the change. And that’s the heavy lifting.
“A provocation, such as this, recalls for me Gleicher’s formula for change: there has to be dissatisfaction with the status quo, along with a clearly communicated vision, followed by actionable, accessible steps for getting there. Otherwise, the resistance will always be greater than the momentum.We must do more than communicate the vision.We must do more than train teachers and other stakeholders.To make the path forward accessible, we must ask the question: Do our resources and tools support and make possible such a transformation, or do they make it more difficult because the design was meant for a different kind of outcome?”
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❓ Provocations:
Reflect on the changes you’ve experienced in your particular context. Which have been reform and which have been transformation? Then think about which have been “successful.” What made them successes or failures?
💎 Resources:
Leverage Points: Places to Intervene in a System
🧠 Mindset:
Transformation vs. reform/change
💡 Area:
Leadership
📣 Drop your thoughts in the comments, or in the Facebook group, and feel free to share resources. 🔥🔥🔥
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