Ideas & Resources
Curious about the ideas that inform our movement? Dig in to the thought pieces and blog posts by our team, or peruse the resource list of recommended readings. We're always happy to discuss ideas - comment on the posts or reach out to firstname.lastname@example.org .
"This is the point: we cannot engineer kindness, grit, empathy, or any other skill into students. We cannot just teach isolated lessons and expect them to one day know how to use them. As teachers, we must build environments in which these skills are practiced across the school day– because it is only through this authentic practice that students will actually learn the skills we know will help them thrive as individuals and work together as a community."
While critique can play an important role in improvement, to be productive it needs to be rooted in a clear positive vision of what is good. You can't "continuously improve" unless you know what you're building toward.
Without a concrete vision around the inherent value of diversity, the role that schools should play in developing a wide spectrum of learners, and the importance of fostering empathy in young citizens of a democracy - students with disabilities were largely excluded from the school community.
We adore the idea of using Valentine's Day as a reminder to celebrate all the different kinds of love and moments of joy in our lives and the world.
This fits well with the big mindshift of the month: from Efficiency to Possibility: We need to move out of efficiency frames and into possibility frames when we design school practice and policy. Why? Because designing for efficiency is destroying all the joy and love in school.
"...we are neglecting to recognize that it is how literacy is taught – the experience and practice of reading, writing, and communicating itself – not the literacy scores, that will matter for students’ abilities to make meaning, communicate with others, and grapple with complexity in the long-term."
We're starting the new year focusing on the first big shift in thinking required for real change in education: Symptoms to Systems. So much of our time in schooling and school reform is spent addressing symptomatic issues, while the real systems problems get ignored. A tell-tale sign that something is a systems issue is when symptoms are widespread and predictably patterned across different kinds of people and situations (e.g. anxiety and depression across many high-performing institutions, drop-outs in low-income institutions).
A few years ago, I was the behavior specialist called in to work with a child. Kyle was 9, in third grade, and he was and academically inclined - already reading books meant for fifth graders. But he was totally disengaged from school.
Welcome to our very first monthly newsletter! REENVISIONED has been steadily growing and we wanted a way to connect with all of you about what’s happening – and, of course, invite you to get involved!
At a time of incredible turmoil and change – in education and in society more broadly - work to create a positive vision is more important than ever.
As an energetic and optimistic 22-year old, I entered my Kindergarten classroom in Denver, Colorado with dreams for my students: that they would be empowered, fulfilled, and flourishing individuals. If I could teach them the knowledge, beliefs, and character that would help them create good lives and contribute to a more beautiful society, I would have succeeded as an educator. I never would have predicted that a short three years later I would wonder if I were actually doing more harm than good.