This post originally appeared at Next Generation Learning Challenges on February 17, 2015.
My recent tour of several NGLC Breakthrough Models schools was an eye opener, a paradigm- shifter and ultimately, shook up a few limiting beliefs I had gained during my experience teaching in traditional educational settings.
As a newly-hired teacher at The Incubator School, an innovative school in its second year, I was excited to participate in a recent NGLC tour. The experience has deepened my understanding of our own blended learning, design model. I now know that large-scale, radical innovation is not only possible, but also probable as word spreads about the phenomenal work being done by educational innovators! True social justice can be achieved through education, where learning is personalized and students develop the agency to unleash their inherent potential to create, innovate and become productive, dynamic citizens of the world.
My optimism for public education has been reinvigorated by observing firsthand the engagement, autonomy and agency of students from a range of grade levels and socioeconomic backgrounds at schools in various stages of development. My personal perspective is informed by a corporate business career followed by 11 years of teaching, as well as my own experience as a parent struggling with traditional school systems that were often unwilling or unable to identify, nurture and support my own child’s gifts.
Since childhood, I have been passionate about working with “at-risk populations” and often volunteered with nonprofits. My experience spans every grade level K-12, every socioeconomic level, in a variety of settings including hospital schools, comprehensive elementary and high schools, a 6-12 leadership magnet, first-year pilot high schools, and a restructured high school where significant gains were made in standardardized test scores and in introducing a “college-going culture”. (more…)