There are those who say we shouldn’t be trying to define personalization because it will inhibit innovation or that state policymakers will only muck things up if they try to regulate or legislate our way toward next generation models before we have established a better understanding of effective models and quality indicators. Certainly there is some truth to both of those positions.
There is also another truth.
We are asking teachers to go to work every day and do things that do not make instructional sense for children. We are sending our children to school every day knowing that they are going to be asked to do things because it is covered on the state exams at the end of the year even though they may not have the pre-requisite skills or they already know all of the material. This has to stop.
We need to do our very best, even if we make some mistakes along the way, to create the conditions for our teachers to use and build their professional knowledge to help our children learn. iNACOL’s recently released paper Promising State Policies for Personalized Learning, outlining three phases of state policy that can be used as a tool to catalyze conversation. (more…)