Whilst there were a range of important themes throughout the film, the most significant for me was ‘doing what’s best for kids’. Coach Carter (Samuel L Jackson) choosing to “lockout” his players from any basketball until they met the agreed grades and expectations. Despite incredible pressure and volatility from parents and the Richmond High School community, Coach Carter sticks to his convictions with the bigger picture in mind.
This is the exact challenge that we are faced with as educators today. Imagine if each of us took a stand for the future of our students, did not bow to the pressures of structures, politics, timetables, content demands and even student resistance and actually chose to push for the bigger picture and imagined what could be. If you agree with me that 20th century education and paradigms are not best for 21st century learners, then our challenge is to foster the importance of lifelong learning over the immediate gratification of grades. To break the learners focus on being measured and ATARs and instead have them choose learning and personal challenge over being defined by their final numbers.
I am excited by some of the initiatives coming out of Universities now, where they are honouring students who choose challenge over subjects that will gain them the best ATAR (hat tip Flinders University). Especially exciting for girls choosing mathematics, physics and other STEM opportunities. Even greater reason for us to be forging ahead, reimagining the learning to foster ownership and agency with relevant and meaningful work which sees us (teachers and students) as creators, problem solvers, mentors, and instructors grappling with problems bigger than ourselves.
“We need to teach students two things:
1.HOW TO LEAD
2.HOW TO SOLVE INTERESTING PROBLEMS
Because the fact is, there are plenty of countries on earth where there are people willing to be obedient and work harder for less money than us. So we can not out-obedience the competition. Therefore, we have to out-lead or out-solve the other people… who want whatever is scarce. The way to teach your kids to solve interesting problems… is to give them interesting problems to solve. And then, don’t criticize them when they fail because kids aren’t stupid, if they get in trouble every time they try to solve an interesting problem, they’ll just go back to getting an ‘A’ by memorizing what’s in the textbook”. — Seth Godin
There are a range of different representations of the concept of innovation in schools. It’s a word that I don’t particularly like to use, in fact when my school was looking to name its new collaborative open learning space I strongly contended for the word “innovative” not to be included in the label.
Buzz words fly around business and education continually as we reevaluate what it means to develop successful organisations. This is even more true now as change accelerates with modern technology and access to a global learning and business community. Just recently my son’s school rolled out their new promotional campaign of being “Future Proof” claiming the aim is “teaching children at all ages to be happy, resilient, adaptable and inquisitive, … future-proofing its students, to be the leaders of tomorrow.”
The Edtechteam promote the “Future Ready Schools” initiative, claiming that “Future Ready means having a comprehensive approach to the technology integration”. Furthermore they claim “Being Future Ready is a mindset, not a destination… In order for students to have agency, learning should take places in inspiring spaces where teachers are empowered to make instructional decisions.”
I think we spend a lot of time generating labels and linguistics to represent modern learning and modern spaces and by the time they are adopted, things have changed once again. It’s no wonder schools and teachers become overwhelmed and even despondent as new ideals are continuously rolled out.
So where am I going with all this? Well for me it’s trying to make sense of how I can be part of a leadership team that supports and develops continual and sustainable change in a school without it feeling like an entire makeover every year. How can we develop an emerging culture that embraces disruption as an ongoing response to making choices about what is best for kids in the now, which could ultimately mean rapid change in some respects in short periods of time. A definite challenge, but ultimately what choice do we have if our ambition is to do what is right for kids?