Almost a quarter of a century into the 21st century, I am excited to see the awareness and, frankly, impatience with the faults of a school-centered model reach a tipping point. Our system was well designed in an industrial era to focus on standardization, compliance, completion, and sorting of young people. The data continue to show us that the skills that people need to be successful in life, work, and citizenship continue to evolve, yet the vast majority continue to “do school harder”, as Montie Syrie put it in this podcast episode, and as a result, we continue to see that kids are more disengaged, feel unprepared for their next steps, and are more stressed in these types of systems. 

Although the data sounds bleak, I am hopeful as I see that the awareness is leading to action and growing momentum to do school differently. Instead of individuals in silos wondering if there is another way, I am seeing teams of teachers, schools, districts, and even states begin to see not just the need but the responsibility to shift our practices in schools to allow for more personalization, authentic and meaningful learning, competency-based practices to develop the whole learner beyond narrow academic proficiencies.

There are 3 trends that I am excited to grow this year and beyond as we continue to evolve into more learner-centered ecosystems.

1. Whole Learner Outcomes 

More and more districts are working with their community and creating their own version of outcomes that they aspire to develop in the students that transcend singular classes’ GPAs or standards. Some call it a Learner Portrait or a Graduate Profile. Regardless of the name, the movement to recognizing and orienting systems toward whole learner outcomes that prioritize the knowledge, skills, and mindsets that are critical to ensure learners are not just successful in school but well poised to navigate their path outside of school is inspiring. There is often a lot of alignment in these outcomes– as there should be– that are related to skills future employers are looking for in their employees as well as the skills necessary to navigate life and relationships beyond work. The beauty however is not simply in the outcomes, it is the process in which the community learns, dreams, and commits together to new and different outcomes that becomes the driving force for the evolution of our educational systems.

2. Locally-Based Measure of Success

One of the biggest barriers to change is often how we are measured. National accountability models are focused narrowly on standardized assessments because they are easy (and frankly very profitable) to measure at scale. However, the data have shown that by and large, zip codes predict test scores, and the one moment in time doesn’t actually give us actionable data to inform our community about how we are doing aligned with the whole learner outcomes, readiness for the next steps, well being, and growth to celebrate what is working and inform the next steps. So many leaders are left with disparate assessments, surveys, and inputs to answer the question, “Are we successful?”

I am beyond excited to see states like Kentucky and Hawai’i prioritize local accountability models and districts like Logan County lead the way in creating models to test out what is possible. I can’t wait to continue to support the development of what is possible. 

Check out the model on their website here.

3. Performance Assessment   

I kicked off the new year in Muhlenberg, Kentucky, with design teams who are in the midst of creating new performance assessment practices. The team of central office leaders, principals, and, of course, teachers are piloting a defense of the learning process to help learners showcase the development of their Learner Profile, the desired competencies that transcend standards and courses. When the team saw examples and tested their ideas with students, they were beyond motivated to grow these practices. They felt more connected to students and understood their unique talents and skills. Performance assessment and more specifically, Defense of Learning for all students is a powerful way to bring the Portraits to Life in diverse systems. I am so excited to grow these practices across diverse systems.

Moving Beyond What We Have Always Done to What is Best for Learners

The pressure is real to continue to do “what we have always done.” I don’t want to dismiss this at all, but we also know that there are many practices that aren’t in service of achieving the outcomes that we want for learners and for ourselves. The power of coming together in community is that it reinforces our instincts and helps us feel connected to others and not alone in our frustrations or ideas. It allows us to identify the practices that we want to keep, discuss those that aren’t serving our communities, and give us the permission to grow new and different systems that create more learner-centered practices.