One Good Question with Susan Patrick: How can we Build Trust in Our Education System?

Susan Patrick

This is the second interview with Susan Patrick for the series “One Good Question.”  These interviews provide answers to my One Good Question and uncover new questions about education’s impact on the future.

“In what ways do our investments in education reveal our beliefs about the next generation’s role in the world?”

There’s a big difference in how you would fund the education system if you were building for the longer term – you would invest in building capacity and trust.  We need to take a very honest look at our investments.  If people and relationships matter, we need to be building our own sense of inquiry.  That’s not at odds with innovation investments.  We should be about innovation with equity.   That way, we can change our own perspectives while we build new solutions.The debate about top-down reform vs. bottom-up innovation is tied to the same trust issues.  In Finland, they made an effort to go towards a trust based model and it meant investing in educator capacity so that the systems trust educators to make the best decisions in real-time.  If we don’t start investing in trust, we can’t get anywhere.

“When US educators visit other countries, we tend to look for silver bullet programs from the highest-performing countries.  What are we missing in that search?”

During my Eisenhower Fellowship, I was able to meet with teams from OECD and UNESCO that gave me great perspective.  UNESCO has just published an Education 2030 outlook presenting their global education development agenda that looks at the whole child.  Their goals are broad enough to include developing nations who aren’t yet educating 100% of their population.  When we read through the goals and indicators, the US could learn a lot from having our current narrow focus on academics.  Our current education structure is not going to lead us to provide a better society.  Are we even intending to build a better society for the future?  We’re not asking the big questions.  We’re asking if students can read and do math on grade level in grades 3-8. In Canada, they ask if a student has yet met or exceeded expectations.  If not, what are we doing to get them there?  You don’t just keep moving and allow our kids to have gaps.The UNESCO report specifies measures about access to quality education. Is there gender equality?  Is there equity? They define equity as:

Equity in education is the means to achieving equality. It intends to provide the best opportunities for all students to achieve their full potential and act to address instances of disadvantage which restrict educational achievement.  It involves special treatment/action taken to reverse the historical and social disadvantages that prevent learners from accessing and benefiting from education on equal grounds.  Equity measures are not fair per se but are implemented to ensure fairness and equality of outcome. (UNESCO 2015)

Across the global landscape of education systems, there is a diversity of governance from top-down to bottom-up regarding system control, school autonomy and self-regulation and how this impacts processes and policies for quality assurance, evaluation and assessments.  It is important to realize the top-down and bottom-up dynamics are often a function of levels of trust combined with transparency for data and doing what is best for all kids. In the US, let’s face it, our policy conversations around equity are driven by a historical trend of a massive achievement gap.  Said another way, there is a huge lack of trust from the federal government toward states, from states to districts and even down to schools and classrooms.  We ask, “How do we trust that we’re advancing equity in our schools?”

However, when you start to think about what we need to do to advance a world-class education for all students and broaden the definition of student success – you hit a wall in coherent policy that would align to better practices.  There’s so much mistrust in the system given our history of providing inequalities across the education system, it is inequitable. In recognizing that our education system isn’t based on trust, therefore, perhaps we need to focus on what our ultimate goals and values for our education systems should be and then backward engineer how we get there, how we hold all parties accountable and how we could actually build trust in a future state.  We need to consider future-focused approaches that work to build trust, transparency, greater accountability and build capacity for continuous improvement.  We do need to assure comparability in testing to tell us whether we have been providing an equitable education.  It’s just right now, this lack of trust is creating a false dichotomy of limited approaches to a future-focused education system.  We’re defaulting that the only test that we trust is criterion-referenced standardized tests.We need to take a deep look at the implications that systems of assessments mean for the rest of the system.  It seems that we’re only willing to trust education outcomes based on a standardized test, that we commit to locking students into age-based cohorts, and that we focus primarily on the delivery of content.  What would be the long-term implications for creating better transparency, more frequent inquiry approaches on what is working best for both adults and children?  Are there different ways to evaluate student work and determine whether students are building knowledge, broader skills and competencies they need for future success?  Can we consider a range of future goals and backward map alternative approaches?  All assessments don’t have to be norm-referenced.  This is a familiar conversation with education experts globally.  I’m afraid we’re not having that conversation in the US.

That’s what’s so interesting to me about iNACOL’s work.  It’s global and focuses on future states for educators and practitioners designing new models using the research on how students learn best.  We listen to practitioners working on next generation designs and then ask, is our policy aligned with actually doing what’s best for kids?  What if you could set a vision for a profile of high school graduates that would ensure success?  What goals would you want for redefining what students need to know and be able to do?  And, how would you then approach aligning the systems of policy and practice with what’s right for kids?  The new federal Every Student Succeeds Act (ESSA) law gives states the flexibility to come up with new definitions of students’ success.  States can now use multiple measures — and still report data transparently. This is a really important time to engage in deep conversations between states and communities, families, local leaders and educators around what would we do for redefining success —  but I’m not seeing yet any states that are having enough foundational conversations on the ultimate goals and vision of education WITH COMMUNITIES.  I’m hearing educational leaders say, “All we know how to do is NCLB” . . . and wonder which other indicators a future accountability system might require. They’re uncomfortable thinking about alternatives. It’s a sort of “Stockholm Syndrome” of educational policy limited by the past. ESSA is an opportunity to engage in real dialogue with the communities we serve.  Communities have been locked out of the process for years now.  Community outreach has become a box that people check, but it’s an ongoing dialogue and should be about building understanding and trust.  This is a really rare opportunity in the United States to engage in a broader conversation around student success with local school boards and communities.  This would encourage innovation and provide a clear platform driven by communities on the clear goals and outcomes we hope to achieve in our education system for equity and excellence.

Susan’s One Good Question: Who asks the question is as pertinent as which questions they ask.   Earlier, I mentioned that investment in the long-term capacity building of our education system would require building our own sense of inquiry.  In other more top-down nationalistic approaches to education in countries outside the US, leaders do control the system so they are having strong “values-based” conversations about education in the context of societal goals, too.  Because we are a strong federalist approach to education – this isn’t possible or even desired at a national level . . . the US Department of Education doesn’t have a federal role in that way, and quite frankly, we can’t have a national or even state-level values-based conversation in the same way.  In a federalist approach, we have 13,600 school boards with local control.  The unit of change in this country is the local school district (LEA means local education authority).  School leaders, superintendents, CMO leaders -- they actually can drive the values conversation about what our educational goals, vision and values are and how we measure success transparently.  We’ve stopped talking about values in the name of objectives related to literacy and numeracy.  I believe literacy and numeracy are extremely important, but let’s not forget that foundation for reading and arithmetic (with all students having proficiency) is not enough in the modern world. For students to be successful it is a “yes, and . . . “ with literacy and numeracy being important but not enough. I don’t know how schools can address the extreme inequities in our education without having a values conversation and a re-framing of conversations around re-defining student success with broader definitions of student success.I think that our local communities should start asking themselves these two questions:

• When a student graduates what should they know and be able to do?

• What is our definition of student success?

Susan Patrick is the President and Chief Executive Officer of the International Association for K-12 Online Learning (iNACOL). iNACOL is a nonprofit providing policy advocacy, publishing research, developing quality standards, and driving the transformation to personalized, competency-based, blended and online learning forward.She is the former Director of the Office of Educational Technology at the U.S. Department of Education and wrote the National Educational Technology Plan in 2005 for Congress. She served as legislative liaison for Governor Hull in Arizona, ran a distance learning campus as a Site Director for Old Dominion University’s TELETECHNET program, and served as legislative staff on Capitol Hill.  Patrick was awarded an Eisenhower Fellowship in 2016. In 2014, she was named a Pahara–Aspen Education Fellow. In 2011, she was named to the International Advisory Board for the European Union program for lifelong learning.  Patrick holds a master’s degree from the University of Southern California and a bachelor’s degree from Colorado College.

When Women Succeed, the World Succeeds. #IWD2016

In honor of International Women's Day/ Journée des Droits des Femmes, a look back at  Dr. Phumzile Mlambo-Ngcuka's talk "When women succeed, the world succeeds."

We need to get decision makers to stop seeing women as the problem or charity case. We will not overcome inequality or poverty or sustainable peace if we do not improve the lives of women. There are only 20 women heads of state in the world. if we had more female leaders we would not be in this state. Women are part of creating the world we all want. We have to invest in women. When you leave women out, you compromise the rest of the nation.

What it will take for more governments, institutions, schools, etc. to understand that improving the lives of girls and women will increase opportunities for the entire society?

One Good Question with Anu Passi-Rauste: Education to Build Talent Pipelines.

AnuPassiRauste

This post is part of a series of interviews with international educators, policy makers, and leaders titled “One Good Question.”  These interviews provide answers to my One Good Question and uncover new questions about education’s impact on the future.

“In what ways do our investments in education reveal our beliefs about the next generation’s role in the world?”

I’m really encouraged that we’re starting to see our education investments shift to include different projects and initiatives in which students are part of a bigger ecosystem and instrumental in designing our future. The new generation needs to be a part of collaboratively solving world problems.  We don’t know what the jobs will be in the future because the world is changing so rapidly. I want to see the future as a sustainable world, where people are empowered to grow and learn for their own success.We see those expectations in the UN Sustainable Development Goals and on the national level in Finland.  To transform our education system is a long process.  Fifteen years ago, when I was a teacher, I experienced that the most fascinating way to teach was to learn together with the students. What I saw then was that, when students had problems that they were interested in, they were self motivated to dig deeper.  As an entrepreneur, I have learned that the best part of my work is that I need to learn every day.  We are social learners.  The best part of being an entrepreneur is that we need to test all the time and validate our process.  The scientific method is part of my daily life and part of my adult learning process.  Education practice is slowly starting to incorporate this method into general pedagogy.  The real positive inspiration is that you get interested by yourself and you start to follow some fields or topics and then identify what value you can bring there.Although we focus on skills and competence based education, those competences aren’t the only means to developing students for the future.  Schools are still silos—they are physically isolated from society and within the buildings, school lessons are still divided into one-hour topics with related projects.  We’re still learning for the test and valuing extrinsic motivation over instrinsic motivation.  My entrepreneurial career is focused on how the school is part of the big community and creating opportunities for schools and students to work together with companies, organizations, and civic groups.  Organizations can learn from the students and give students meaningful problems to solve. It also gives forerunner companies the possibility to enhance their learning about next-generation employees and consumers. As a result, students get relevant learning beyond classes, more experience and opportunities to find their own passion and motivation for learning.

“Your past projects have centered on student agency in innovation and problem-solving.  What does it mean for greater society to have today's youth be an integral part of entrepreneurial solutions?”

Today’s learning is organized around problem-based learning, challenges and case studies. What if this could be done in close collaboration in our actual economic ecosystem ? If we can bridge this gap, it helps us to employ the young graduates and build their courage, self confidence, and attitude for lifelong learning and self trust.  We can create opportunities for students to feel integrated and valuable in greater society.  We help students with their ideas and have industry experts who are willing to listen and coach them.  In the end, students come up with brilliant solutions to company-based challenges or their own ideas for start-ups. This model also increases democratic opportunities for the broader population.One thing that I’ve learned is that, when students are really working on their own ideas, they want to be responsible for their own learning.  It doesn’t mean that they don’t need support, but that they can then identify the supports that they need.  That’s what creates a critical role for teachers, facilitators and companies to respond to the students’ needs.  Access to community-supported learning needs to be a right for everybody.  We still have work to do to refine the models that connect the employers and students.  Under our new venture, LearnBrand, we want to give students an opportunity to apply the knowledge that they’ve learned, which is a critical part of the learning process. We focus on actionable learning where we engage people during their college and university studies.  We give them real world assignments and experience. We build a bridge between learners and employers and help both sides equally; students grow their practical skills and employers manage their future talent pipeline.

Anu’s One Good Question : How do we empower our students to keep their curiousity and growth mindset throughout their lives ?

Anu Passi-Rauste, an avant-garde educator and leading expert in digital learning, challenges educators, students, and policymakers to adopt innovative approaches to education in K-12, higher education, and corporate training settings. Her latest venture, LearnBrand, strengthens business partnerships for college and university students.

When Women Succeed, The World Succeeds: Dr. Phumzile Mlambo-Ngcuka.

Last night, we opened the Global Network Forum for Women, with a state on the world’s priorities from Dr. Phumzile Mlambo-Ngcuka, UN Under-Secretary-General and Executive Director of UN Women - ‎UN Women.  We have seen Dr. Mlambo-Ngcuka pave the way, particularly in the UN, for women’s equality worldwide.What has improved in women’s status worldwide in the last 20 years :

• Girls education has improved, especially in countries with the lowest levels,

• Countries have created gender machinery- to promote gender equality,

• Lots of laws passed-- recognizing domestic violence as a crime, marital rape as a crime, women to have property rights, amended constitutions to reflect gender equality,

• Progress in maternal death & infant mortality. Not where we should be, but progress,

• Countries that targeted health services to women,

• Fight HIV & AIDS. Countries invested time, energy, research and hardwork. More people living with HIV AIDS and living a full life,

• Reduced poverty.

These efforts need to be celebrated. We have more women in visible positions of power and are at the center of the UN’s SDG agenda.  We cannot expect the world to succeed, if women are not succeeding.While Dr. Mlambo-Ngcuka prefers the glass half-full perspective, she was very clear that our governments are still marginalizing women’s development.  Governments only invest 10% of their funding towards gender equality (sewing machine syndrome) and continue to treat women’s issues like micro-enterprises instead of recognizing the major economic power and potential of over 50% of the population.  Violence against women has remained flat in the past 20 years and we’ve been in a complex transition from domestic violence to cyber crimes.We need to get decision makers to stop seeing women as the problem or charity case. We will not overcome inequality or poverty or sustainable peace if we do not improve the lives of women. There are only 20 women heads of state in the world. if we had more female leaders we would not be in this state. Women are part of creating the world we all want. We have to invest in women. When you leave women out, you compromise the rest of the nation.

"In every generation, there is a mission that we have to fulfill. We can either betray it or fulfill it. It is in our hands by 2030 to change the world significantly. I look forward to sprinting with you in this marathon for the next 15 years." - Dr. Phumzile Mlambo-Ngcuka