Three Features of Innovative Education That Are Not Bugs

When creating a school that’s different from the mental model many parents, teachers, administrators, citizens (and some students) hold in their heads, key critiques arise that, when not addressed appropriately, result in confusion, wasted effort, hand-wringing, and disillusionment. And these emotions can in turn compel innovators to revert to the traditional, broken, inequitable systems and …

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Innovating on Curriculum

A feature of innovative schools, and probably innovative organizations more generally, is a tendency to under-design from the top*. I’ve worked at two K-12 schools designed to continually innovate, and each takes a slightly different approach to avoid over-fitting theory on praxis. First a note about constant change: One might reasonably think that, yes, the …

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