What’s Ahead for the AP Program: Discussing and Prioritizing Potential Changes→

Trevor Packer, Senior Vice President for AP and Instruction at the College Board, back in August 2023:

"The research does seem clear that incorporating projects can be a more expansive way to measure learning..."

Long perceived as a benchmark of excellence in high school education, the AP's pivot towards project-based learning (PBL) represents a deeper understanding of what constitutes effective learning. PBL is not just an alternative teaching method; it's an approach that can provide a more nuanced and comprehensive assessment of a student's abilities and understanding.

The shift to PBL acknowledges that learning transcends the traditional boundaries of rote memorization and regurgitation of facts. It's about applying knowledge in real-world scenarios, problem-solving, and innovation. This approach aligns well with current educational research, which underscores the importance of experiential learning in developing critical thinking, collaboration, and adaptive skills.

However, Packer maintains the need to balance between new and old methodologies. He states:

"Keeping part of the score based on something that is proctored and timed is valuable to us. But we don’t have to base all of it on that."

His point emphasizes the continued relevance of traditional assessments. Timed, proctored exams have their place in measuring certain types of knowledge and skills, particularly under pressure. I can’t argue that, but the blend of project-based assessments with traditional exams offers a more holistic approach to evaluating student achievement. A more hybrid assessment ensures that students are not only adept at theoretical knowledge but also proficient in practical application and problem-solving.

In essence, the AP's move towards incorporating more PBL into its curriculum reflects a broader shift in educational philosophy. It's an acknowledgment that the ways we measure learning need to be as diverse and multifaceted as the learners themselves. By adapting to include more project-based assessments, the AP Program is not only maintaining its high standards but also evolving to meet the diverse needs and talents of students in a complex, rapidly changing world.

The Power of Space→

From NBS Commercial Interiors:

“This project aligned with the district’s strategic vision to enhance student-centered instructional practices and modernize learning environments.”

I feel privileged to have led this project, which began two years ago with tours of furniture showrooms and innovative schools, where we gathered valuable input from teachers and principals. Their perspectives were instrumental in shaping our approach to creating flexible, engaging learning environments.

In these updates, we've moved beyond the traditional concept of teachers transmitting information to passive students, to a more dynamic and interactive model. Our classrooms are now designed to facilitate various groupings and encourage active participation, nurturing the problem-solving and collaboration skills essential for future success.

This project is more than a physical transformation; it represents a deep commitment to enhancing the learning experience, allowing teachers to plan instruction that it more interactive, engaging, and effective for every student. This shift is a testament to our dedication to preparing students for a future that values adaptability, teamwork, and innovative thinking.

Critical Reflection and Learning from Others→

Dr. Pedro Noguera, in an article from 2019:

“We must be willing to ask ourselves: 'Is the way we have organized our schools helping our students?' If the data suggests not, then we must be willing to critically reflect on our practices and learn from educators who get better results by doing things differently. We are overdue for a paradigm shift, one that puts a drive for excellence through equity at the center of American education."

Essential Learning Outcomes at Bay City Central High School

Central High School is in the initial phase of its first year of redesigning its curriculum and instruction, focusing on teaching and assessing essential learning outcomes like agency, collaboration, communication, and knowledge and thinking. This video captures the early yet significant progress being made. It's evident in the way students, teachers, and leaders have wholeheartedly adopted these core values.

Visiting Central High School, the commitment to innovation is unmistakable. Everyone involved is deeply invested in effectively implementing these outcomes for the benefit of students. This dedication is visible in every classroom and interaction.

Creating Clarity on Equity in Schools→

Pedro & Joaquin Noguera, writing on equity leadership for ASCD:

"Based on our years of experience as researchers and thought partners with district and school leaders, we have found that leaders who have made the greatest progress in advancing equity, and who are best able to withstand political attacks, are those who are able to articulate a clear vision, devise concrete strategies, set measurable goals, and implement an action plan."

A vision for equity is more than a poster on the wall; it's a continuous conversation with the community. Leaders must regularly engage with the entire community to make sure the vision is not only clear but also actionable and aligned with collectively shared values. This isn't just a procedural step during strategic planning; it's the foundation for any meaningful effort to advance equity in our schools.

AI in Schools: More Than Just a Fad→

Hadi Parvoti, CEO of code.org, on the future outlook of curriculum and instruction in a world where Artificial Intelligence and Large Language Models like ChatGPT are commonplace:

"In five years I'm quite confident that our school system will recognize not only that these tools are here to stay but that teaching kids how to be amazing problem solvers, critical thinkers, and collaborators using these digital tools is going to be a key part and reason for education."

Just as calculators revolutionized how we teach math—enabling us to go beyond basic arithmetic to explore higher-level concepts—AI is set to expand the horizons of what's possible in the classroom. It's not about sidelining teachers or making students overly reliant on technology. It's about leveraging these tools to enhance the educational experience.

What Parvoti is talking about is a shift from a knowledge-based model to a skills-based model. One where we're not ditching the classics; we're giving them a 21st-century update so that we can equip students with the skills they need to navigate a world where digital literacy isn't optional; it's essential.

Aligning Classroom Practices with Community Aspirations for Deeper Learning

Yesterday, I shared the BCPS Graduate Profile video, describing what the Bay City community collectively wants for graduates. Today, I want to share its companion video describing our Deeper Learning initiative, where theory becomes part of our teaching practice.

By aligning instruction with the skills and values our community holds dear, we create a more cohesive and effective educational experience. This isn't just about ticking boxes on a standard assessment; it's about synchronizing our educational goals with real-world needs and expectations. When every stakeholder, from teachers and administrators to parents and community leaders, is on the same page, that's when we see transformative growth in our students.

Graduate Profile: How Community Engagement Can Shape the Future

This video encapsulates the collective vision we're building for Bay City Public Schools. It represents extensive community engagement—listening sessions, business summits, parent roundtables, you name it. I love how the video describes our graduate profile through voices in our community.

Leading this work has been so rewarding. It's the embodiment of what I've always believed: that when schools and communities align, magic happens. We're not just aiming for academic benchmarks; we're nurturing problem-solvers, communicators, and critical thinkers. This is about efficiency, yes, but it's also about effectiveness—about making sure our educational system is as agile and adaptable as the world our students will enter. When we listen to our community, we're not just being inclusive; we're unlocking the doors to innovation and long-term success.

What are we willing to lose in order to change a child's life?→

Isabel Bozada-Jones, writing for EdSurge:

"If we are going to truly transform and improve education, all administrators, policymakers and leaders must let old practices die and imagine something better."

To create a climate and culture where “old practices” are replaced with “something better,” we must first provide school leaders with frameworks that openly acknowledge and tackle power dynamics within school systems that could hinder innovation.

Professional development, teacher mentor programs, student leadership initiatives, parent organizations, and community events all hold the potential for transformative change. However, these opportunities are rarely realized because school leaders often lack the necessary resources, training, or support to effectively confront power dynamics and promote innovation within their buildings.

Regarding Bozada-Jones' article, the question is: How can policymakers, business leaders, and district administrators collaborate to create frameworks and a community culture that empowers school leaders to envision innovative solutions instead of relying on outdated practices while acknowledging the existing power dynamics that cannot be overlooked?

The Search for a Truly Individualized Education Model→

Chester E. Finn, Jr., writing for Education Next:

Let’s finally face the truth: Since kids move at different speeds, the amount of instruction that student Q needs in pursuit of mastery of a lesson, a unit, a 'grade level,' etc. will differ from the amount that student R needs, which means that, yes, they’ll face different quantities of schooling. That’s the alternative to the batch-processing of today’s age-based attendance-and-promotion systems. It means treating kids differently.

As much as I agree with the sentiment, there is still a lack of personalized learning models addressing the needs of all learners, particularly those at risk.

Online schools have made efforts to offer self-paced learning, but often fall short in providing the necessary support and resources for struggling students. These students may fare worse in online environments compared to traditional schools.

I am fully on board with the theory and the mindset that is required. We absolutely should have an education system that adapts to each student’s unique learning needs and provides the necessary resources and support to ensure their success. I’ve simply not seen it done effectively … yet.

Spinning Our Wheels→

Frederick M. Hess, writing for ASCD:

"There's a familiar "spinning wheels" aspect to school reform that can make it tough for any proposed change to actually stick. But this post-pandemic era, with its new landscape, could be a moment of punctuated equilibrium rather than another spin of the wheel.

Rising to that challenge requires leaders to find more promising ways to support students, confront learning loss, and effectively use billions in emergency federal aid."

Hess lists an approach to rethinking education that involves leading inquiry with questions, being precise and specific about the problems being solved, being deliberate about the process and open to new solutions, and rejecting change for change’s sake.

While I appreciate his optimism and agree with his points, I think we’re unfortunately about to see another ”spin of the wheel” in most communities. The intertia of the status quo is strong, and the traditional structures and processes in education have been in place for a long time. Those who have benefited from the way things are will naturally resist any changes that threaten their advantages, regardless of how beneficial those changes may be for the larger community.

Leaders who are pushing for change, particularly in light of the challenges posed by the COVID-19 pandemic, must be willing to put themselves out there and take a bold stance. This often means going against the status quo and facing resistance, even when the leaders, themselves, may be among those benefiting from the way things are.

To overcome these challenges, leaders must be proactive in forming coalitions that can help drive change. By working together with like-minded individuals and organizations, leaders can help insulate themselves against attacks and criticism, and build a strong foundation for change.

Moving Beyond the Carnegie Unit→

In December, Sarah D. Sparks interviewed the President of the Carnegie Foundation, Tim Knowles for EdWeek. From Knowles:

"We learn through immersive experience, we learn from mentors, from experts in apprenticeships and internships, and from peers. As individuals, we learn at highly variable rates depending on the subject of study. So the idea that time and learning can be conflated at such a deep level as we see it in our current system really needs to be changed."

The Carnegie Unit is about as relevant to our teenagers as a flip phone. It's like trying to navigate a complex landscape with a road map. The world is always changing, and it's time for our schools to catch up.

"By making the Carnegie unit so instrumental to what we define as school, the classroom and the schoolhouse have become almost a singular place for learning."

The Carnegie Unit has become a barrier to progress, hindering many schools from meeting students' potential. We need to improve by providing new learning models promoting immersive experiences, real-world projects, and flexibility. We must overcome conventional classroom hurdles to embrace new initiatives such as project-based, place-based, and competency-based learning.

Yet, teachers cannot do it alone. They need leaders who can balance risk and safety while promoting innovation and collaboration. Together, we must test new ideas and provide students access to various learning experiences that prepare them for future challenges. It is time to move forward with imagination, courage, and a dedication to excellence.