Several years ago, I wrote a piece–“Differentiating Traditions and Bad Habits”–in which I argued that bad habits often masquerade as traditions (I have cut and pasted it below). I refer to this idea often in order to illustrate the need to spend time discriminating between these two forces that drive and govern so much that we […]
I was interested to note how often in one moment someone called culture out as an intractable obstacle and in the next moment someone else called it the best tool we have in our toolbox. Strangely, I think they may have both been right.
While we shouldn’t neglect opportunities to learn from each other in education, we also must broaden our horizons in order to push our thinking beyond the parameters of our current conversations about curriculum and culture within our schools.
My premise, however, is this: in order to create sustainable models and to best serve our students, we must find ways to create dialogue between all areas of education—public, independent, and higher, and we must put it at the center of our efforts to create positive change.
Teachers have never been more necessary for young people, for we are moving into a time when the primacy of content delivery is waning, and the role of teaching skills, such as collaboration and synthesizing disparate pieces of data are ascending.
I work with leaders and faculty members at independent schools to help them frame out a process for change… I am most interested in the means–a smarter process to hold the ambition of complex schools striving to make impactful change.