Organizational Structures for 21st Century Education
Schools everywhere are attempting to transition or transform into "21st century schools". Unfortunately, the contextual support required to make these transitions is not addressed and their efforts are stymied. Due to the enormous pressures on schools and districts to have their students achieve higher test scores, the focus of the efforts has actually transitioned schools from "places of learning" to "test prep centers". Much of this is the unceasing pounding of districts from two main sources:
1. Threats of severe sanctions from the government
2. Intensive marketing of corporations selling test prep products and services.
Have you noticed that almost everything but test scores has virtually disappeared from discussions on education? Have you noticed the climate and culture on your campuses and how they have changed over the last decade? Are you happy, or satisfied, with the classroom and campus climate? Or, are your teachers and students stressed? Are your parents happy and involved? Are your students excited about school? Or, do you feel that education has lost its focus?
You are not alone!
Aside from what we refer to as "standardized testing mania" that has consumed education for the past decade, there are two other major obstacles to achieving the transformation into 21st century schools. These involve the current and obsolete structures and strategies that have remained with us for over a century. The two culprits to which we refer are:
1. The structure, or organization, of the campus.
2. The daily bell schedule.
Unless and until the obstacles are removed, no amount of test prep is going to raise the test scores or increase student learning. There is a difference! The current organization of campuses and the school's daily bell schedule are direct descendants of the factory model of education born in and for the Industrial Revolution. They are now completely obsolete and far from harmless!
It is commonly acknowledged that the world of the 21st century is dramatically different than the world we lived in prior to 2000. It is also acknowledged that this globally interconnected society is constantly and rapidly changing. Family life, communication, economics, careers and society have all changed. Does it not stand to reason that schools must adapt as well? What are the solutions, then?
1. Threats of severe sanctions from the government
2. Intensive marketing of corporations selling test prep products and services.
Have you noticed that almost everything but test scores has virtually disappeared from discussions on education? Have you noticed the climate and culture on your campuses and how they have changed over the last decade? Are you happy, or satisfied, with the classroom and campus climate? Or, are your teachers and students stressed? Are your parents happy and involved? Are your students excited about school? Or, do you feel that education has lost its focus?
You are not alone!
Aside from what we refer to as "standardized testing mania" that has consumed education for the past decade, there are two other major obstacles to achieving the transformation into 21st century schools. These involve the current and obsolete structures and strategies that have remained with us for over a century. The two culprits to which we refer are:
1. The structure, or organization, of the campus.
2. The daily bell schedule.
Unless and until the obstacles are removed, no amount of test prep is going to raise the test scores or increase student learning. There is a difference! The current organization of campuses and the school's daily bell schedule are direct descendants of the factory model of education born in and for the Industrial Revolution. They are now completely obsolete and far from harmless!
It is commonly acknowledged that the world of the 21st century is dramatically different than the world we lived in prior to 2000. It is also acknowledged that this globally interconnected society is constantly and rapidly changing. Family life, communication, economics, careers and society have all changed. Does it not stand to reason that schools must adapt as well? What are the solutions, then?
Campus Organization
Today schools are primarily organized via departments based upon disciplines. We call this the "siloed" curriculum. While once reserved to high schools, and sometimes middle schools, it is now in place all the way down to the kindergarten level in some districts.
There are no connections between or among the different disciplines. This system was created in 1892 by the Committee of Ten who were deciding the purpose of school at that time. Their goal was to standardize education in the United States. That was 124 years ago! Is the purpose of schooling the same today as it was in the 1800's? What matters most in the 21st century is not "what a student knows" but what a student "can do with what he knows". |
Daily Bell Schedule
Within the organizational structure of departments, students change classes (usually about every 45 minutes) to attend classes, each focused on one discipline. We have actually seen middle school schedules in which students have 11 class periods per day!
This schedule is a carry over from education adopting Taylor's Scientific Management System for increasing the efficiency of factories, circa 1911. That was 105 years ago. Schools used this, complete with the bell ringing to change classes, to prepare students to work in factories, learning how to be punctual, obedient, standardized workers. This is the antithesis of the skills and predispositions needed in the 21st century. Employers want creative thinkers and innovators! |
There is a better way . . . new structures for the 21st century . . .
Smaller Learning CommunitiesBefore you say, "We've already tried that, and it didn't work . . . "
You are right! But here is why it failed previously, and how it succeeds today: In the 1990's in the United States there was a popular movement called "Smaller Learning Communities", also known as "Schoosl Within a School". New York City's Department of Education broke many of it's larger schools into multiple "schools within a school". It was a great start in the right direction. However, it failed to achieve many goals because the only thing that changed was the size of the school community. The pedagogy and structural paradigms, such as the school daily schedule, all remained the same. It was assumed that by simply having a specific team of teachers who worked regularly with the same group of students, things would automatically improve. But the results were not significant. The curriculum remained fragmented/departmentalized. The classrooms and teaching remained teacher-centered. The students were still changing class every 45 minutes. Apparently, there was nothing done to actually change or improve the curriculum or to intentionally build real communities. Contact Us to learn about how to create SLCs - Smaller Learning Communities That Work! Our strategy will help you reorganize your schools to fully support 21st century learning! This includes reconfiguring your physical spaces - facilities and schoolyards! Lose the factory model and transform your schools for the 21st century. |
Flexible SchedulingWhen you think about it, how much can students really learn each day as they dash from one classroom to the next?
Go to this page on Schedules to learn about what the current traditional schedule is doing to students today and find out why we need to change the school schedule. As we often say, "The schedule is not sacred!", but it seems that many administrators seems to think it is! Working with a relatively small private school recently, I created a new schedule for them that:
This new schedule also provided a wonderful avenue for teachers to enjoy a two-week, collaborative planning period several times a year - free from teaching classes! This was achieved without having to turn school out during this time; nor did they have to hire an army of substitute teachers. Basically, this school was committed to transitioning to interdisciplinary, project-based learning. You do not just throw together PBL units on the fly. They require time and deep planning. There are ways we can create a school schedule that supports 21st century learners. This does not require more money; basically it requires a paradigm shift and a deep commitment to do what is best for kids and for learning. You will find that it will increase both teacher and student motivation, happiness, well-being and learning! Contact Us for assistance in creating your New Schedules! |
