{"id":2098,"date":"2016-12-16T00:00:00","date_gmt":"2016-12-16T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/one-good-question-with-susan-patrick-how-can-we-build-trust-in-our-education-system\/"},"modified":"2019-12-16T12:55:23","modified_gmt":"2019-12-16T17:55:23","slug":"one-good-question-with-susan-patrick-how-can-we-build-trust-in-our-education-system","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/one-good-question-with-susan-patrick-how-can-we-build-trust-in-our-education-system\/","title":{"rendered":"One Good Question with Susan Patrick: How Can We Build Trust in Our Education System?"},"content":{"rendered":"

\"Building<\/a><\/p>\n

This blog\u00a0first appeared on One Good Question<\/a>\u00a0on December 6, 2016.\u00a0<\/em><\/p>\n

This is the second interview with Susan Patrick for the series \u201cOne Good Question.\u201d These interviews provide answers to my One Good Question (outlined in\u00a0About<\/a><\/em>) and uncover new questions about education\u2019s impact on the future.<\/em><\/p>\n

In what ways do our investments in education reveal our beliefs about the next generation\u2019s role in the world?<\/strong><\/h3>\n

There\u2019s a big difference in how you would fund the education system if you were building for the longer term \u2013 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\u2019s not at odds with innovation investments. We should be about innovation\u00a0with equity<\/i>. That way, we can change our own perspectives while we build new solutions.<\/p>\n

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\u2019t start investing in trust, we can\u2019t get anywhere.<\/p>\n

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?\u00a0\u00a0<\/strong><\/h3>\n

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\u00a0Education 2030 outlook<\/a>\u00a0presenting their global education development agenda that looks at the whole child. Their goals are broad enough to include developing nations who aren\u2019t yet educating 100% of their population. When we read through the goals and\u00a0indicators<\/a>, 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\u2019re not asking the big questions. We\u2019re 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\u2019t just keep moving and allow our kids to have gaps.<\/p>\n

The UNESCO report specifies measures about access to quality education. Is there gender equality? Is there equity? They define equity as:<\/p>\n

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.\u00a0(UNESCO 2015)<\/p>\n

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\u2019s 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, \u201cHow do we trust that we\u2019re advancing equity in our schools?\u2019\u201d<\/p>\n

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 \u2013 you hit a wall in coherent policy that would align to better practices. There\u2019s 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\u2019t 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\u2019s just right now, this lack of trust is creating a false dichotomy of limited approaches to a future-focused education system. We\u2019re defaulting that the only test that we trust is criterion-referenced standardized tests.<\/p>\n

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\u2019re 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\u2019t have to be norm-referenced. This is a familiar conversation with education experts globally. I\u2019m afraid we\u2019re not having that conversation in the US.<\/p>\n

That\u2019s what\u2019s so interesting to me about iNACOL\u2019s work. It\u2019s 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\u2019s 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\u2019s right for kids? The\u00a0new federal Every Student Succeeds Act (ESSA) law<\/a>\u00a0gives states the flexibility to come up with new definitions of students\u2019 success. States can now use multiple measures \u2014 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 \u2014 \u00a0but I\u2019m not seeing yet any states that are having enough foundational conversations on the ultimate goals and vision of education\u00a0WITH COMMUNITIES. I\u2019m hearing educational leaders say, \u201cAll we know how to do is NCLB\u201d. . . and wonder which other indicators a future accountability system might require. They\u2019re uncomfortable thinking about alternatives. It\u2019s a sort of \u201cStockholm Syndrome\u201d 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\u2019s 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.<\/p>\n

\"susanpatrick\"<\/a>Susan\u2019s One Good Question:\u00a0<\/strong>Who<\/em>\u00a0asks the question is as pertinent as\u00a0which<\/em>\u00a0questions 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 \u201cvalues-based\u201d conversations about education in the context of societal goals, too. Because we are a strong federalist approach to education \u2013 this isn\u2019t possible or even desired at a national level . . . the US Department of Education doesn\u2019t have a federal role in that way, and quite frankly, we can\u2019t 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 \u2014 they actually can drive the values conversation about what our educational goals, vision and values are and how we measure success transparently. We\u2019ve stopped talking about values in the name of objectives related to literacy and numeracy. I believe literacy and numeracy are extremely important, but let\u2019s 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 \u201cyes, and . . . \u201c with literacy and numeracy being important but not enough. I don\u2019t 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.<\/p>\n

I think that our local communities should start asking themselves these two questions:<\/p>\n