Blog
Snapshots: A Journey to the Promise of Public Education in Wyoming
Over the past several weeks, we have circumnavigated the state, covering 1500 miles as we traced the perimeter, touching down in nine school districts. Each district is realizing ambitions for what is best for their kids. There is so much pride in each community; for their schools, and the promise of public education to support each and every learner. One urban district has over fourteen thousand learners; another has 45% English Language Learners, many of whom are newcomers to the state; another has 114 learners in the entire district. Each of these places is different, and each has a unique approach to student-centered learning.
Against Extractive Assessment
If we want to lessen the extractive forces in our educational system, we might look to less aggressive forms of information gathering in learning and assessment.
Learners are Entitled to the A
It was the end of first quarter, and I was sitting across the table from a pair of very concerned parents. Their student had struggled so far this year, often falling far short of meeting the expectations for learning. As I began to talk about strategies like fully engaging in learning experiences, thoughtfully completing formative tasks, and revising based on feedback, they became frustrated. Their student had been “doing school” the same way for eight years. This was the first time that the results were different–and the results were indeed very different. They didn’t say it, but it certainly was implied- their child was entitled to the A. What I find to be the most shocking about that statement is that they may have been right.