As a superintendent and historian of public education, I always have enjoyed the stories that former PBS education reporter John Merrow brought to the table. In last December’s issue, Merrow wrote an incredibly important My View column, “
Still the Toughest Job in America.” The title is an extension of his acclaimed story chronicling the work of former Philadelphia superintendent David Hornbeck for six years.
In Merrow’s magazine column, he states, “I believe the job is only going to be tougher.” Unfortunately, I agree with him 100 percent.
Since No Child Left Behind, our students have been led to believe that FAILING AT A PROJECT OR ASSIGNMENT IN SCHOOL IS A TRAGEDY. Schools have been forced to embrace the view that trial and error is a sign of weakness. As a result, our schools now produce young adults who are more risk-adverse than any generation before.
Merrow cites the fitting example of how WD-40 came to be. It’s called WD-40, he tells us, because the engineers who developed the solvent failed 39 times before they got it right.
Though as superintendents we may continue to hold the toughest job, I dare say it also may be the most important.
MICHAEL J. HYNES
SUPERINTENDENT,
PATCHOGUE-MEDFORD SCHOOL DISTRICT,
PATCHOGUE, N.Y.
Learning From 4-Year-Olds
The insights shared by Peter Gamwell in “
What a 4-Year-Old Can Teach Us About Innovation” (January 2018) speak to the very core of the student learning experience. It's sparked by curiosity. It's driven by passion. It's personal in nature. It is precisely what our system is striving for in setting the conditions for creative, dynamic, inclusive teaching and learning environments.
PINO BUFFONE
DIRECTOR OF EDUCATION,
RENFREW COUNTY DISTRICT SCHOOL BOARD
PEMBROKE, ONTARIO
We live in an age of incredible complexity, and organizations from across diverse sectors, including education, are challenging themselves to re-imagine their learning cultures.
Peter Gamwell’s work introduces us to a new narrative for leadership, where harnessing creativity and innovation allows education leaders to recognize the brilliance within everyone to power the potentials and possibilities for shifting cultures and mindsets across school districts and other organizations.
Leading in this way, and under the right conditions, sets us on a pathway to true transformation in our schools.
Gamwell shows us how to imagine success through a different lens.
His article serves as a great appetizer for deeper learning through the reading of his book
The Wonder Wall.
CATHY MCCAULEY
EXECUTIVE DIRECTOR,
CALGARY REGIONAL CONSORTIUM,
CALGARY, ALBERTA
Peter Gamwell’s article reveals the benefits of adopting a more transformational imperative in schools and other institutions.
By demonstrating the genius of young people such as Gloria, Emerson and Hayden, readers see how guided autonomy can spark creative pathways using imagination and passion as fuel. This culture shift ignites action. With this wondrous collaborative culture, inspiration, confidence and progressive change become tangible.
In his article and his book (
The Wonder Wall: Leading Creative Schools and Organizations in an Age of Complexity), Gamwell and Jane Daley aim to nurture “imagintelligence” among all learners – the young and not-so-young – whether they be students in Grade 4, school system leaders or CEOs of Fortune 500 companies.
Clearly, Gamwell’s work serves to be transforming and inspiring.
KEVIN BUSH
PRINCIPAL,
ADULT HIGH SCHOOL,
OTTAWA, ONTARIO
Peter Gamwell illustrates his major talent as a writer – with self-deprecating humor through storytelling.
His article, in itself, is a vehicle for illuminating the central idea that collective creativity comes from storytelling, along with listening, inclusivity, personal communication and celebration. He might have added humor as he is gifted at making himself appear ridiculous in elucidating the acute need for imagination and creativity in all aspects of school life.
In outlining many of the profound initiatives Gamwell led as a superintendent of a large, complex school district, he accentuates the essential value of individuality of learning in schools, which has parallels in the natural learning subjects and styles of young children. He shows us the powerful effects this natural learning of self-discovery can bring about in people of all ages.
What can a 4-year-old teach us about innovation? As Gamwell suggests, a revealing basis for imagination, creativity and innovation everywhere.
MICHAEL WILSON
RETIRED ARTS EDUCATION PROFESSOR,
UNIVERSITY OF OTTAWA,
OTTAWA, ONTARIO
Lessons from Michigan
Re David Arsen’s article, “
Cautionary Lessons From Michigan’s Charter Experiment” (January 2018):
Our public school district is the authorizer of a cyber-charter school near Lansing, Mich., but instead of functioning as a management company, Eaton Rapids Public Schools has established a relationship where we share the same academic accountability standards and partner in project-based learning curriculum with our older K-12 students.
Arsen’s position on the perverse financial incentives in our state is supported by a recent study underwritten by the Michigan School Finance Research Collaborative to learn about the state’s adequacy in funding students.
Conducted by two top-flight school finance research firms, the study generated these findings:
•
It costs a minimum of $9,590 to educate a child in Michigan regardless of location, income or learning challenges. Half of the Michigan districts, including ours, receive $7,871 per student.
•
Additional funding amounts are needed for special education, English language learners, career and technical education, and students living in poverty.
•
Funding must account for geographically isolated areas, district size and differing transportation costs.
This financial framework should apply to traditional public schools and charters.
BILL DEFRANCE
SUPERINTENDENT,
EATON RAPIDS PUBLIC SCHOOLS,
EATON RAPIDS, MICH.