{"id":128650,"date":"2013-01-30T15:04:12","date_gmt":"2013-01-30T20:04:12","guid":{"rendered":"\/gazette\/?p=128650"},"modified":"2019-04-17T17:41:48","modified_gmt":"2019-04-17T21:41:48","slug":"five-ideas-for-better-schools","status":"publish","type":"post","link":"https:\/\/news.harvard.edu\/gazette\/story\/2013\/01\/five-ideas-for-better-schools\/","title":{"rendered":"Five ideas for better schools"},"content":{"rendered":"\n\t
\"\"

Harvard Graduate School of Education hosted a panel of leading thinkers who shared their five visions on the future of education. The panel included Robert Schwartz (from left), Jal Mehta, Elizabeth City, Frederick Hess, and Paul Reville.<\/p>

Kris Snibbe\/Harvard Staff Photographer<\/p><\/figcaption><\/figure>\n\n\t

\n\t\t\t\n\t\t\tNation & World\t\t<\/a>\n\t\t\n\t\t

\n\t\tFive ideas for better schools\t<\/h1>\n\n\t\n\t\t\t<\/div>\n\t\t\n\t
\n\t\t
\n\t\t\t
\n\t\t\t\t\t

\n\t\tChuck Leddy\t<\/p>\n\t\t\t

\n\t\t\tHarvard Correspondent\t\t<\/p>\n\t\t\t\t\t<\/address>\n\t\t<\/div>\n\n\t\t

\n\t\t\tAskwith panel promotes fresh ways to jump-start effective learning\t\t<\/h2>\n\t\t\n<\/header>\n\n\n\n
\n\n\n\t\t

A panel of leading thinkers shared five visions of education\u2019s future during an Askwith Forum on Tuesday at the Harvard Graduate School of Education<\/a> (HGSE). The scenarios ranged widely, from redefining the function of schools and teachers to adopting learning models that have succeeded in other nations.<\/p>\n

Jal Mehta<\/a>, an assistant professor of education at HGSE, began by bemoaning the results of recent education reforms, noting that \u201cnational standards, vouchers, merit pay for teachers, etc., were not making significant changes to the system\u201d or closing stubborn gaps in educational achievement. Four years ago, Mehta started the Futures of School Reform group<\/a> \u201cto think about different paths for our school system.\u201d<\/p>\n

\u201cWe did not reach consensus, but developed an array of ideas,\u201d Mehta said before introducing the other Futures of School Reform members on the panel.<\/p>\n

Robert Schwartz,<\/a> Francis Keppel Professor of Practice of Educational Policy and Administration at HGSE, proposed an educational system built on high-performing global models. Schwartz discussed the findings of his research on half a dozen successful systems, including those of Finland and Singapore.<\/p>\n

These high-performing systems, Schwartz noted, \u201cfocus on teachers, attracting the best talent,\u201d thus enabling them to build their systems upon a strong foundation. They also \u201cfocus attention on leaders and leadership,\u201d he said. Moreover, high-performing systems take \u201can evidence-based approach to developing curriculum,\u201d monitoring what works and sharing those practices through \u201ca culture of collaboration and support.\u201d<\/p>\n

HGSE professor of practice Paul Reville\u2019s<\/a> idea for the future involved broadening the ways in which schools support students. \u201cSchools alone cannot close the achievement gap,\u201d he said. \u201cWe need a more robust system that goes beyond schooling\u201d and includes social services. Of course, educators must \u201coptimize what happens in schools,\u201d he said, but \u201cwe must eliminate barriers\u201d that keep students from being prepared to learn. Reville called for \u201cmore enrichment programs, after school and during summers, to close the gap\u201d between more affluent and less advantaged schoolchildren. He also called for \u201cenhanced collaboration\u201d between schools and human services providers.<\/p>\n

Elizabeth City<\/a>\u2019s big idea was similarly expansive. \u201cWe focus too much on schooling, and not enough on learning,\u201d she said. She called for more flexibility in thinking about education, because \u201cmost learning is not happening in schools today.\u201d Technology would be part of the solution, said City, executive director of the Doctor of Education Leadership Program at HGSE. And while \u201cschools are really poor at using technology,\u201d she said, \u201ckids aren\u2019t,\u201d and should have \u201ca lot more influence on what and how they learn.\u201d<\/p>\n

Frederick Hess<\/a>, Ed.M.\u201990, resident scholar and director of education policy studies at the American Enterprise Institute, described how the present educational system is a consequence of hundreds of years of history that may no longer be relevant. He described how democratization, changing expectations, and evolving learning tools have dramatically altered the educational landscape, and called for a new approach.<\/p>\n

\u201cWe need to unbundle and disassemble all these [accumulated] rules,\u201d he said, including the management of teaching. Teachers should be asked to do less, and allowed to focus on what they do best. This might mean creating other jobs within schools to support the core teaching function, said Hess.<\/p>\n

Mehta\u2019s approach was similarly teacher-centered. He advocated teacher development similar to that practiced by doctors, lawyers, and accountants. Mehta even mentioned American Federation of Teachers President Randi Weingarten\u2019s recent call for a bar examination for teachers. The different skill levels among teachers in any particular school \u201ccan be fairly criminal,\u201d Mehta said. \u201cWe hire less than our most talented people\u201d and expect great results, leading to a downward cycle of frustration. Pointing to Finland, Mehta called for recruitment of highly talented individuals who can propel better student outcomes and more public confidence in education.<\/p>\n

Audience members, using handheld devices, were asked which of the five possible futures had \u201cthe most potential upside.\u201d They selected Reville\u2019s proposal to \u201cintegrate school and social reform\u201d (with 35 percent of votes). Earlier, Reville had referenced the educational system\u2019s \u201cscarcity of resources,\u201d asking, \u201cwhat will we prioritize\u201d in a climate of deficit-reduction?<\/p>\n\n\n<\/div>\n\n\t\t","protected":false},"excerpt":{"rendered":"

A panel of leading thinkers shared five visions of education\u2019s future during an Askwith Forum on Tuesday at the Harvard Graduate School of Education. 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The panel included Robert Schwartz (from left), Jal Mehta, Elizabeth City, Frederick Hess, and Paul Reville.<\/p><p class=\"wp-element-caption--credit\">Kris Snibbe\/Harvard Staff Photographer<\/p><\/figcaption><\/figure>\n","innerContent":["<figure class=\"wp-block-image\"><img alt=\"\" height=\"403\" loading=\"eager\" src=\"https:\/\/news.harvard.edu\/gazette\/wp-content\/uploads\/2013\/01\/012913_reform_100_605.jpg\" width=\"605\"\/><figcaption class=\"wp-element-caption\"><p class=\"wp-element-caption--caption\">Harvard Graduate School of Education hosted a panel of leading thinkers who shared their five visions on the future of education. The panel included Robert Schwartz (from left), Jal Mehta, Elizabeth City, Frederick Hess, and Paul Reville.<\/p><p class=\"wp-element-caption--credit\">Kris Snibbe\/Harvard Staff Photographer<\/p><\/figcaption><\/figure>\n"],"rendered":"<header\n\tclass=\"wp-block-harvard-gazette-article-header alignfull article-header is-style-full-width-text-below centered-image\"\n\tstyle=\" \"\n>\n\t<figure class=\"wp-block-image\"><img alt=\"\" height=\"403\" loading=\"eager\" src=\"https:\/\/news.harvard.edu\/gazette\/wp-content\/uploads\/2013\/01\/012913_reform_100_605.jpg\" width=\"605\"\/><figcaption class=\"wp-element-caption\"><p class=\"wp-element-caption--caption\">Harvard Graduate School of Education hosted a panel of leading thinkers who shared their five visions on the future of education. The panel included Robert Schwartz (from left), Jal Mehta, Elizabeth City, Frederick Hess, and Paul Reville.<\/p><p class=\"wp-element-caption--credit\">Kris Snibbe\/Harvard Staff Photographer<\/p><\/figcaption><\/figure>\n\n\t<div class=\"article-header__content\">\n\t\t\t<a\n\t\t\tclass=\"article-header__category\"\n\t\t\thref=\"https:\/\/news.harvard.edu\/gazette\/section\/nation-world\/\"\n\t\t>\n\t\t\tNation & World\t\t<\/a>\n\t\t\n\t\t<h1 class=\"article-header__title wp-block-heading \">\n\t\tFive ideas for better schools\t<\/h1>\n\n\t\n\t\t\t<\/div>\n\t\t\n\t<div class=\"article-header__meta\">\n\t\t<div class=\"wp-block-post-author\">\n\t\t\t<address class=\"wp-block-post-author__content\">\n\t\t\t\t\t<p class=\"author wp-block-post-author__name\">\n\t\tChuck Leddy\t<\/p>\n\t\t\t<p class=\"wp-block-post-author__byline\">\n\t\t\tHarvard Correspondent\t\t<\/p>\n\t\t\t\t\t<\/address>\n\t\t<\/div>\n\n\t\t<time class=\"article-header__date\" datetime=\"2013-01-30\">\n\t\t\tJanuary 30, 2013\t\t<\/time>\n\n\t\t<span class=\"article-header__reading-time\">\n\t\t\t4 min read\t\t<\/span>\n\t<\/div>\n\n\t\n\t\t\t<h2 class=\"article-header__subheading wp-block-heading\">\n\t\t\tAskwith panel promotes fresh ways to jump-start effective learning\t\t<\/h2>\n\t\t\n<\/header>\n"},"2":{"blockName":"core\/group","attrs":{"templateLock":false,"metadata":{"name":"Article content"},"align":"wide","layout":{"type":"constrained","justifyContent":"center"},"tagName":"div","lock":[],"className":"","style":[],"backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","ariaLabel":"","anchor":""},"innerBlocks":[{"blockName":"core\/freeform","attrs":{"content":"","lock":[],"metadata":[]},"innerBlocks":[],"innerHTML":"\n\t\t<p>A panel of leading thinkers shared five visions of education\u2019s future during an Askwith Forum on Tuesday at the <a href=\"http:\/\/www.gse.harvard.edu\/\">Harvard Graduate School of Education<\/a> (HGSE). The scenarios ranged widely, from redefining the function of schools and teachers to adopting learning models that have succeeded in other nations.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/jal-mehta\/\">Jal Mehta<\/a>, an assistant professor of education at HGSE, began by bemoaning the results of recent education reforms, noting that \u201cnational standards, vouchers, merit pay for teachers, etc., were not making significant changes to the system\u201d or closing stubborn gaps in educational achievement. Four years ago, Mehta started the <a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/futures-of-school-reform\/\">Futures of School Reform group<\/a> \u201cto think about different paths for our school system.\u201d<\/p>\n<p>\u201cWe did not reach consensus, but developed an array of ideas,\u201d Mehta said before introducing the other Futures of School Reform members on the panel.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/robert-schwartz\/\">Robert Schwartz,<\/a> Francis Keppel Professor of Practice of Educational Policy and Administration at HGSE, proposed an educational system built on high-performing global models. Schwartz discussed the findings of his research on half a dozen successful systems, including those of Finland and Singapore.<\/p>\n<p>These high-performing systems, Schwartz noted, \u201cfocus on teachers, attracting the best talent,\u201d thus enabling them to build their systems upon a strong foundation. They also \u201cfocus attention on leaders and leadership,\u201d he said. Moreover, high-performing systems take \u201can evidence-based approach to developing curriculum,\u201d monitoring what works and sharing those practices through \u201ca culture of collaboration and support.\u201d<\/p>\n<p>HGSE professor of practice <a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/paul-reville\/\">Paul Reville\u2019s<\/a> idea for the future involved broadening the ways in which schools support students. \u201cSchools alone cannot close the achievement gap,\u201d he said. \u201cWe need a more robust system that goes beyond schooling\u201d and includes social services. Of course, educators must \u201coptimize what happens in schools,\u201d he said, but \u201cwe must eliminate barriers\u201d that keep students from being prepared to learn. Reville called for \u201cmore enrichment programs, after school and during summers, to close the gap\u201d between more affluent and less advantaged schoolchildren. He also called for \u201cenhanced collaboration\u201d between schools and human services providers.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/elizabeth-city\/\">Elizabeth City<\/a>\u2019s big idea was similarly expansive. \u201cWe focus too much on schooling, and not enough on learning,\u201d she said. She called for more flexibility in thinking about education, because \u201cmost learning is not happening in schools today.\u201d Technology would be part of the solution, said City, executive director of the Doctor of Education Leadership Program at HGSE. And while \u201cschools are really poor at using technology,\u201d she said, \u201ckids aren\u2019t,\u201d and should have \u201ca lot more influence on what and how they learn.\u201d<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/frederick-hess\/\">Frederick Hess<\/a>, Ed.M.\u201990, resident scholar and director of education policy studies at the American Enterprise Institute, described how the present educational system is a consequence of hundreds of years of history that may no longer be relevant. He described how democratization, changing expectations, and evolving learning tools have dramatically altered the educational landscape, and called for a new approach.<\/p>\n<p>\u201cWe need to unbundle and disassemble all these [accumulated] rules,\u201d he said, including the management of teaching. Teachers should be asked to do less, and allowed to focus on what they do best. This might mean creating other jobs within schools to support the core teaching function, said Hess.<\/p>\n<p>Mehta\u2019s approach was similarly teacher-centered. He advocated teacher development similar to that practiced by doctors, lawyers, and accountants. Mehta even mentioned American Federation of Teachers President Randi Weingarten\u2019s recent call for a bar examination for teachers. The different skill levels among teachers in any particular school \u201ccan be fairly criminal,\u201d Mehta said. \u201cWe hire less than our most talented people\u201d and expect great results, leading to a downward cycle of frustration. Pointing to Finland, Mehta called for recruitment of highly talented individuals who can propel better student outcomes and more public confidence in education.<\/p>\n<p>Audience members, using handheld devices, were asked which of the five possible futures had \u201cthe most potential upside.\u201d They selected Reville\u2019s proposal to \u201cintegrate school and social reform\u201d (with 35 percent of votes). Earlier, Reville had referenced the educational system\u2019s \u201cscarcity of resources,\u201d asking, \u201cwhat will we prioritize\u201d in a climate of deficit-reduction?<\/p>\n","innerContent":["\n\t\t<p>A panel of leading thinkers shared five visions of education\u2019s future during an Askwith Forum on Tuesday at the <a href=\"http:\/\/www.gse.harvard.edu\/\">Harvard Graduate School of Education<\/a> (HGSE). The scenarios ranged widely, from redefining the function of schools and teachers to adopting learning models that have succeeded in other nations.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/jal-mehta\/\">Jal Mehta<\/a>, an assistant professor of education at HGSE, began by bemoaning the results of recent education reforms, noting that \u201cnational standards, vouchers, merit pay for teachers, etc., were not making significant changes to the system\u201d or closing stubborn gaps in educational achievement. Four years ago, Mehta started the <a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/futures-of-school-reform\/\">Futures of School Reform group<\/a> \u201cto think about different paths for our school system.\u201d<\/p>\n<p>\u201cWe did not reach consensus, but developed an array of ideas,\u201d Mehta said before introducing the other Futures of School Reform members on the panel.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/robert-schwartz\/\">Robert Schwartz,<\/a> Francis Keppel Professor of Practice of Educational Policy and Administration at HGSE, proposed an educational system built on high-performing global models. Schwartz discussed the findings of his research on half a dozen successful systems, including those of Finland and Singapore.<\/p>\n<p>These high-performing systems, Schwartz noted, \u201cfocus on teachers, attracting the best talent,\u201d thus enabling them to build their systems upon a strong foundation. They also \u201cfocus attention on leaders and leadership,\u201d he said. Moreover, high-performing systems take \u201can evidence-based approach to developing curriculum,\u201d monitoring what works and sharing those practices through \u201ca culture of collaboration and support.\u201d<\/p>\n<p>HGSE professor of practice <a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/paul-reville\/\">Paul Reville\u2019s<\/a> idea for the future involved broadening the ways in which schools support students. \u201cSchools alone cannot close the achievement gap,\u201d he said. \u201cWe need a more robust system that goes beyond schooling\u201d and includes social services. Of course, educators must \u201coptimize what happens in schools,\u201d he said, but \u201cwe must eliminate barriers\u201d that keep students from being prepared to learn. Reville called for \u201cmore enrichment programs, after school and during summers, to close the gap\u201d between more affluent and less advantaged schoolchildren. He also called for \u201cenhanced collaboration\u201d between schools and human services providers.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/elizabeth-city\/\">Elizabeth City<\/a>\u2019s big idea was similarly expansive. \u201cWe focus too much on schooling, and not enough on learning,\u201d she said. She called for more flexibility in thinking about education, because \u201cmost learning is not happening in schools today.\u201d Technology would be part of the solution, said City, executive director of the Doctor of Education Leadership Program at HGSE. And while \u201cschools are really poor at using technology,\u201d she said, \u201ckids aren\u2019t,\u201d and should have \u201ca lot more influence on what and how they learn.\u201d<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/frederick-hess\/\">Frederick Hess<\/a>, Ed.M.\u201990, resident scholar and director of education policy studies at the American Enterprise Institute, described how the present educational system is a consequence of hundreds of years of history that may no longer be relevant. He described how democratization, changing expectations, and evolving learning tools have dramatically altered the educational landscape, and called for a new approach.<\/p>\n<p>\u201cWe need to unbundle and disassemble all these [accumulated] rules,\u201d he said, including the management of teaching. Teachers should be asked to do less, and allowed to focus on what they do best. This might mean creating other jobs within schools to support the core teaching function, said Hess.<\/p>\n<p>Mehta\u2019s approach was similarly teacher-centered. He advocated teacher development similar to that practiced by doctors, lawyers, and accountants. Mehta even mentioned American Federation of Teachers President Randi Weingarten\u2019s recent call for a bar examination for teachers. The different skill levels among teachers in any particular school \u201ccan be fairly criminal,\u201d Mehta said. \u201cWe hire less than our most talented people\u201d and expect great results, leading to a downward cycle of frustration. Pointing to Finland, Mehta called for recruitment of highly talented individuals who can propel better student outcomes and more public confidence in education.<\/p>\n<p>Audience members, using handheld devices, were asked which of the five possible futures had \u201cthe most potential upside.\u201d They selected Reville\u2019s proposal to \u201cintegrate school and social reform\u201d (with 35 percent of votes). Earlier, Reville had referenced the educational system\u2019s \u201cscarcity of resources,\u201d asking, \u201cwhat will we prioritize\u201d in a climate of deficit-reduction?<\/p>\n"],"rendered":"\n\t\t<p>A panel of leading thinkers shared five visions of education\u2019s future during an Askwith Forum on Tuesday at the <a href=\"http:\/\/www.gse.harvard.edu\/\">Harvard Graduate School of Education<\/a> (HGSE). The scenarios ranged widely, from redefining the function of schools and teachers to adopting learning models that have succeeded in other nations.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/jal-mehta\/\">Jal Mehta<\/a>, an assistant professor of education at HGSE, began by bemoaning the results of recent education reforms, noting that \u201cnational standards, vouchers, merit pay for teachers, etc., were not making significant changes to the system\u201d or closing stubborn gaps in educational achievement. Four years ago, Mehta started the <a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/futures-of-school-reform\/\">Futures of School Reform group<\/a> \u201cto think about different paths for our school system.\u201d<\/p>\n<p>\u201cWe did not reach consensus, but developed an array of ideas,\u201d Mehta said before introducing the other Futures of School Reform members on the panel.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/robert-schwartz\/\">Robert Schwartz,<\/a> Francis Keppel Professor of Practice of Educational Policy and Administration at HGSE, proposed an educational system built on high-performing global models. Schwartz discussed the findings of his research on half a dozen successful systems, including those of Finland and Singapore.<\/p>\n<p>These high-performing systems, Schwartz noted, \u201cfocus on teachers, attracting the best talent,\u201d thus enabling them to build their systems upon a strong foundation. They also \u201cfocus attention on leaders and leadership,\u201d he said. Moreover, high-performing systems take \u201can evidence-based approach to developing curriculum,\u201d monitoring what works and sharing those practices through \u201ca culture of collaboration and support.\u201d<\/p>\n<p>HGSE professor of practice <a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/paul-reville\/\">Paul Reville\u2019s<\/a> idea for the future involved broadening the ways in which schools support students. \u201cSchools alone cannot close the achievement gap,\u201d he said. \u201cWe need a more robust system that goes beyond schooling\u201d and includes social services. Of course, educators must \u201coptimize what happens in schools,\u201d he said, but \u201cwe must eliminate barriers\u201d that keep students from being prepared to learn. Reville called for \u201cmore enrichment programs, after school and during summers, to close the gap\u201d between more affluent and less advantaged schoolchildren. He also called for \u201cenhanced collaboration\u201d between schools and human services providers.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/elizabeth-city\/\">Elizabeth City<\/a>\u2019s big idea was similarly expansive. \u201cWe focus too much on schooling, and not enough on learning,\u201d she said. She called for more flexibility in thinking about education, because \u201cmost learning is not happening in schools today.\u201d Technology would be part of the solution, said City, executive director of the Doctor of Education Leadership Program at HGSE. And while \u201cschools are really poor at using technology,\u201d she said, \u201ckids aren\u2019t,\u201d and should have \u201ca lot more influence on what and how they learn.\u201d<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/frederick-hess\/\">Frederick Hess<\/a>, Ed.M.\u201990, resident scholar and director of education policy studies at the American Enterprise Institute, described how the present educational system is a consequence of hundreds of years of history that may no longer be relevant. He described how democratization, changing expectations, and evolving learning tools have dramatically altered the educational landscape, and called for a new approach.<\/p>\n<p>\u201cWe need to unbundle and disassemble all these [accumulated] rules,\u201d he said, including the management of teaching. Teachers should be asked to do less, and allowed to focus on what they do best. This might mean creating other jobs within schools to support the core teaching function, said Hess.<\/p>\n<p>Mehta\u2019s approach was similarly teacher-centered. He advocated teacher development similar to that practiced by doctors, lawyers, and accountants. Mehta even mentioned American Federation of Teachers President Randi Weingarten\u2019s recent call for a bar examination for teachers. The different skill levels among teachers in any particular school \u201ccan be fairly criminal,\u201d Mehta said. \u201cWe hire less than our most talented people\u201d and expect great results, leading to a downward cycle of frustration. Pointing to Finland, Mehta called for recruitment of highly talented individuals who can propel better student outcomes and more public confidence in education.<\/p>\n<p>Audience members, using handheld devices, were asked which of the five possible futures had \u201cthe most potential upside.\u201d They selected Reville\u2019s proposal to \u201cintegrate school and social reform\u201d (with 35 percent of votes). Earlier, Reville had referenced the educational system\u2019s \u201cscarcity of resources,\u201d asking, \u201cwhat will we prioritize\u201d in a climate of deficit-reduction?<\/p>\n"}],"innerHTML":"\n<div class=\"wp-block-group alignwide\">\n\n\n\n<\/div>\n","innerContent":["\n<div class=\"wp-block-group alignwide\">\n\n","\n\n<\/div>\n"],"rendered":"\n<div class=\"wp-block-group alignwide has-global-padding is-content-justification-center is-layout-constrained wp-block-group-is-layout-constrained\">\n\n\n\t\t<p>A panel of leading thinkers shared five visions of education\u2019s future during an Askwith Forum on Tuesday at the <a href=\"http:\/\/www.gse.harvard.edu\/\">Harvard Graduate School of Education<\/a> (HGSE). The scenarios ranged widely, from redefining the function of schools and teachers to adopting learning models that have succeeded in other nations.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/jal-mehta\/\">Jal Mehta<\/a>, an assistant professor of education at HGSE, began by bemoaning the results of recent education reforms, noting that \u201cnational standards, vouchers, merit pay for teachers, etc., were not making significant changes to the system\u201d or closing stubborn gaps in educational achievement. Four years ago, Mehta started the <a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/futures-of-school-reform\/\">Futures of School Reform group<\/a> \u201cto think about different paths for our school system.\u201d<\/p>\n<p>\u201cWe did not reach consensus, but developed an array of ideas,\u201d Mehta said before introducing the other Futures of School Reform members on the panel.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/robert-schwartz\/\">Robert Schwartz,<\/a> Francis Keppel Professor of Practice of Educational Policy and Administration at HGSE, proposed an educational system built on high-performing global models. Schwartz discussed the findings of his research on half a dozen successful systems, including those of Finland and Singapore.<\/p>\n<p>These high-performing systems, Schwartz noted, \u201cfocus on teachers, attracting the best talent,\u201d thus enabling them to build their systems upon a strong foundation. They also \u201cfocus attention on leaders and leadership,\u201d he said. Moreover, high-performing systems take \u201can evidence-based approach to developing curriculum,\u201d monitoring what works and sharing those practices through \u201ca culture of collaboration and support.\u201d<\/p>\n<p>HGSE professor of practice <a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/paul-reville\/\">Paul Reville\u2019s<\/a> idea for the future involved broadening the ways in which schools support students. \u201cSchools alone cannot close the achievement gap,\u201d he said. \u201cWe need a more robust system that goes beyond schooling\u201d and includes social services. Of course, educators must \u201coptimize what happens in schools,\u201d he said, but \u201cwe must eliminate barriers\u201d that keep students from being prepared to learn. Reville called for \u201cmore enrichment programs, after school and during summers, to close the gap\u201d between more affluent and less advantaged schoolchildren. He also called for \u201cenhanced collaboration\u201d between schools and human services providers.<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/elizabeth-city\/\">Elizabeth City<\/a>\u2019s big idea was similarly expansive. \u201cWe focus too much on schooling, and not enough on learning,\u201d she said. She called for more flexibility in thinking about education, because \u201cmost learning is not happening in schools today.\u201d Technology would be part of the solution, said City, executive director of the Doctor of Education Leadership Program at HGSE. And while \u201cschools are really poor at using technology,\u201d she said, \u201ckids aren\u2019t,\u201d and should have \u201ca lot more influence on what and how they learn.\u201d<\/p>\n<p><a href=\"http:\/\/www.gse.harvard.edu\/news-impact\/tag\/frederick-hess\/\">Frederick Hess<\/a>, Ed.M.\u201990, resident scholar and director of education policy studies at the American Enterprise Institute, described how the present educational system is a consequence of hundreds of years of history that may no longer be relevant. He described how democratization, changing expectations, and evolving learning tools have dramatically altered the educational landscape, and called for a new approach.<\/p>\n<p>\u201cWe need to unbundle and disassemble all these [accumulated] rules,\u201d he said, including the management of teaching. Teachers should be asked to do less, and allowed to focus on what they do best. This might mean creating other jobs within schools to support the core teaching function, said Hess.<\/p>\n<p>Mehta\u2019s approach was similarly teacher-centered. He advocated teacher development similar to that practiced by doctors, lawyers, and accountants. Mehta even mentioned American Federation of Teachers President Randi Weingarten\u2019s recent call for a bar examination for teachers. The different skill levels among teachers in any particular school \u201ccan be fairly criminal,\u201d Mehta said. \u201cWe hire less than our most talented people\u201d and expect great results, leading to a downward cycle of frustration. Pointing to Finland, Mehta called for recruitment of highly talented individuals who can propel better student outcomes and more public confidence in education.<\/p>\n<p>Audience members, using handheld devices, were asked which of the five possible futures had \u201cthe most potential upside.\u201d They selected Reville\u2019s proposal to \u201cintegrate school and social reform\u201d (with 35 percent of votes). Earlier, Reville had referenced the educational system\u2019s \u201cscarcity of resources,\u201d asking, \u201cwhat will we prioritize\u201d in a climate of deficit-reduction?<\/p>\n\n\n<\/div>\n"}},"jetpack-related-posts":[{"id":155650,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2014\/04\/shyamalan-sees-problems-in-the-classroom\/","url_meta":{"origin":128650,"position":0},"title":"Shyamalan sees problems in the classroom","author":"harvardgazette","date":"April 29, 2014","format":false,"excerpt":"In a Harvard Graduate School of Education EdCast, filmmaker M. Night Shyamalan spoke about his unlikely book on education reform, his unique \"outside\" perspective on education, and his data-driven approach to closing the education gap.","rel":"","context":"In "Nation & World"","block_context":{"text":"Nation & World","link":"https:\/\/news.harvard.edu\/gazette\/section\/nation-world\/"},"img":{"alt_text":"","src":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2014\/04\/ew2a1897-4.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2014\/04\/ew2a1897-4.jpg?resize=350%2C200 1x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2014\/04\/ew2a1897-4.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":104935,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2012\/03\/what-helps-urban-students\/","url_meta":{"origin":128650,"position":1},"title":"What helps low-income students","author":"harvardgazette","date":"March 13, 2012","format":false,"excerpt":"During a discussion at Harvard Graduate School of Education, Teach For America founder Wendy Kopp defended her initiative, which places recent college graduates as teachers in underserved communities for two years.","rel":"","context":"In "Nation & World"","block_context":{"text":"Nation & World","link":"https:\/\/news.harvard.edu\/gazette\/section\/nation-world\/"},"img":{"alt_text":"","src":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2012\/03\/kopp3_605main.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2012\/03\/kopp3_605main.jpg?resize=350%2C200 1x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2012\/03\/kopp3_605main.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":155003,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2014\/04\/recipe-for-childrens-success-spelled-out-by-expert-panelists\/","url_meta":{"origin":128650,"position":2},"title":"Recipe for children\u2019s success spelled out by expert panelists","author":"harvardgazette","date":"April 14, 2014","format":false,"excerpt":"Pathways exist for children to succeed in life, confirmed a group of researchers, policymakers, lawyers, and educators gathered at the Harvard Graduate School of Education on April 10. However, they acknowledged that obstacles may stand in the way.","rel":"","context":"In "Nation & World"","block_context":{"text":"Nation & World","link":"https:\/\/news.harvard.edu\/gazette\/section\/nation-world\/"},"img":{"alt_text":"","src":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2014\/04\/gov-patrick-at-gse_605.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/news.harvard.edu\/wp-content\/uploads\/2014\/04\/gov-patrick-at-gse_605.jpg?resize=350%2C200 1x, https:\/\/news.harvard.edu\/wp-content\/uploads\/2014\/04\/gov-patrick-at-gse_605.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":148026,"url":"https:\/\/news.harvard.edu\/gazette\/story\/2013\/10\/new-avenues-in-education\/","url_meta":{"origin":128650,"position":3},"title":"New avenues in education","author":"harvardgazette","date":"October 10, 2013","format":false,"excerpt":"Building on the University\u2019s commitment to innovation and collaboration, the Graduate School of Education held an Askwith 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