From Reopen to Reinvent. Michael B. Horn
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Название: From Reopen to Reinvent
Автор: Michael B. Horn
Издательство: John Wiley & Sons Limited
Жанр: Учебная литература
isbn: 9781119863502
isbn:
Likewise, there are a multitude of providers that can help stand up full-time virtual schools—or hybrid variations—like Arizona State University Prep Digital, Stride, or Connections Education—or individual courses with teachers, like those just mentioned plus Outschool, Florida Virtual School, Edmentum, New Hampshire Virtual Learning Academy Charter School, and others.
Spring Grove Public Schools:
https://www.youtube.com/watch?v=E6A_ls6JuCU
MyTechHigh:
https://www.youtube.com/watch?v=u9iYz4njgdE
Prenda Learning:
https://www.youtube.com/watch?v=hZPWw0wojIw
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The threat of COVID is no longer new. Early on, schools and policymakers did a good job of marshalling resources. Without the initial threat framing, the massive infusion of federal and local resources and attention would have been impossible. COVID aside, there are many discontinuous changes that educators can frame as threats to seek greater resources, from a specific challenging situation to a new education innovation that has appeared in schools or a changing reality in society or the region.
But framing something as a threat is insufficient. If the goal is to better serve all students, then schools must create an independent team that can shift from seeing the situation as a threat to viewing it as an opportunity. Then this autonomous group will be able to rethink the resources, processes, and priorities of schooling to chase that opportunity. What schools should bear in mind as they do so is where our tale takes us next.
KEY TAKEAWAYS
When something occurs that will negatively impact schools, framing it as a threat is critical to marshal resources and tackle the threat.
Leaving it in that threat framing, however, leads to “threat rigidity” and a “top-down, command-and-control” response, rather than innovation.
To reframe the threat as an opportunity to innovate and reinvent, it's necessary to create an independent group. The key measures of independence revolve around resources, processes, and priorities. Team members must not be weighed down by the responsibilities of their prior job.
Schools and districts can set up an independent group by establishing a school within a school, a separate classroom model or band of teachers, a microschool or learning pod, or a new school.
Even if a district or school doesn't have enough internal capacity to execute on this set of ideas, there are other strategies that leverage external resources.
NOTES
1 1. Thomas Arnett, “Breaking the Mold: How a Global Pandemic Unlocks Innovation in K–12 Instruction,” Clayton Christensen Institute, January 2021, https://www.christenseninstitute.org/wp-content/uploads/2021/01/BL-Survey-1.07.21.pdf.
2 2. Sarah Carr, “For Schoolchildren Struggling to Read, COVID-19 Has Been a Wrecking Ball,” Boston Globe, January 19, 2021, https://www.bostonglobe.com/2021/01/19/magazine/schoolchildren-struggling-read-covid-19-has-been-wrecking-ball/?p1=StaffPage.
3 3. Clark Gilbert, “Unbundling the Structure of Inertia: Resource versus Routine Rigidity,” Academy of Management Journal 48, no. 5 (October 1, 2005), https://journals.aom.org/doi/10.5465/amj.2005.18803920.
4 4. Amanda Ripley, “Complicating the Narratives,” Solutions Journalism, June 27, 2018, https://thewholestory.solutionsjournalism.org/complicating-the-narratives-b91ea06ddf63 (updated January 11, 2019).
5 5. Gilbert, “Unbundling the Structure of Inertia.”
6 6. Stephen Covey, The 7 Habits of Highly Effective People (Miami, FL: Mango, 2017), p. 206.
7 7. A more complete rendering of this idea showcases that organizations have four components that make up their core operating model–their value proposition, resources, processes, and revenue formula—how they bring in dollars to support their resources and processes, which allow them to deliver on their value proposition. Although it would be ideal for educators to also be able to revisit their revenue formula and focus on models that don't just allocate money based on the number of students who enroll and/or show up to class in the form of average daily attendance or other such measures of seat time and instead paid some portion for the actual learning progress students made, the ability to directly create these models is not one most public schools possess. There are experiments along these lines—like New Hampshire's Virtual Learning Academy Charter School (VLACS)—but it is largely the exception that proves the rule.
8 8. Scott D. Anthony, Clark Gilbert, and Mark W. Johnson, Dual Transformation: How to Reposition Today's Business While Creating the Future (Boston, MA: Harvard Business Review Press, 2017). In Chapter 4, the authors describe the concept of a “capabilities link,” which connects the efforts of the autonomous group to the parent. The link should contain three things: capabilities that will help the new, transformational effort but not burden it; a way to manage interferences through clear decision rules; and a leader there to protect the new group and arbitrate disagreements.
9 9. To be clear, the team designing the Prius didn't have the freedom to rethink Toyota's priorities, so the result was still a car for which they were able to charge higher prices than their traditional automobiles. In other research, we call this a heavyweight team.
10 10. Clayton M. Christensen, Taddy Hall, Karen Dillon, and David S. Duncan, Competing Against Luck: The Story of Innovation and Customer Choice (New York: HarperCollins, 2016), pp. 50–56, 156.
11 11. Bob Moesta with Greg Engle, Demand-Side Sales 101 (Carson City, NV: Lioncrest, 2020), p. 54.