Schools of the Future: Educational Programs Task Force

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Schools of the Future: Educational Programs Task Force

Introduction

The hopes and vision of the Educational Programs Task Force are based on a core belief that instructional programs must reflect students’ feelings of connectedness, security, belonging, meaning, purpose, excitement, and competence. Competencies that have not traditionally been considered skill-based, such as communication, maintaining relationships, interpersonal problem solving and empathy, have always been essential for success in both personal and work arenas. They will become increasingly so in a more diverse world. We must recognize them as skills, and know how to teach them. To this end, a set of recommendations has evolved that address the overall needs of students socially, emotionally, and academically.

The task force recommendations are intended to promote a fundamental shift in assumptions about how students learn. These new assumptions must include and support opportunities for students to be innovators, designers, problem solvers, leaders, mediators, and life-long learners. The school experience must recognize learning styles, individual differences, unique strengths, and student interests. Opportunities must exist for students to learn at their own pace, and in the modalities and learning environments that work best for them. Assessments must be relevant and individualized and their goal should focus on the maximization of each student’s learning potential. Outcomes of such an assessment model could include not only an evaluation of the content and process skills mastered, but an individualized plan for learning.

The modern information age suggests an evolution in the role of the teacher as well. It will become increasingly difficult to teach content areas that have no finite bounds. While content remains important, the processes used to access, evaluate, manipulate and create information as well as to relate and synthesize knowledge from a variety of disciplines, are increasingly in demand in today’s world. The teacher’s role as a facilitator of learning, and as a honer of process skills, will become key.

The framework for the recommendations and content of this report stems from discussions and answers to the questions listed below. The specific lists and details generated from the questions are included in the appendix, along with articles and information that served as study guides for the committee. A bibliography of resources is also included in this report.

What major challenges and trends will our students face in the next five to ten years?

What performance abilities, skills, and knowledge will students need to be successful?

What kinds of learning experiences do students need, and what kinds of organizational support and structure should learning organizations provide to ensure that all students develop the abilities, skills and knowledge that they need?

How can the effectiveness of learning experiences be evaluated for students and learning organizations?

The reports from the Schools of the Future process must not be viewed as an ending point, but the beginning of a comprehensive vision-setting process. Additional questions must be answered and ongoing dialogue should take place. At its simplest level, a shared vision is the answer to questions such as: What do we want to create? What needs to be different? What do we believe? The answers will help ensure that the vision for our schools is clear, current, and continually monitored.

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Eugene School District 4J

Schools of the Future: Educational Programs Task Force

Introduction
	The hopes and vision of the Educational Programs Task Force are based on a core belief that instructional programs must reflect students’ feelings of connectedness, security, belonging, meaning, purpose, excitement, and competence. Competencies that have not traditionally been considered skill-based, such as communication, maintaining relationships, interpersonal problem solving and empathy, have always been essential for success in both personal and work arenas. They will become increasingly so in a more diverse world. We must recognize them as skills, and know how to teach them. To this end, a set of recommendations has evolved that address the overall needs of students socially, emotionally, and academically. The task force recommendations are intended to promote a fundamental shift in assumptions about how students learn. These new assumptions must include and support opportunities for students to be innovators, designers, problem solvers, leaders, mediators, and life-long learners. The school experience must recognize learning styles, individual differences, unique strengths, and student interests. Opportunities must exist for students to learn at their own pace, and in the modalities and learning environments that work best for them. Assessments must be relevant and individualized and their goal should focus on the maximization of each student’s learning potential. Outcomes of such an assessment model could include not only an evaluation of the content and process skills mastered, but an individualized plan for learning. The modern information age suggests an evolution in the role of the teacher as well. It will become increasingly difficult to teach content areas that have no finite bounds. While content remains important, the processes used to access, evaluate, manipulate and create information as well as to relate and synthesize knowledge from a variety of disciplines, are increasingly in demand in today’s world. The teacher’s role as a facilitator of learning, and as a honer of process skills, will become key. The framework for the recommendations and content of this report stems from discussions and answers to the questions listed below. The specific lists and details generated from the questions are included in the appendix, along with articles and information that served as study guides for the committee. A bibliography of resources is also included in this report. What major challenges and trends will our students face in the next five to ten years? What performance abilities, skills, and knowledge will students need to be successful? What kinds of learning experiences do students need, and what kinds of organizational support and structure should learning organizations provide to ensure that all students develop the abilities, skills and knowledge that they need? How can the effectiveness of learning experiences be evaluated for students and learning organizations? The reports from the Schools of the Future process must not be viewed as an ending point, but the beginning of a comprehensive vision-setting process. Additional questions must be answered and ongoing dialogue should take place. At its simplest level, a shared vision is the answer to questions such as: What do we want to create? What needs to be different? What do we believe? The answers will help ensure that the vision for our schools is clear, current, and continually monitored.