Category: Innovative Teaching

  • New research highlights the importance and challenges of K-12 student engagement

    New research highlights the importance and challenges of K-12 student engagement

    This press release originally appeared online.

    Key points:

    While there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it, according to a new study from Discovery Education. 

    Education Insights 2025–2026: Fueling Learning Through Engagement captures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education. 

    “Discovery Education conducted the Education Insights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K-12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.” 

    Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagement report include: 

    Engagement is broadly recognized as a key driver of learning and success. Ninety-three percent of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99 percent of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92 percent of students said that engaging lessons make school more enjoyable. 

    But educators disagree on the top indicators of engagement. Seventy-two percent of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54 percent of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement. 

    School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99 percent of superintendents and 88 percent of principals said their district has an intentional approach for measuring engagement, only 60 percent of teachers agreed. Further, nearly one-third of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively. 

    Educators and students differ on their perceptions of engagement levels. While 63 percent of students agreed with the statement “Students are highly engaged in school,” only 45 percent of teachers and 51 percent of principals surveyed agreed with the same statement.  

    Students rate their own engagement much higher than their peers. Seventy percent of elementary students perceived themselves as engaged, but only 42 percent perceived their peers as engaged. Fifty-nine percent of middle school students perceived themselves engaged in learning, but only 36 percent perceived their peers as engaged. Finally, 61 percent of high school students perceived themselves as engaged, but only 39 percent described their peers as engaged. 

    Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57 percent of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87 percent of principals and 98 percent of superintendents agree. Likewise, only 53 percent of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83 percent of principals and 94 percent of superintendents agreed. 

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  • 25 insights about what back-to-school season has in store

    25 insights about what back-to-school season has in store

    As the back-to-school season begins, educators and students alike are stepping into classrooms that look and feel increasingly different from just a few years ago. Technology is no longer just a supporting tool–it is a central part of how learning is delivered, personalized, and measured. From AI that helps teachers design lessons and personalize learning, to adaptive learning platforms that meet students where they are, education technology continues to evolve at a rapid pace.

    Innovation is at the forefront this year, with districts embracing tools that support academic growth, streamline workflows, and foster deeper engagement. AI-powered tutoring, immersive experiences, and tools that enhance collaboration are just a few of the technologies entering classrooms and lecture halls. These resources are not only helping educators save time but also are equipping students with critical thinking, problem-solving, and digital skills they will need for future careers.

    As schools balance new opportunities with challenges around implementation, equity, and data privacy, industry leaders and educators are offering valuable insights into what’s next. Teachers are sharing how these tools reshape day-to-day instruction, while technology providers are highlighting trends that will shape the coming year. Together, these perspectives paint a picture of a learning landscape that is both dynamic and adaptable, where innovation is guided by the shared goal of supporting student success.

    This back-to-school season, the conversation is not just about new devices or apps, but about how technology and thoughtful innovation can transform education for all learners–making 2025 a year of possibilities, progress, and promise.

    This school year, career and technical education (CTE) won’t just be an elective, but will be a priority. As more districts recognize the powerful outcomes tied to CTE, we’ll see a shift in graduation requirements to reflect what students actually need for their futures. That might mean rethinking four years of traditional math in favor of math courses that are career-aligned to specific career pathways. Administrators and superintendents are paying attention and for good reason. The data shows CTE not only boosts student outcomes, but also brings relevance back to learning.
    —Edson Barton, CEO, YouScience

    Throughout my administrative experience, it has become increasingly evident that many educational preparation programs fall short in emphasizing the importance of fostering connection and relevance in learning from the student’s perspective. Too often, the pedagogical approach positions educators as drivers of a rigid, outdated instructional model, centered on the teacher in a highly directive role, rather than as reflective facilitators willing to ride alongside students on a learning journey. To shift this reality, I take every opportunity to embrace and share the practices promoted by PBLWorks, which offer a framework where students not only learn content and skills but do so in ways that are connected to their own interests and community. Through the Project Based Learning (PBL) methodology, learning becomes more personal, meaningful, and accountable, with expected learning products that showcase depth in student understanding and growth.  Every school-age child has personal experiences from which to make connections, and with PBL, we are better equipped to serve all children effectively. While traditional testing data has its own importance in driving strategic moves, the outcomes derived from the application of learning are immeasurable in their long-term impact on career readiness. In our MSAP Norwalk implementation, shifting the approach requires more than updating curriculum units, it also demands a redefinition of the educator’s role as a collaborative team member in the classroom. Educators must evolve into co-learners and creative engineers of dynamic, student-centered learning environments. They must become comfortable with uncertainty and confident in guiding student discovery. Such a workshop-like classroom environment is essential for authentic PBL, which demands both deep preparation and flexible facilitation. Here, success is defined not only by content mastery but also by the authentic application of knowledge and skills. Importantly to note, the teacher is also a learner in this dynamic process. Ultimately, quality teaching and learning is measured not by the delivery of instruction but by the evidence of student learning. As I have grown in my leadership and implementation of the PBL framework, the phrase “I taught it, but they didn’t get it” is beyond obsolete, replaced by a continuous cycle of reflection, refinement, and real-world, relevant outcomes. Learning is represented dually in personalized student exemplars and in improved results on high-stakes assessments.
    –Victor Black Ed.D., Magnet School Assistance Program (MSAP) Norwalk Project Director, Norwalk Public Schools, Connecticut

    Learning is fundamentally about meaning-making. It’s a dynamic human process that involves our whole selves. It involves the brain as well as emotions, attitudes and beliefs, relationships, environments, and contexts. AI can’t make meaning for you. If the AI makes the meaning for you, you haven’t learned anything–that is the core of distinguishing between what is useful AI that is going to advance learning, and what is hype that could actually be counterproductive and destructive to learning.
    – Auditi Chakravarty, CEO, AERDF

    Welcome to your teaching journey. As we begin the 2025-26 school year, I want to extend my heartfelt welcome to our new educators. Your passion and fresh perspectives are invaluable assets to our learning community. I encourage you to remember that teaching is about building relationships. Get to know each student, learn their interests, challenges and dreams. Strong connections create the trust necessary for meaningful learning. Don’t hesitate to lean on your colleagues and mentors. Teaching can feel overwhelming, but you’re never alone. Seek guidance, share resources and collaborate whenever possible. Be patient with yourself as you find your rhythm. Focus on progress, not perfection, and celebrate small victories along the way. Most importantly, never lose sight of why you chose this profession. You have the power to change lives, one student at a time.
    –Dr. Debra Duardo, Superintendent of Schools, Los Angeles County & Board Member, Association of Latino Administrators and Superintendents (ALAS)

    Hello, new teachers!  As a 32-year veteran of teaching, I vaguely remember those first few days and weeks, but I do remember being thoroughly overwhelmed. So, my first piece of advice is to find yourself a mentor who can help you navigate the waters. Second, think outside the box. Educational technology has exploded in the last few years and us old people can’t keep up. Find something that works and immerse yourself in it. May I make a suggestion? Creation over consumption. Let’s give an example. VR is amazing. You and your students can “visit” places that you would never be able to take them on a field trip. Awesome! Do it! But I have found that creating our own VR experiences by integrating ClassVR with tools like ThingLink or DelightEx brings a whole new level of engagement and understanding. My last piece of advice? Love it! Love those kids. They need you. Bond with your colleagues. You need each other.  You got this. I’m happy you’re part of the team.
    –Craig Dunlap, Blended Learning Teacher, Yealey Elementary School, Kentucky

    I began teaching 25 years ago, and thirteen years ago I was introduced to Project-Based Learning (PBL). From that moment, I “enrolled.” PBL is not just a strategy, it’s a mindset. It transformed not only my students, but also me as an educator. Through engaging in and witnessing PBL, I have learned that it changes the way students view their education and their place in school. They no longer see themselves as passive recipients of information, but as active learners with a voice, a purpose, and a sense of belonging. PBL builds their self-efficacy, ignites their curiosity, and turns learning into a lifelong journey. Because learning in PBL is authentic, engaging, and connected to real life, every student can access it, every student feels valued, and every student has the chance to succeed. Most importantly, every student has the opportunity to be seen and to see themselves reflected in their education, their classrooms, and their school community. And while my primary goal as an educator has always been my students, I must say that PBL also transforms teachers in deeply positive ways. Unlike a scripted, one-size-fits-all curriculum, PBL gives teachers full autonomy to design, to create, and to make learning relevant. It allows us to become problem-solvers, innovators, and true professionals. As PBL teachers, we model exactly what we want from our students. PBL isn’t about checking boxes; it’s about unleashing your craft as an educator and showing your students what authentic, meaningful work looks like. What I have come to believe, after years of teaching and leading, is that PBL is not just a method of instruction, it’s a way of seeing students, teachers, and learning itself. It is the path that allows students to fall in love with learning, and teachers to love their craft. And once you experience it, it’s hard to ever imagine teaching any other way.
    –Beth Furnari, Principal, P-TECH Norwalk in Norwalk Public Schools, Connecticut

    For new district administrators, don’t chase every shiny object. Education is full of vendors promising silver bullets. Anchor your decisions in what solves your district’s problems, not in what looks flashy. Additionally, remember to prioritize relationships over initiatives. People will follow your lead if they believe you value them, not just their output. When you prioritize relationships, oftentimes the initiatives naturally follow. For example, our district’s performing arts manager came to me with the idea of virtual set design knowing I’d be open to his ideas and willing to try something new.
    –Tim Klan, Administrator of Information and Instructional Technology, Livonia Public Schools, Michigan

    In today’s educational landscape, our instructional strategies must evolve to meet the needs of digital-native learners. While traditional resources have their place, we recognize that deep engagement often requires more immersive and interactive experiences. To bridge this gap, our school district has strategically implemented virtual reality (VR). For the past five years, our schools have been utilizing the ClassVR platform by Avantis. This technology has proven to be a powerful tool for transcending the physical limitations of the classroom. The moment students see the VR kits arrive, a visible excitement builds for the learning ahead. These curated experiences are not simply virtual field trips; they are pedagogical springboards that empower students to explore historical eras, global locations, and complex scientific concepts. Most importantly, VR provides a unique medium for fostering essential skills in observation, critical analysis, and content creation.
    –Kyle Kline, Director of Digital Learning, Twin Lakes School Corporation, Indiana

    In the 2025 to 2026 school year, we will see a greater push for ongoing, explicit instruction in foundational literacy skills for older students. Most students need ongoing, developmentally appropriate, explicit literacy instruction in upper elementary and middle school, but very few of them receive it. Most students in grades 4-8 do not receive explicit instruction for crucial foundational skills that older students need to develop, like decoding multisyllabic words. More often than not, teachers in grades 4-8 lack the resources, time, or training to provide explicit instructional support to help their students continue to grow as readers. Giving teachers what they need to support their students will certainly be part of the solution, along with more targeted interventions that provide support to students where they need it.
    – Rebecca Kockler, Executive Director, AERDF’s Reading Reimagined Program

    After decades of progress narrowing gender gaps in STEM, the pandemic may have set girls back significantly–and the gap is likely to grow wider unless schools and policymakers act quickly. New NWEA research reveals that pandemic-era setbacks hit middle school girls hardest in math and science, erasing decades of progress. With fewer girls now enrolling in 8th-grade Algebra–a key gateway to advanced STEM coursework–there’s a real risk that fewer young women will pursue STEM in high school, college, and careers. To reverse this trend, schools will need to closely monitor gender participation in key STEM milestones, expand access to advanced coursework, provide early interventions and academic supports, and examine classroom practices to ensure girls are being actively engaged and encouraged in math and science. Without these steps, the future STEM talent pipeline will be less diverse and less equitable.
    – Dr. Megan Kuhfeld, Director of Growth Modeling and Analytics, NWEA

    Reliable, longitudinal student data is critical to drive strategic action. As federal support for education research is scaled back and key data collection efforts remain uncertain, districts and states may find themselves without trusted information to guide decisions. In the absence of these investments, schools will need to rely more heavily on research organizations and data partners that can offer the longitudinal insight and analytical capacity schools need to understand where students are, where they’re headed, and how to support them. With academic recovery proving slower and more uneven than expected, schools need evidence-based insights to navigate this complex landscape. Expect a growing shift toward research-backed, nonpartisan data sources to fill the vacuum and support smarter, more equitable decision-making.
    – Dr. Karyn Lewis, Vice President of Research and Policy Partnerships, NWEA

    As cybersecurity becomes an increasing risk for K-12 districts this year, it’s more critical than ever that IT leaders establish a culture of security at the start of the school year. Schools are continuously working to maintain 1:1 technology without compromising user safety or straining budgets, and asset tracking and inventory management is an integral part of that process. With shrinking IT teams working to track thousands of devices across schools, having a centralized asset management system allows districts to avoid costly surprises and manage devices more efficiently. It helps them to monitor device location and application use, make targeted and data-backed incident response decisions, and identify assets potentially affected by a security breach. It also streamlines the inventory auditing process, which allows school IT teams to track and manage the maintenance and updating needs of deployed devices, both of which function to improve security. Cyberattacks are not only becoming more frequent, but more complex and it’s time for schools to safeguard their technology by investing in smarter, more resilient solutions that protect learning environments and support long-term success.
    —Bill Loller, Chief Product Officer, Incident IQ

    As a new principal, your most important work is building relationships. That includes building and strengthening the trust with your staff, as well as your parents and families. Take the time to make those connections, to listen to people and get to know them. In Hawaii, we have a term “ahonui” which means “waiting for the right moment.” As a principal, you need to know when it’s the right time to act and when it’s the right time to listen. As a new leader, it’s natural to have a sense of urgency: You have a long list of things you want to do to help kids be safe and learn, but to do that you first need to honor what has been done so far. By getting to know the people who make up your school community you’ll learn how you can enhance it. To help build my relationship with my teachers, especially the new ones, we have an onboarding day the day before teachers report back. This is my chance to introduce them to some of the things that we have going on and the structures we have in place to support them as they teach. We introduce them to some tech tools that our school has that others don’t, like the AI-powered tutoring app SuperTeacher–but we try not to overload them because we understand that for a new teacher (or even a teacher who’s new to our school) it can be overwhelming if we just upload a lot of initiatives and must-dos and expectations. Instead, we get to know each other, and my vice principal and I share the theme we’ve come up with for each school year. Our theme for this year is “alu i ka hana me ke kuana’ike like,” which means “to join together in the work with a unified mindset.”
    – Derek Minakami, Principal, Kāneʻohe Elementary School, Honolulu, HI

    Through my years of teaching, I have found myself talking less and listening to students more. It’s important to make space for student voices to help create richer discussions and more meaningful learning experiences that connect to their own lives. At the same time, grounding those experiences in strong scientific practices ensures that learning is both engaging and rigorous. As a new school year begins, I encourage every teacher to connect the learning happening in your classroom to potential career paths and help students see the real-world impact of what they’re studying.
    –Mike Montgomery, Natural Resources Teacher, Littleton Public Schools EPIC Campus (recently featured in the “Building High-Impact CTE Centers: Lessons from District Leaders” e-book)

    Everyone is working with fewer resources this school year. As the number of bilingual and multilingual students continues to grow, it will be important for teachers to be creative and resourceful in how they are using those limited resources to support ELL students. For example, they can look outside their school for resources and partnership opportunities with businesses, non-profit associations and higher education institutions. They can also seek out grant funding that is specific for bilingual students. Multilingualism is a superpower, but English language learners face unique barriers that can put them at a disadvantage compared to their native-English-speaking peers. It is critical to continue to advocate for these students and be creative in finding ways to help them grow this superpower. Teachers: you will be key to ensuring shifting policy decisions and uncertain budgets don’t result in our most vulnerable students being left behind.
    –Ulysses Navarrete, Executive Director, Association of Latino Administrators and Superintendents (ALAS)

    As we begin this new academic year, I want to thank you for the incredible work you do each day to inspire and shape the minds of our students. In times when our nation–and especially Los Angeles–faces critical conversations about democracy and social justice, your role is more important than ever. Let us empower our students to think critically, question thoughtfully, and express their voices in meaningful ways–whether through essays, art, letters, or dialogue. Together, we have the opportunity to guide them toward becoming informed, compassionate, and courageous leaders who can influence the future. Your dedication matters, and the impact you make will be felt far beyond the classroom walls.
    –Ruth Perez, Ed.D., Deputy Superintendent, Los Angeles County Office of Education & Board Member, Association of Latino Administrators and Superintendents (ALAS)

    One thing we often hear from school districts is that after they purchase new technology, there is a lag in implementation. To ensure technology products improve teaching and learning in year one, I recommend district IT leaders work with companies that act as true partners with the district, offer built-in professional development, and provide opportunities for schools to learn best practices from each other. To help with adoption, districts can handle implementation in small increments to not overwhelm teachers, enlist classroom innovators who can lead the charge on integrating new technologies, and offer opportunities for teachers to learn from others who are implementing the technology.
    –Gillian Rhodes, Chief Marketing Officer, Avantis Education, creators of ClassVR

    Students learn best when they are engaged. My advice to new teachers is to find new, innovative ways to make learning relevant to real life. This will help students get more out of their lessons and prepare them for the world. Technology is a powerful way to do this. Providing immersive experiences such as through virtual or augmented reality can help teachers connect classroom concepts with real-world experiences. Whether it’s virtually touring ancient ruins, traveling through a blood vessel to learn about the circulatory system, or visiting a job site to learn about that career path–immersive experiences like these can help improve student-engagement and take instruction to the next level.
    –Gillian Rhodes, Chief Marketing Officer, Avantis Education, Creators of ClassVR

    While school safety conversations often focus on rare but severe emergencies, day-to-day medical incidents remain among the most frequent challenges schools face. From asthma attacks and allergic reactions to seizures, many medical emergencies occur away from the nurse’s office or outside traditional classrooms, making rapid response crucial. This school year, we will see the continued prioritization of real-time alert systems that enable immediate action in medical emergencies. Location-aware tools and mapping technology, such as the strategic placement of AEDs, help responders quickly locate life-saving equipment and reach incident scenes without delay. Since teachers and staff are often the first to respond, they need easy and accessible ways to summon help quickly.
    —Dr. Roderick Sams, Chief Development Officer, CENTEGIX 

    Reading fluency is a foundational skill for lifelong learning, even more so in an ever-changing, technology-based world. As such, supporting students in developing their reading fluency goes beyond building in time for practice. It is important for new and experienced teachers alike to understand that students need access to high-quality, research-based curriculum; differentiated lessons and small groups; multi-level systems of support; and well-implemented, quality instructional technology. It is also important for teachers to implement a repertoire of strategies and tools to specifically support literacy development. While there is no substitute for a differentiated reading lesson taught using high-quality curriculum by a highly-qualified educator, instructional technology is an excellent resource to further support student learning! When implemented effectively, and paired with teacher-led lessons, instructional technology platforms allow teachers to track student growth in real time, provide differentiated supports that target the needs and goals of individual students, and extend learning beyond teacher-led lessons. In a world of staffing shortages, larger class sizes, and ever-changing demands on educators, instructional technology can be an excellent supplemental support to further student achievement and learning. Building fluent readers sets our students up for success far beyond the classroom, empowering them to continue to challenge themselves and grow into the future with confidence and skills to succeed in a society with careers and livelihoods that will surely look very different from what we now see.
    –Sam Schwartz, Associate Principal, La Causa Charter School, a Fluency Innovator Grant recipient

    As a science teacher, I believe there is no replacement for hands-on learning experiences, so I suggest starting each year with an activity where students make measurements using tools or items around the classroom. This way, once students are given access to data-collection sensors and probeware for scientific investigations throughout the year, they have a better understanding and appreciation for why we use the technology. When it comes to labs and measurements, even for inquiry-based experiments, teachers should always do their own dry run of the data-collection process first. This allows teachers to see any stumbling blocks in the collection process and have a data set to refer to during the class discussion. Also, a class set of data gives students a basis of comparison when they are looking at their own data-collection practices and it allows students who may have been absent or unable to collect data at the time to still engage in the analysis process.
    –Kathleen Shreve, Physics Teacher, Homestead High School, California & Member, Vernier Trendsetters Community

    There’s incredible untapped potential in the wealth of data that schools already collect. Districts are sitting on years of attendance patterns, assignment completion rates, and family engagement metrics–all of which could predict which students need support before they hit crisis mode. With federal benchmarks unreliable and new assessments being expensive, 2025-26 is going to be the year districts finally turn inward to the data they already have. The challenge isn’t collecting more information–it’s making existing data actionable for teachers and families.
    – Dr. Joy Smithson, Data Science Manager, SchoolStatus

    As a new teacher starting the school year, remember that you can’t pour from an empty cup. Take care of yourself first—set clear work hours, protect time for rest, and don’t feel guilty about saying no when needed. Building relationships with colleagues and families is important, but healthy boundaries make those connections stronger and more sustainable. Start small: be approachable, communicate clearly, and show consistency. When you balance self-care with professionalism, you’ll create space to thrive both inside and outside the classroom.
    –Betsy Springer, Instructional Coach, Gull Lake Community Schools & a Teacher Leader Impact Award winner

    High school attendance is in crisis, and it’s about to force the conversation we’ve been avoiding for decades. When nearly 30 percent of high schoolers are chronically absent, we’re seeing clear signals that many students need different pathways to engagement and success. The districts that survive this attendance crisis will be the ones brave enough to completely reimagine what high school looks like, with flexible schedules that let students apprentice during traditional school hours and partnerships with local employers who can show students why their education matters.
    – Dr. Kara Stern, Director of Education, SchoolStatus

    The start of every school year is charged with possibility, with students and educators alike bringing energy, curiosity, and the excitement of new connections. That momentum can be a powerful tool as schools work to strengthen their Project Based Learning (PBL) practices. The insight is simple: PBL succeeds when schools build a culture where questions are encouraged, collaboration is natural, and feedback is welcomed. Without that culture, projects risk becoming just activities or separating into silos. With it, PBL becomes transformative–helping students see themselves as capable learners and community members who are encouraged to ask what’s possible and empowered to act. My advice is to use the energy of the new year to establish that culture early. Invite students and teachers to share their thinking openly, model vulnerability by sharing your own work-in-progress, and normalize feedback as a gift. When we frame PBL not only as project-based learning, but as possibility, belonging, and love, we create the conditions where authentic learning thrives, and we sustain that momentum from the first day of school through the last.
    –Taya Tselolikhina, Director of District and School Leadership, PBLWorks

    Laura Ascione
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  • Exploring a new standard for preparing students for the future of work

    Exploring a new standard for preparing students for the future of work

    Key points:

    According to the World Economic Forum’s Future of Jobs Report 2025, nearly 40 percent of workers’ core skills will change in just the next five years. As AI, automation, and global connectivity continue to reshape every industry, today’s students are stepping into a world where lifelong careers in a single field are increasingly rare.

    Rather than following a straight path, the most successful professionals tomorrow will be able to pivot, reinvent, and adapt again and again. That’s why the goal of education must also shift. Instead of preparing students for a fixed destination, we must prepare them to navigate change itself.

    At Rockingham County Schools (RCS), this belief is at the heart of our mission to ensure every student is “choice-ready.” Rather than just asking, “What job will this student have?” we’re asking, “Will they be ready to succeed in whatever path they choose now and 10 years from now?”

    Choice-ready is a mindset, not just a pathway

    Let’s start with a quick analogy: Not long ago, the NBA underwent a major transformation. For decades, basketball was largely a two-point game with teams focused on scoring inside the arc. But over time, the strategy shifted to where it is today: a three-point league, where teams that invest in long-range shooters open up the floor, score more efficiently, and consistently outperform those stuck in old models. The teams that adapted reshaped the game. The ones that didn’t have fallen behind.

    Education is facing a similar moment. If we prepare students for a narrow, outdated version of success that prepares them for one track, one career, or one outcome, we risk leaving them unprepared for a world that rewards agility, range, and innovation.

    At RCS, we take a global approach to education to avoid this. Being “choice-ready” means equipping students with the mindset and flexibility to pursue many possible futures, and a global approach expands that readiness by exposing them to a broader range of competencies and real-world situations. This exposure prepares them to navigate the variety of contexts they will encounter as professionals. Rather than locking them into a specific plan, it helps them develop the ability to shift when industries, interests, and opportunities change.

    The core competencies to embrace this mindset and flexibility include:

    • Creative and analytical thinking, which help solve new problems in new contexts
    • Empathy and collaboration, which are essential for dynamic teams and cross-sector work
    • Confidence and communication, which are built through student-led projects and real-world learning

    RCS also brings students into the conversation. They’re invited to shape their learning environment by giving their input on district policies around AI, cell phone use, and dress codes. This encourages engagement and ownership that helps them build the soft skills and self-direction that today’s workforce demands.

    The 4 E’s: A vision for holistic student readiness and flexibility

    To turn this philosophy into action, we developed a four-part framework to support every student’s readiness:

    1. Enlisted: Prepared for military service
    2. Enrolled: Ready for college or higher education
    3. Educated: Grounded in academic and life skills
    4. Entrepreneur: Equipped to create, innovate, and take initiative

    That fourth “E”–entrepreneur–is unique to RCS and especially powerful. It signals that students can create their opportunities rather than waiting for them. In one standout example, a student who began producing and selling digital sound files online explored both creative and commercial skill sets.

    These categories aren’t silos. A student might enlist, then enroll in college, then start a business. That’s the whole point: Choice-ready students can move fluidly from one path to another as their interests–and the world–evolve.

    The role of global education

    Global education is a framework that prepares students to understand the world, appreciate different perspectives, and engage with real-world issues across local and global contexts. It emphasizes transferable skills—such as adaptability, empathy, and critical thinking—that students need to thrive in an unpredictable future.

    At RCS, global education strengthens student readiness through:

    • Dual language immersion, which gives students a competitive edge in a multilingual, interconnected workforce
    • Cultural exposure, which builds resilience, empathy, and cross-cultural competence
    • Real-world learning, which connects academic content to relevant, global challenges

    These experiences prepare students to shift between roles, industries, and even countries with confidence.

    Redesigning career exploration: Early exposure and real skills

    Because we don’t know what future careers will be, we embed career exploration across K-12 to ensure students develop self-awareness and transferable skills early on.

    One of our best examples is the Paxton Patterson Labs in middle schools, where students explore real-world roles, such as practicing dental procedures on models rather than just watching videos.

    Through our career and technical education and innovation program at the high school level, students can:

    • Earn industry-recognized credentials.
    • Collaborate with local small business owners.
    • Graduate workforce-ready with the option to pursue higher education later.

    For students who need immediate income after graduation, RCS offers meaningful preparation that doesn’t close off future opportunities, keeping those doors open.

    And across the system, RCS tracks success by student engagement and ownership, both indicators that a learner is building confidence, agency, and readiness to adapt. This focus on student engagement and preparing students for the world postgraduation is already paying dividends. During the 2024-25 school year, RCS was able to increase the percentage of students scoring proficient on the ACT by more than 20 points to 44 percent. Additionally, RCS increased both the number of students who took AP exams and the number who received a passing score by 12 points to 48 percent.

    Preparing students for a moving target

    RCS knows that workforce readiness is a moving target. That’s why the district continues to evolve with it. Our ongoing focus areas include:

    • Helping graduates become lifelong learners who can retrain and reskill as needed
    • Raising awareness of AI’s influence on learning, creativity, and work
    • Expanding career exploration opportunities that prioritize transferable, human-centered skills

    We don’t know exactly what the future holds. We do know that students who can adapt, pivot, and move confidently from one career path to another will be the most prepared–because the most important outcome isn’t fitting students into today’s job market but preparing them to create value in tomorrow’s.

    At Rockingham County Schools, that’s what being “choice-ready” really means. It’s not about predicting the future. It’s about preparing students to thrive within it wherever it leads.

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  • 4 tips to create an engaging digital syllabus

    4 tips to create an engaging digital syllabus

    Key points:

    Back-to-school season arrives every year with a mixed bag of emotions for most educators, including anticipation and excitement, but also anxiety. The opportunity to catch up with friendly colleagues and the reward of helping students connect with material also comes with concern about how best to present and communicate that material in a way that resonates with a new classroom.

    An annual challenge for K-12 educators is creating a syllabus that engages students and will be used throughout the year to mutual benefit rather than tucked in a folder and forgotten about. Today’s digital transformation can be a means for educators to create a more dynamic and engaging syllabus that meets students’ and parents’ needs.

    While it can be overwhelming to think about learning any new education technology, the good news about a digital syllabi is that anyone who’s sent a digital calendar invite has already done most of the technical-learning legwork. The more prescient task will be learning the best practices that engage students and enable deeper learning throughout the year. 

    Step one: Ditch the PDFs and print-outs

    Creating a syllabus that works begins with educators stepping into the shoes of their students. K-12 classrooms are full of students who are oriented around the digital world. Where textbooks and binders were once the tools of the trade for students, laptops and iPads have largely taken over. This creates an opportunity for teachers to create more dynamic syllabi via digital calendars, rather than printed off or static PDFs with lists of dates, deadlines, and relevant details that will surely change as the year progresses. In fact, many learning management systems (LMS) already have useful calendar features for this reason. Again, teachers need only know the best way to use them. The digital format offers flexibility and connectivity that old-school syllabi simply can’t hold a candle to.

    Tips for creating an effective digital syllabus

    Classroom settings and imperatives can vary wildly, and so can the preferences of individual educators. Optimization in this case is in the eye of the beholder, but consider a few ideas that may wind up on your personal best practices list for building out your digital syllabus every year around this time:

    Make accessing the most up-to-date version of the syllabus as frictionless as possible for students and parents. Don’t attach your syllabus as a static PDF buried in an LMS. Instead, opt-in to the calendar most LMS platforms offer for the mutual benefit of educators, students, and parents. To maximize engagement and efficiency, teachers can create a subscription calendar in addition or as an alternative to the LMS calendar. Subscription calendars create a live link between the course syllabus and students’ and/or parents’ own digital calendar ecosystem, such as Google Calendar or Outlook. Instead of logging into the LMS to check upcoming dates, assignments, or project deadlines, the information becomes more accessible as it integrates into their monthly, weekly, and daily schedules, mitigating the chance of a missed assignment or even parent-teacher conference. Students and parents only have to opt-in to these calendars once at the beginning of the academic year, but any of the inevitable changes and updates to the syllabus throughout the year are reflected immediately in their personal calendar, making it simpler and easier for educators to ensure no important date is ever missed. While few LMS offer this option within the platform, subscription calendar links are like any hyperlink–easy to share in emails, LMS message notifications, and more.

    Leverage the calendar description feature. Virtually every digital calendar provides an option to include a description. This is where educators should include assignment details, such as which textbook pages to read, links to videos or course material, grading rubrics, or more. 

    Color-code calendar invitations for visual information processors. Support different types of information processors in the classroom by taking the time to color-code the syllabus. For example, purple for project deadlines, red for big exams, yellow for homework assignment due dates. Consistency and routine are key, especially for younger students and busy parents. Color-coding, or even the consistent naming and formatting of events and deadlines, can make a large impact on students meeting deadlines.

    Encourage further classroom engagement by integrating digital syllabus “Easter eggs.” Analog syllabi often contain Easter eggs that reward students who read it all the way through. Digital syllabi can include similar engaging surprises, but they’re easy to add throughout the year. Hide extra-credit opportunities in the description of an assignment deadline or add an invitation for last-minute office hours ahead of a big quiz or exam. It could be as simple as a prompt for students to draw their favorite animal at the bottom of an assignment for an extra credit point. If students are aware that these opportunities could creep up in the calendar, it keeps them engaged and perhaps strengthens the habit of checking their classroom syllabus.

    While the start of the new school year is the perfect time to introduce a digital syllabus into the classroom, it’s important for educators to keep their own bandwidth and comfortability in mind. Commit to one semester with a digital syllabus and spend time learning the basic features and note how the classroom responds. From there, layer in more advanced features or functionality that helps students without being cumbersome to manage. Over time, educators will learn what works best for them, their students and parents, and the digital syllabus will be a classroom tool that simplifies classroom management and drives more engagement year-round. 

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  • 3 steps to build belonging in the classroom

    3 steps to build belonging in the classroom

    Key points:

    The first few weeks of school are more than a fresh start–they’re a powerful opportunity to lay the foundation for the relationships, habits, and learning that will define the rest of the year. During this time, students begin to decide whether they feel safe, valued, and connected in your classroom.

    The stakes are high. According to the 2023 Youth Risk Behavior Survey, only 55 percent of students reported feeling connected to their school. That gap matters: Research consistently shows that a lack of belonging can harm grades, attendance, and classroom behavior. Conversely, a strong sense of belonging not only boosts academic self-efficacy but also supports physical and mental well-being.

    In my work helping hundreds of districts and schools implement character development and future-ready skills programs, I’ve seen how intentionally fostering belonging from day one sets students–and educators–up for success. Patterns from schools that do this well have emerged, and these practices are worth replicating.

    Here are three proven steps to build belonging right from the start.

    1. Break the ice with purpose

    Icebreakers might sound like old news, but the reality is that they work. Research shows these activities can significantly increase engagement and participation while fostering a greater sense of community. Students often describe improved classroom atmosphere, more willingness to speak up, and deeper peer connections after just a few sessions.

    Some educators may worry that playful activities detract from a serious academic tone. In practice, they do the opposite. By helping students break down communication barriers, icebreakers pave the way for risk-taking, collaboration, and honest reflection–skills essential for deep learning.

    Consider starting with activities that combine movement, play, and social awareness:

    • Quick-think challenges: Build energy and self-awareness by rewarding quick and accurate responses.
    • Collaborative missions: Engage students working toward a shared goal that demands communication and teamwork.
    • Listen + act games: Help students develop adaptability through lighthearted games that involve following changing instructions in real time.

    These activities are more than “fun warm-ups.” They set a tone that learning here will be active, cooperative, and inclusive.

    2. Strengthen executive functioning for individual and collective success

    When we talk about belonging, executive functioning skills–like planning, prioritizing, and self-monitoring–may not be the first thing we think of. Yet they’re deeply connected. Students who can organize their work, set goals, and regulate their emotions are better prepared to contribute positively to the class community.

    Research backs this up. In a study of sixth graders, explicit instruction in executive functioning improved academics, social competence, and self-regulation. For educators, building these skills benefits both the individual and the group.

    Here are a few ways to embed executive functioning into the early weeks:

    • Task prioritization exercise: Help students identify and rank their tasks, building awareness of time and focus.
    • Strengths + goals mapping: Guide students to recognize their strengths and set values-aligned goals, fostering agency.
    • Mindful check-ins: Support holistic well-being by teaching students to name their emotions and practice stress-relief strategies.

    One especially powerful approach is co-creating class norms. When students help define what a supportive, productive classroom looks like, they feel ownership over the space. They’re more invested in maintaining it, more likely to hold each other accountable, and better able to self-regulate toward the group’s shared vision.

    3. Go beyond the first week to build deeper connections

    Icebreakers are a great start, but true belonging comes from sustained, meaningful connection. It’s tempting to think that once names are learned and routines are set, the work is done–but the deeper benefits come from keeping this focus alive alongside academics.

    The payoff is significant. School connectedness has been shown to reduce violence, protect against risky behaviors, and support long-term health and success. In other words, connection is not a “nice to have”–it’s a protective factor with lasting impact.

    Here are some deeper connection strategies:

    • Shared values agreement: Similar to creating class norms, identify the behaviors that promote safety, kindness, and understanding.
    • Story swap: Have students share an experience or interest with a partner, then introduce each other to the class.
    • Promote empathy in action: Teach students to articulate needs, seek clarification, and advocate for themselves and others.

    These activities help students see one another as whole people, capable of compassion and understanding across differences. That human connection creates an environment where everyone can learn more effectively.

    Take it campus-wide

    These strategies aren’t limited to students. Adults on campus benefit from them, too. Professional development can start with icebreakers adapted for adults. Department or PLC meetings can incorporate goal-setting and reflective check-ins. Activities that build empathy and connection among staff help create a healthy, supportive adult culture that models the belonging we want students to experience.

    When teachers feel connected and supported, they are more able to foster the same in their classrooms. That ripple effect–staff to students, students to peers–creates a stronger, more resilient school community.

    Belonging isn’t a single event; it’s a practice. Start the year with purpose, keep connection alive alongside academic goals, and watch how it transforms your classroom and your campus culture. In doing so, you’ll give students more than a positive school year. You’ll give them tools and relationships they can carry for life.

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  • Why high schools should use teaching assistants

    Why high schools should use teaching assistants

    Key points:

    Exam scores always seem to go up. Whether it’s the SAT when applying for college or an AP score to earn college credit, competitive scores seem to be creeping up. While faculty are invaluable, students who recently completed classes or exams offer insight that bridges the gap between the curriculum and the exam. I believe students who recently excelled in a course should be allowed and encouraged to serve as teaching assistants in high school.

    Often, poor preparation contributes to students’ disappointing exam performance. This could be from not understanding content, being unfamiliar with the layout, or preparing the wrong material. Many times, in courses at all levels, educators emphasize information that will not show up on a standardized test or, in some cases, in their own material. This is a massive issue in many schools, as every professor has their own pet project they like to prioritize. For example, a microbiology professor in a medical school may have an entire lecture on a rare microbe because they research it, but nothing about it will be tested on the national board exams, or even their course final exams. This was a common theme in high school, with history teachers loving to share niche facts, or in college, when physics professors loved to ask trick questions. By including these things in your teaching, is it really benefiting the pupil? Are students even being tested correctly over the material if, say, 10 percent of your exam questions are on information that is superfluous?

    Universities can get around this issue by employing teaching assistants (TAs) to help with some of the confusion. Largely, their responsibilities are grading papers, presenting the occasional lecture, and holding office hours. The lesser-known benefit of having and speaking with TAs is the ability to tell you how to prioritize your studying. These are often older students who have been previously successful in the course, and as a result, they can give a student a much better idea of what will be included on an exam than the professor.

    When I was a TA as an undergrad, we were required to hold exam prep sessions the week of a big test. During these sessions, students answered practice questions about concepts similar to what would show up on the exam. All the students who showed up to my sessions performed extremely well on the tests, and they performed well because they were prepared for the exam and knew the concepts being tested. As a result, they would finish the course with a much higher grade because they knew what they should be studying. It is much more effective to give a student a practice question that uses similar concepts to what will be on their exam than it is for a professor to give a list of topics that are covered on a test. For example, studying for a math test is more impactful when answering 50 practice questions versus a teacher handing you a list of general concepts to study, such as: “Be able to manipulate inequalities and understand the order of operations.”

    Universities seem to know that professors might not provide the best advice, or at the least, they have used TAs as a decent solution to the problem. It is my opinion that having this style of assistance in high school would be beneficial to student outcomes. Having, say, a senior help in a junior-level class may work wonders. Teachers would have a decrease in their responsibilities based on what they trust their TA to do. They could help grade, run review sessions, and make and provide exam prep materials. In essence, all the unseen work in teaching that great teachers do could be done more efficiently with a TA. Every student has had an amazing teacher who provides an excellent study guide that is almost identical to the test, making them confident going into test day. In my experience, those guides are not completed for a grade or a course outcome, and effectively become extra work for the educator, all to help the students who are willing to use them effectively. Having a TA would ease that burden–it would encourage students to consider teaching as a profession in a time when there is a shortage of educators.

    There are many ways to teach and learn, but by far the best way to be prepared for a test is by talking to someone who has recently taken it. Universities understand that courses are easier for students when they can talk to someone who has taken it. It is my opinion that high schools would be able to adopt this practice and reduce teacher workload while increasing the student outcomes. 

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  • 4 tips to support the literacy needs of middle and high school students

    4 tips to support the literacy needs of middle and high school students

    Key points:

    Today’s middle schoolers continue to struggle post-pandemic to read and write at the level needed to successfully navigate more complex academic content in the upper grades and beyond, according to a new report from NWEA, a K-12 assessment and research organization.

    Based on NWEA’s research, current 8th graders would need close to a full academic year of additional instruction to catch up to their pre-pandemic peers in reading. This trend was reiterated in recent assessment results from the National Assessment on Educational Progress (NAEP), with only 30 percent of eighth-grade students performing at or above the NAEP proficient level.

    While early literacy initiatives have garnered attention in recent years, the fact remains that many students struggle to read and are not prepared for the rigors of middle school. Students quickly find themselves challenged to keep up as they no longer receive explicit, structured reading instruction, even as they are expected to comprehend increasingly complex materials across subjects, like science, history, or English Language Arts.

    The report, Policy recommendations for addressing the middle school reading crisis, is co-authored by Miah Daughtery, EdD, NWEA VP of Academic Advocacy at HMH (NWEA’s parent company), and Chad Aldeman, founder of Read Not Guess.

    “Our current middle and high schoolers were just starting their literacy journey when the pandemic hit, and we cannot lessen the urgency to support them. But, middle school literacy is complex even for students who are reading on grade level. This demands intentional, well-funded, and focused policy leadership that includes support across the K-12 spectrum,” said Daughtery. “Simply put, learning to read is not done when a student exits elementary school; support cannot stop there either.”

    Policymakers and district leaders must adopt a systems-level approach that supports both early learners and the unique literacy needs of middle and high school students.

    The new report provides four components that can be leveraged to make this happen:

    1. Use high-quality, grade-appropriate assessments that provide specific data on the literacy needs of middle schoolers.
    2. Look at flexible scheduling and policies that promote literacy development throughout the entire school day and help districts more effectively use instructional time.
    3. Understand and support the unique literacy needs of middle schoolers across subjects and disciplines from a systems perspective and invest in teacher professional learning in all disciplines, including at the upper grades, within state and district literacy plans.
    4. Curate relationships with external partners, like community organizations and nonprofits, who share similar goals in improving literacy outcomes, and can both support and reinforce literacy development, stretching beyond the school’s hours and resources.
    eSchool News Staff
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  • Why stories still matter in a fast-moving world

    Why stories still matter in a fast-moving world

    Key points:

    Seventeen years after Suzanne Collins first introduced us to The Hunger Games, the world is still captivated by Panem. The latest installment, Sunrise on the Reaping, dives into Haymitch’s backstory and has been called a “propulsive and heart-wrenching addition” to the series by The New York Times. For many of us, books like these aren’t just stories–they’re cultural moments.

    I remember reading the original trilogy on my iPad while training for a half-marathon. Katniss’ fight against the Capitol powered me through some of my longest runs. That’s the magic of books: They meet us where we are and carry us somewhere else entirely. They become part of our personal history, woven into our memories and milestones.

    But the power of books goes far beyond personal nostalgia. When a major title drops, it’s not just a release date–it’s a shared experience. Readers rush to get their hands on it. Social media lights up with reactions. Libraries field waitlists. These moments remind us why books matter. They connect us, challenge us, and inspire us.

    This fall, we’re about to experience two more of these moments. On October 21, Diary of a Wimpy Kid: Partypooper hits shelves. Jeff Kinney’s beloved series has become a rite of passage for young readers, and this latest installment–centered around Greg Heffley’s attempt to throw himself the ultimate birthday bash–is already generating buzz. It’s funny, relatable, and perfectly timed for a generation that’s grown up with Greg’s awkward, hilarious adventures.

    Just a few weeks later, on November 11, Dog Man: Big Jim Believes arrives. Dav Pilkey’s Dog Man series has redefined what it means to be a children’s book phenomenon. With its blend of humor, heart, and comic-style storytelling, Dog Man has helped countless kids fall in love with reading. This new title promises to be no different, offering a story about belief, friendship, and finding strength within.

    These books aren’t just for kids–they’re cultural touchstones. They bring generations together. Parents read them with their children. Teachers use them to spark classroom discussions. Librarians build displays around them. And kids? They devour them and talk about them with the kind of passion usually reserved for blockbuster movies or viral games.

    And yes, there’s a business side to books. Pricing, distribution, marketing strategies–they all matter. Behind every book on a shelf is a network of people working to make that moment possible. Publishers, authors, illustrators, binders, warehouse teams, sales reps, marketers, and more. It’s easy to forget that when you’re holding a finished book, but every title is the result of countless decisions, collaborations, and passions.

    In a world dominated by screens, short-form content, and constant notifications, books offer something different. They ask us to slow down. To focus. To imagine. To empathize. And that’s more important than ever.

    Literacy isn’t just about reading words on a page–it’s about understanding the world. It’s about critical thinking, emotional intelligence, and the ability to engage with complex ideas. Books help build those skills. They give kids the tools to navigate life, not just school.

    Because in a world that’s constantly changing, books remain one of our most powerful tools for understanding it–and each other. The world needs stories. And stories need us.

    Britten Follett
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  • Middle and high school students need education, career guidance

    Middle and high school students need education, career guidance

    Key points:

    Students need more support around education paths and career options, including hands-on experiences, according to a new nationwide survey from the nonprofit American Student Assistance.

    The survey of more than of 3,000 students in grades 7-12 offers insights into teens’ plans after high school. The research, Next Steps: An Analysis of Teens’ Post-High School Plans, uncovers evolving trends in teenagers’ attitudes, perceptions, and decision-making about their post-high school plans.

    “This analysis of teens’ post high school plans reveals shifts in students’ thinking and planning. We need to change the way we help young people navigate the complex and evolving landscape of education and career options,” said Julie Lammers, Executive Vice President of ASA. “Starting in middle school, our young people need early access to opportunities that empowers them to explore careers that match their interests and strengths; hands-on, skills-based experiences in high school; and information and resources to navigate their path to postsecondary education and career. All of this will enable them to graduate informed, confident, and empowered about what they want to do with their futures.” 

    The survey offers notable findings regarding parental influence on teens’ planning, perceptions of nondegree pathways like trade or technical school, apprenticeships, and certificate programs, and a continued drop-off in kids’ plans to go to college immediately after high school graduation.

    Key findings include:

    Teens’ interest in college is down while nondegree paths are on the rise. Nearly half of all students said they aren’t interested in going to college, with just 45 percent saying two- or four-year college was their most likely next step. Meanwhile 38 percent of teens said they were considering trade or technical schools, apprenticeships, and technical bootcamp programs, although only 14 percent say that such a path is their most likely next step.

    Parents are one of teens’ biggest influencers—and they’re skeptical of nondegree options. A vast majority (82 percent) of teens said their parents agree with their plans to go to four-year college, while only 66 percent said parents supported plans to pursue a nondegree route. In fact, teens reported parents were actually more supportive (70 percent) of foregoing education altogether right after high school vs. pursuing a nondegree program.    

    A concerning number of young people don’t have plans for further education or training. Nearly one quarter (23 percent) said they have no immediate plans to continue formal education or training upon graduation. Teens not planning to continue education after high school indicated they were thinking of beginning full-time work, entering a family business, starting their own business, or joining the military.

    Teens, and especially middle schoolers, are feeling better prepared to plan their futures. In recent years policymakers, educators, employers, and other stakeholders have pushed to make career-connected learning a more prominent feature of our education to workforce system. Survey results say it’s paying off. Agreement with the statement “my school provides me with the right resources to plan for my next steps after high school” grew from just 59 percent in 2018, to 63 percent in 2021, to 82 percent in 2024. Notably, the largest increase occurred at the middle school level, where confidence in in-school planning resources jumped from 60 percent in 2018 to 90 percent in 2024.

    Girls are much more likely to plan to attend college than boys. Boys and girls are equally interested in college when they’re in middle school, but by high school, more than half (53 percent) of girls say they’re likely to attend college compared to just 39 percent of boys. The gender gap is smaller when it comes to nondegree pathways: 15 percent of high school boys say they will likely attend vocational/trade school, participate in an apprenticeship, or take a certificate program, compared to 10 percent of high school girls.

    City kids aren’t as “into” college. Urban teens were least likely (39 percent) to say they plan to go to college. Suburban teens are much more likely to plan to attend a college program (64 percent) while 46 percent of rural students planned on college.

    Students of color are college bound. More than half (54 percent) of Black teens and 51 percent of Hispanic youth are planning to go to college, compared to 42 percent of White teens.  

    This press release originally appeared online.

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  • Embracing complexity in writing instruction

    Embracing complexity in writing instruction

    Key points:

    Early in our careers, when we were fresh-faced and idealistic (we still are!) the prepackaged curriculum and the advice of more experienced colleagues was the go-to resource. Largely, we were advised that teaching writing was a simple matter of having students walk through and complete organizers, spending about one day for each “stage” of the writing process. At the end of the writing unit, students had finished their compositions–the standardized, boring, recreated ideas that we taught them to write.

    As we matured and grew as teachers of writing, we learned that teaching writing in such simplistic ways may be easier, but it was not actually teaching students to be writers. We learned with time and experience that writing instruction is a complex task within a complex system.

    Complex systems and wicked problems

    Complexity as it is applied to composition instruction recognizes that there is more than just a linear relationship between the student, the teacher, and the composition. It juggles the experiences of individual composers, characteristics of genre, availability of resources, assignment and individual goals, and constraints of composing environments. As with other complex systems and processes, it is non-linear, self-organizing, and unpredictable (Waltuck, 2012).

    Complex systems are wicked in their complexity; therefore, wicked problems cannot be solved by simple solutions. Wicked problems are emergent and generative; they are nonlinear as they do not follow a straight path or necessarily have a clear cause-and-effect relationship. They are self-organizing, evolving and changing over time through the interactions of various elements. They are unpredictable and therefore difficult to anticipate how they will unfold or what the consequences of any intervention might be. Finally, they are often interconnected, as they are symptoms of other problems. In essence, a wicked problem is a complex issue embedded in a dynamic system (Rittel & Webber, 1973).

    Writing formulas are wicked

    As formulaic writing has become and remains prevalent in instruction and classroom writing activity, graphic organizers and structural guides, which were introduced as a tool to support acts of writing, have become a wicked problem of formula; the resource facilitating process has become the focus of product. High-stakes standardized assessment has led to a focus on compliance, production, and quality control, which has encouraged the use of formulas to simplify and standardize writing instruction, the student writing produced, and the process of evaluation of student work. Standardization may improve test scores in certain situations, but does not necessarily improve learning. Teachers resort to short, formulaic writing to help students get through material more quickly as well as data and assessment compliance. This serves to not only create product-oriented instruction, but a false dichotomy between process and product, ignoring the complex thinking and design that goes into writing.

    As a result of such a narrow view of and limited focus on writing process and purpose, formulas have been shown to constrain thinking and limit creativity by prioritizing product over the composing process. The five-paragraph essay, specifically, is a structure that hinders authentic composing because it doesn’t allow for the “associative leaps” between ideas that come about in less constrained writing. Formulas undermine student agency by limiting writers’ abilities to express their unique voices because of over-reliance on rigid structures (Campbell, 2014; Lannin & Fox, 2010; Rico, 1988).

    An objective process lens: A wicked solution

    The use of writing formulas grew from a well-intentioned desire to improve student writing, but ultimately creates a system that is out of balance, lacking the flexibility to respond to a system that is constantly evolving. To address this, we advocate for shifting away from rigid formulas and towards a design framework that emphasizes the individual needs and strategies of student composers, which allows for a more differentiated approach to teaching acts of writing.

    The proposed framework is an objective process lens that is informed by design principles. It focuses on the needs and strategies that drive the composing process (Sharples, 1999). This approach includes two types of needs and two types of strategies:

    • Formal needs: The assigned task itself
    • Informal needs: How a composer wishes to execute the task
    • “What” strategies: The concrete resources and available tools
    • “How” strategies: The ability to use the tools

    An objective process lens acknowledges that composing is influenced by the unique experiences composers bring to the task. It allows teachers to view the funds of knowledge composers bring to a task and create entry points for support.

    The objective process lens encourages teachers to ask key questions when designing instruction:

    • Do students have a clear idea of how to execute the formal need?
    • Do they have access to the tools necessary to be successful?
    • What instruction and/or supports do they need to make shifts in ideas when strategies are not available?
    • What instruction in strategies is necessary to help students communicate their desired message effectively?

    Now how do we do that?

    Working within a design framework that balances needs and strategies starts with understanding the type of composers you are working with. Composers bring different needs and strategies to each new composing task, and it is important for instructors to be aware of those differences. While individual composers are, of course, individuals with individual proclivities and approaches, we propose that there are (at least) four common types of student composers who bring certain combinations of strategies and needs to the composition process: the experience-limited, the irresolute, the flexible, and the perfectionist composers. By recognizing these common composer types, composition instructors can develop a flexible design for their instruction.

    An experience-limited composer lacks experience in applying both needs and strategies to a composition, so they are entirely reliant on the formal needs of the assigned task and any what-strategies that are assigned by the instructor. These students gravitate towards formulaic writing because of their lack of experience with other types of writing. Relatedly, an irresolute composer may have a better understanding of the formal and informal needs, but they struggle with the application of what and how strategies for the composition. They can become overwhelmed with options of what without a clear how and become stalled during the composing process. Where the irresolute composer becomes stalled, the flexible composer is more comfortable adapting their composition. This type of composer has a solid grasp on both the formal and informal needs and is willing to adapt the informal needs as necessary to meet the formal needs of the task. As with the flexible composer, the perfectionist composer is also needs-driven, with clear expectations for the formal task and their own goals for the informal tasks. Rather than adjusting the informal needs as the composition develops, a perfectionist composer will focus intensely on ensuring that their final product exactly meets their formal and informal needs.

    Teaching writing requires embracing its complexity and moving beyond formulaic approaches prioritizing product over process. Writing is a dynamic and individualized task that takes place within a complex system, where composers bring diverse needs, strategies, and experiences. By adopting a design framework, teachers of writing and composing can support students in navigating this complexity, fostering creativity, agency, and authentic expression. It is an approach that values funds of knowledge students bring to the writing process, recognizing the interplay of formal and informal needs, as well as their “what” and “how” strategies; those they have and those that need growth via instruction and experience. Through thoughtful design, we can grow flexible, reflective, and skilled communicators who are prepared to navigate the wicked challenges of composing in all its various forms.

    These ideas and more can be found in When Teaching Writing Gets Tough: Challenges and Possibilities in Secondary Writing Instruction.

    References

    Campbell, K. H. (2014). Beyond the five-paragraph essay. Educational Leadership, 71(7), 60-65.

    Lannin, A. A., & Fox, R. F. (2010). Chained and confused: Teacher perceptions of formulaic writing. Writing & Pedagogy, 2(1), 39-64.

    Rico, G. L. (1988). Against formulaic writing. The English Journal, 77(6), 57-58.

    Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.

    Sharples, M. (1999). How we write : writing as creative design (1st ed.). Routledge. https://doi.org/10.4324/9780203019900

    Waltuck, B. A. (2012). Characteristics of complex systems. The Journal for Quality & Participation, 34(4), 13–15.

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