Growing up, I dreamed about living in the future. I was mesmerized at the thought of living alongside the Jetsons, traveling around in flying cars and living in vertical cities. Some of the technologies on that TV show that aired from the 1960s-1980s have now become a reality, like smart homes and robots. Today’s present is what used to be considered the future, and we are moving forward full throttle. Technology and innovations are opening many doors and providing instant access to information and added comfort across all areas of our lives today. Daunting and exciting at the same time.
Now with the arrival of AI infiltrating our daily lives, the future is more present than ever. Just last week, one of our teachers raised the concern of AI developing to a point that it could phase out the teaching profession. While I don’t believe that to be true, our conversations are starting to shift to the future. I admire the forward-thinking and proactive administrators who are embracing these new developments in technology and what they could bring to the learning environment. It’s as good a time as any to raise the question:
What does innovation look like in schools?
I’ll break this question down into three areas in our roles as school leaders that I am currently noticing in today’s schools:
1. Innovation is more than just advances in technology and their implementations in the classroom. Innovation can also be found in the ways schools are adapting their processes and systems so that they function more effectively. Change-oriented systems, such as Improvement Science, help to identify and analyze current problems to make teaching and learning more engaging and equitable. New ideas are also finding their way into conversations about how schools define their culture or “story”. I find it fulfilling to be part of discussions that raise new thoughts about the recruitment and retention of students and faculty, enhanced work-life balance, and more meaningful school-home partnerships.
New doors are also being opened in pedagogical conversations on how curricula can be taught and assessed. You might have noticed a renewed excitement during discussions that bring up new learning strategies in the classroom, such as innovative desk formations to boost student engagement or new and creative ways to assess learning targets. We are seeing more hands-on simulations in classrooms as well as opportunities to implement STEM, global citizenship, and sustainability-focused learning targets into lessons. Pay close attention and you’ll start to identify those teachers who proactively push the traditional boundaries through rich discussions and questions.
2. Educators should never lose the desire to play and be creative! Teachers should feel safe to do this too…and they will if the environment permits them to. Encourage and invite teachers to try new strategies in their classrooms, celebrating their successes in doing so while supporting reflection and growth opportunities when these strategies fall flat. Find ways to give teacher teams the time and space to design new interdisciplinary connections that target multiple learning goals. Sometimes all it takes is one faculty meeting to get the ball rolling.
I give credit to some of our teachers who requested time during our Advisory classes to take students to our Middle School courtyard for team-building activities that tied into the current Advisory unit objectives. Another teacher brainstormed and put into action table tennis, football, and (currently) basketball tournaments to keep our students engaged during morning and lunch breaks. Even more, we are supporting a teacher who set up a Forward Thinking Committee to find solutions for behavioral and organizational concerns that are being currently noticed in the classroom.
3. Learning environments can become more meaningful for all. No, it doesn’t necessarily mean requesting a bigger budget (although I won’t say no to that). I believe this culture shift starts with schools creating environments that are inviting, optimistic, and trusting. Teachers want administrators who emit positivity instead of doubt or caution. Just like our students learn in unique ways, the adults in schools also think in unique ways. Today’s learning environments should be dynamic, interactive, collaborative, learner-centered, and constructivist. I have started to more proactively recruit teachers who I believe could lead or contribute positively to forward-thinking and problem-solving teams, eager to raise ideas and brainstorm creative concepts.
I am the first to say that it can be easy to feel overwhelmed and play catch-up thinking about all the new advancements in technology and innovation. It is also daunting to think about what schools will look like only a few years from now. Innovation is at the core of modern education, and proactive schools are embracing this through relationships, new ideas, and supportive environments.
Mark Dominguez 