Category: Teacher Preparation

“The Future Is High School”

One of my favorite resources, XQ “exists to transform high school in America so every student graduates ready for the world they’re entering—prepared to thrive in college, career, and life.” Having spent most of my career working in and with high schools, I remain convinced that they are not only ripe but also overdue for systemic reform. So it was with bated breath that I read XQ’s new policy report, “The Future Is High School.” (policyactions.xqinstitute.org)

XQ proffers ten specific policy changes. For each they specify what the change does, why it matters, and what the criteria should be for its implementation.

Two of the policies have had my support for years. One involves identifying the Core Competencies necessary for high school graduates. XQ argues that academic knowledge and skills matter but that “today’s graduates need a more expansive toolkit that includes timeless, transferable skills like communication, problem solving, and critical thinking.”

I’ve written before about my belief in the “Essential Qualities of a Glenbard Graduate” that my district developed decades ago. After a hiatus, this revision appeared in 2019: “● Communicates – A graduate communicates effectively in a variety of ways and understands their audience. ● Thinks Critically – A graduate needs to identify problems and find multiple ways to solve them. They also examine and challenge assumptions and make decisions based on evidence.  ● Embraces Diversity – A graduate has empathy for others, respects diverse backgrounds and seeks varied points of view to deepen understanding. ● Creates – Our graduates create solutions to real world problems. They also generate original ideas, solutions and products and are open and responsive to new ideas and perspectives.  ● Collaborates – More than just working with others, they take responsibility to work together for a common goal. They also receive, provide and learn from constructive feedback. ● Is Self-Empowered – Graduates have a growth mindset and build strong relationships. They advocate for themselves and have realistic goals.” (www.glenbard87.org) I love this more proactive version and wish all high schools would develop similar profiles for their graduates. Focusing on what students can and should be able to do is far more powerful than measuring specific content knowledge, especially at a time of information glut and information growth. Competencies like this encourage lifelong learning skills and adaptability.

The second policy I’ve long supported is the use of Mastery-Based Credits. In this system, students earn credit for what they know and can do rather than just how many hours they’ve been in class. Although a surprising number of states [Arizona, Colorado, Connecticut, Missouri, Montana, New Hampshire, New Mexico, North Dakota, and Rhode Island] allow this approach, and still others allow a capstone project or other demonstration of mastery, too many states still depend upon Carnegie Units. (https://reports.ecs.org) Introduced in 1906, these units simply measure 120 hours of “seat time” regardless of the amount of learning. (www.carnegiefoundation.org) The passage of time is not a meaningful measure, and I sincerely hope more states will adopt a mastery-based approach.

I’m also a fan of XQ’s policy on Internships and Apprenticeships. They argue that rigorous, real-world learning happens everywhere, not just in the classroom, and that these opportunities “enable students to explore potential career pathways, gain valuable workplace experience, and graduate with the knowledge and competencies necessary for success after high school.” I couldn’t agree more. Many of the students who joined my “Tech Squad” in high school, helping faculty navigate newer forms of technology, got internships in high school that led them to their careers. I’d also advocate for another program my district had for several years: rotating faculty members accompanied groups of students to workplaces to learn about employers’ expectations/needs and about opportunities for life after high school. So many students found that eye-opening and motivating. Hearing businesses extol virtues like teamwork, lifelong learning, and a good work ethic was far more powerful than anything we teachers could promote.

And I love that XQ recognizes the need for Professional Development [PD]for staff so they can implement these changes effectively. States should require better PD for pre-service teachers, fund ongoing PD for existing faculty, and publish resources that provide models of excellence and guidance. I would add teaching coaches and mentors within the school.

I also support Next-Generation Assessments that “that widen the lens on learning to reliably measure mastery of real-world skills like creative problem-solving, alongside academic content.” Multiple choice tests and short answer exams focus on one right answer. Meaningful assessments also evaluate process, like portfolios for writing. One of the reasons I loved my work in problem-based learning [see prior blogs] is that it invited a multitude of possible answers and it also valued and evaluated process. Life after high school is not a multiple-choice test!

Of course, all of these changes would require Redesigned Transcripts, adopting a “new student transcript, badging, or record system, such as learning and employment records (LERs), that awards students badges or other types of credentials for demonstrating the requisite knowledge, skills, and competencies. States need both the infrastructure to demonstrate student competencies and also the artifacts (e.g., badges) to be included.” It is often said that we pay attention to what we measure. Instead, let’s measure what we should be paying attention to.

There are four more recommended policies that you can explore in the published report. (policyactions.xqinstitute.org) These first six strike me, however, as the most compelling and effective way to ensure that the future is indeed high school.

Today’s high schools should prepare students for the world they’ll face after high school. They should develop a disciplined, motivated, and adaptable workforce to face the ever-changing realities of life in the future. Our old system doesn’t do that. Isn’t change overdue?

Where Do Good Teachers Come From?

I’m one of the lucky ones. I became a better teacher because I worked in schools that supported professional development. I remember the education prof who told me I was so focused on content that I should work toward post-secondary teaching. I remember the students who used to tell me that I could talk bell-to-bell on fewer breaths than anyone else! I remember the day I returned from a conference where a presenter convinced me that worksheets, even those as clever as I thought mine were, were not productive, so I had my kids shred theirs into our garbage can as I switched my approach.

What I didn’t know as a new teacher could fill multiple textbooks. I got away with my ignorance because kids seemed to recognize my passion and my willingness to learn. I put myself in untenable situations with power struggles and only survived them through dumb luck. I didn’t know about trauma-informed teaching or the research on ACES (Adverse Childhood Experiences); in hindsight, there were several students I would have handled differently. My early priorities focused on the transmission of knowledge; I had to work to shift to a focus from what to learn to how to learn.

When I retired, there was still plenty I didn’t know, but I had come a long way. How? Sometimes the reactions of students caused me to rethink my approach, but the power of professional development really reshaped my teaching. The Illinois Writing Project caused me to shift to a writing workshop approach and a focus on portfolios. Getting trained in Problem-Based Learning led me to a truly student-centered classroom, so much so that after one parents’ night (when parents follow their student’s schedule and meet their student’s teachers), one parent complained that I was being paid while the students did all the work. Instead of being upset, I asked students to explain what they did and why during the following parents’ nights, honoring my commitment to them. A graduate class made me rethink not only my classroom management techniques but also the physical layout of my classroom. Our Brain Research Study Group taught me about student engagement and retention of learning. I could go on and on…

I believe that the best teachers enter the field with passion and commitment and then grow into even better teachers as they learn from professional development, students, and each other. I’m excited that some schools are offering training in ACES and trauma-informed teaching. I’m thrilled by the focus on internships and career pathway information to give students a head start on their post-secondary future. If I ran the world, I would promote an even broader commitment to professional development.

Apparently, the powers-that-be in Wyoming don’t share my vision. Until now, the steps to becoming a certified teacher there were pretty typical: complete a bachelor’s degree with a state-approved teacher preparation component, complete a student teaching placement, pass the required teacher certification exams, and apply for a teaching certificate or license. Teachers also had to pass a background check. (www.teachercertificationdegrees.com)

Now, however, Wyoming is considering a bill that would change teaching and schools dramatically. HB 100 would allow “school districts and charter schools to adopt policies to employ persons without holding a certificate or permit issued by the Wyoming professional teaching standards board.” (www.teachercertificationdegrees.com2) Apparently all it takes to be a teacher is passing the background check and turning 18. Really?

Wyoming also passed a Parent Rights Amendment, HB200, effective July 1, 2025. It “mandates that school districts notify parents or guardians of any changes in a student’s educational, physical, mental, or emotional health during school hours or while engaged in school-related activities. Additionally, the bill prohibits school districts from requiring personnel and students to use a student’s preferred pronoun if it does not align with the student’s biological sex. It also requires parental permission for instruction related to diversity, equity, or inclusion, and allows school district personnel to opt out of mandatory trainings on these topics. Key provisions include the requirement for school districts to provide parents with written policies and updates regarding health care services and educational practices at the beginning of each school year.” (fastdemocracy.com)  I believe in parental rights, and parental involvement correlates with school achievement. But precluding trainings even as teachers must deal with diversity and its attendant issues in their classrooms is counterproductive.

I know I became a better teacher because I was a learner. Teaching has always been challenging, but the post-pandemic cluster of poor behavior, lack of attendance, mental health issues, and disengagement has not only made teaching harder; it also cemented the need for professional development to help teachers learn how to address those concerns. Wyoming doesn’t think so. I think Wyoming is wrong, and their teachers and students will suffer the consequences.