New View EDU

Episode 25: Developing Independent School Leaders for the Future

As our schools and communities have undergone swift and often unpredictable transformations in recent years, leadership has also changed. What worked before may not be what schools need now. Our ideas about the characteristics of leadership, who owns the title of “leader,” and how leadership gets distributed are evolving rapidly to keep up with a culture of constant change. What does it mean to be the kind of leader who can adapt and build strong schools now and into the future?

Guests: Nicole Furlonge and Donna Orem

Resources, Transcript, and Expanded Show Notes

In This Episode:

• “Leadership is not necessarily a specific role. It's not specifically a way of being, it's really being authentic about what your purpose is, having a vision that takes you there, and really bringing other people along with you. And I don't think that leadership is positional in the way that historically we've seen it, because in any type of organization or even any kind of community, different people can be leaders at different times, and we need different people to be leaders at different times.” (6:00)
• “I think parents, in engaging in education, are trying to find this polarity between protecting their children and preparing their children. And I think it is creating some difficulties today, because obviously as parents, we wanna protect our children, but we also have to prepare them for a world that is much different than when we were children. Understanding that polarity is not a choice. It's a both and. We have to both protect children, and we have to prepare them at the same time.” (14:29)
• “What I saw COVID do and what I saw COVID call on leaders to do, is to really think about how is that community bigger than the people that walk through your doors every day? How is it bigger, even, than the alumni who still call you their Alma mater, your, their home, their learning, their learning home?” (20:24)
• “I do think that there was a need…for leaders to think about how they could find in their school communities, those spaces that they could rely on, that they could trust to sort of engage in that deep leadership that we were just talking about earlier. That you didn't have to be a solo leader and that other people could lead. So whether it was, you know, the teacher that was getting on zoom and being the face of the school in our students' homes or, you know, when we come back to schools, the ways in which we recognize that everyone at every level of the school is, is a leader and touches the lives of students as they learn.” (27:16)
• “But if they can also then demonstrate and model what it looks like to lead through listening, then that becomes something that the whole community understands they have permission to do. To tune in, to pay attention, to be present, so that we understand both what our strengths are, and I think this is even more important, that we understand where our growth edges are. Cause I do think the propensity is to highlight what our strengths are at the expense of being able to grow in different ways.” (33:03)

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Episode 24: International Perspectives on the Independent School Landscape

In an increasingly connected world, what can school leaders learn from their counterparts across the globe? The events of the past few years have affected schools in every country, not just the U.S., and highlighted the fact that when it comes to our hopes, dreams, and challenges in education, we’re probably more alike than we are different from one another. On this episode of New View EDU, two dynamic leaders from the international independent school community share their perspectives on the past, present, and future of our schools.

Guests: Kelly Borg and Maddy Hewitt

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In This Episode:

• “We've learned that we can work at pace, and that perfect is the enemy of good. Is that the saying? You know, where, where we go okay, well, it's not quite right, but we've gotta do it by tomorrow. So we're gonna do it like this. And so having the confidence to say, you know what, it's not laminated, it's not framed with a purple border. It's not, it's not beautiful. In fact, it's not even close to pretty, but we are gonna do it. And it will work.” (17:54)
• “You know, repurposing education at this time, ensuring the education is fit for purpose, which is always to ensure human flourishing and human development. It's, that's been forever, but we're no longer living in the industrial age. We're living in the post industrial age where we're no longer building a society for consuming things. We're building a society for preserving and sustaining and regenerating things.” (22:11)
• “We've had such massive interruption to our ways of life and the opportunity to reflect on that move from education as serving a really pragmatic, even economic purpose, to being fundamentally intrinsic, you know, being about human fulfillment. We've only gotta look around the world to see that so many of the issues we're facing right now in this moment, they require international cooperation.” (25:25)
• “We need to weave into a modern learning design, to modern curriculums, we need to weave in those other pieces that are going to allow students to flourish. And that includes social emotional awareness. And that includes inclusion and understanding intercultural realities and working for a culture where there is belonging for all on the planet, because we are interconnected and we all need to flourish in order for the planet to flourish and for, you know, humans to develop well and also to have economies that flourish, and there need to be new regenerative economies.” (32:30)
• “I really hope that education continues to traverse down this path of getting back to its intrinsic purpose around human fulfillment, around wellbeing, and that we continue to move away from this focus on how good is this student, to how is this student good?” (46:14)

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Episode 23: Designing Schools for Self-Directed Learning

What would school look like if we designed education based on the belief that every child is a genius who can change the world? What if we put learning into the hands of the student instead of the teacher? What if our instructional models included less “instruction” and more time guiding kids to finding their own answers and inspirations? These are just some of the starting points for today’s discussion, and for the work that Tyler Thigpen does on a daily basis.

Guest: Tyler Thigpen

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In This Episode:

• “We believe that there's a connection between developing strong character and, you know, being able to shoulder the responsibility for your own learning. And so, you know, there, the learners are given opportunities to make rules and to learn how to follow those and to hold one another accountable and responsible for those rules and in doing so, you know, practice good, strong character.” (8:25)
• “You know, wherever there's something that teachers or adults have typically done in a school setting that we think learners can do, you know, we'll step back and we'll let them do it. And it will take a while and it will be messy, but it's, you know, what neuroscientists call productive struggle. That's really missing from a lot of teacher-led classrooms in our country today.” (12:16)
• “And of course they have so much choice and they have to experience the natural consequences of those choices. And that's very powerful. I mean, them experiencing the natural consequences, positive or negative, of their choices is maybe the most powerful instructor, you know, in the building. It, you know, the more so than what any caring adult, you know, provides for them.” (15:19)
• “We are sort of agnostic to how fast or slow they're going. That's one of the beautiful things about a self-paced environment. You can go as fast or slow as you want. We typically find learners go faster on average, and most of our learners do, you know, are above grade level, you know, as evidenced by norm referenced tests nationally, but we're okay with 'em going slow too. Cause sometimes that's okay. And, hopefully, that kind of environment that embraces that being behind, being on track, being ahead, whatever, you know, helps them flourish a little bit more. And appreciates the unique differences of every young person.” (20:13)
• “I think a real great critique of self-directed learning, if you don't know anything about it, you just hear the idea. It's like, oh, that's, that's pretty self-centered for kids. It's like, oh, just let them do whatever they want to do…And so we included a definition of self-directed learning that has young people on the hook for the other. For helping others, for finding a calling, you know that will in fact change their communities and change the world.” (37:58)

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Episode 22: The Purpose and Nature of Higher Education 

Since the beginning of the New View EDU podcast, we’ve been asking guests to help us answer the question: “What is the purpose of education?” Now we’re expanding our search for answers into the realm of higher education. What’s the purpose of college? Is it just to get a foot in the door of a competitive job market, or is there something greater to be gained from higher ed? 

Guest: Wendy Fischman

Resources and Expanded Show Notes

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In This Episode:

• “We devised a concept, a new concept, called higher education capital. And as you said, this is what we believe should be the goal of college for students, is to build and amplify higher education capital. Briefly, higher education capital is the ability to attend, analyze, reflect, connect, and communicate on important issues. So it's what you used in planning for and facilitating this podcast. It's what I used in preparing for the questions that I thought you were going to ask me…that’s what we call higher education capital.” (6:47)
• “We hope and expect that students who go to college will have the opportunity to develop and increase their own HED cap. And actually, students and parents should demand it. That's what they should be choosing colleges on. That's what they should be asking about. Rather than tout dining halls and schools' private islands, we wish that schools would promote their ability to increase HED cap.” (10:17)
• “Just a word about mental health on the college campus. While some students did talk about severe issues, including bipolar disorder or suicide or major depression, the majority of students talked about mental health issues as they relate to performing well, doing well, getting A's, and the anxiety about not performing and compiling the best possible profile when they graduate in order to get the job.” (24:26)
• “Today high school has become more of an exercise about preparing students to get into college, rather than preparing them for the college experience…We need to find ways in the high school experience and even maybe earlier, to incorporate these kinds of essential questions in our conversations with students, and also in our college counseling, so that they don't just form this very transactional view about college.” (31:13)
• “I think at early stages, we should be helping students to understand that their goal is not about getting into the most selective college, because sometimes it may not make a difference. It's about finding the college that speaks to the student's goals, what they wanna get out of it.” (34:26)

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Episode 21: How to Create a Generation of Super Collaborators

What if Elon Musk approached you one day and asked you to create a school? How would you approach the design of a radically different educational environment founded in the shadow of SpaceX and intended to provide deeper learning for the children of some of the most innovative thinkers in the world? That was the starting point for Josh Dahn.

Guest: Josh Dahn

Resources and Expanded Show Notes

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In This Episode:

• “Kindness is actually the word that we lead with. Like, we are always looking for just kind kids…We really wanna ground it in, in kindness and your ability to work well with others. I mean, the phrase we use in Synthesis is super collaborators. That's really the thing that we've always been looking for. Someone who is, yeah, there's your own individual path, but you make other people better and are, are interested in other people and wanna bring out their voices, not just your own.” (11:03)
• “I have to say, I'm not always disciplined on this message because sometimes I get carried away when you start thinking about, really, a bad time that a lot of kids have in school in the name of things that frankly, I don't think in the light of day, you can justify. Like how we spend time with kids. I think there are some things that are absolutely unacceptable.” (28:43)
• “The north star is how does this help us create a generation or cultivate a generation of super collaborators? Like how can we imbue in these kids something that we ourselves did not get and probably still now do not have, which is the ability to sort of surrender yourself to a team and to be authentic in who you are, and vulnerable, but also strong and in like what you believe? And I think part of that is through reflection and it's a really hard thing to do.” (34:26)
• “When it comes to education, I think a lot of people tend to want the same thing. I, I don't think that many people going, you know, thinking about their education that they went through are like, I want a carbon copy of that thing. What, you know, whether that's the horrors of middle school or the, you know, long days of geometry or whatever that is. I think that we all are, are sort of predisposed to openness, to something a bit different…I mean, we've done a class at Astra Nova over the years in magic. Oh, not because I think this is Hogwarts, but because I think it's interesting to question the assumption that because a class is called, I don't know, chemistry, that therefore, that thing is inherently more valuable than some other experience for the development of a child.” (39:10)

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After a wonderful second season of New View EDU, we are excited to share the first episode of a three-part miniseries on “Fostering Innovation” from our sister NAIS podcast, Member Voices. The series is hosted by NAIS Director of Innovation Programs, Jackie Wolking. Episode 2 was released earlier this month, and the third and final episode drops June 6. We hope you’ll listen and learn from all three episodes!

You can learn more about Member Voices and access related NAIS resources from each episode by visiting nais.org/membervoices. You can also keep an eye on that page for new podcast episodes, or subscribe wherever you get your podcasts to automatically receive a new podcast episode in your feed each month. 

Thanks for listening, and stay tuned for the next season of New View EDU, coming in Fall 2022!

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Episode 20: The Future of Schools as Desirable Workplaces

We often focus on the student experience in our schools, which is a critical issue needing constant attention. But our school communities also include adults—the faculty and staff who work to make the student experience worthwhile. With the post-pandemic workforce shifting dramatically in all sectors, what can school leaders learn about transforming systems and practices to retain excellent teachers? How can we model leadership that supports and centers the well-being of faculty and staff? And how can we ensure that our schools are desirable workplaces where professionals can thrive and feel valued?

Guests: Crissy Caceres, Brett Jacobsen, Doreen Kelly

Resources and Expanded Show Notes

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In This Episode:

• “I think it will force our industry to create great clarity around our why. We're not able to be all things to all people. And I think the clearer we are with our missions, we'll have great clarity about who chooses to work in our environment, who chooses to study in our environment.” (10:19)
• “So rather than have an assumptive stance of what we believe to be true, I think that our leadership has to center ourselves with humility, to understand that we haven't had all of the right answers. And that perhaps, by the continuation of existing practices and systems, we have actually enabled a culture that hasn't optimized what healthy and whole existence in our schools look like. But our colleagues know the answers. And so I believe that this is a matter of connectivity. An honest reflection about not just what we've done well, but quite critically, what we have not.” (12:32)
• “We say we honor the worth and integrity of every individual in a variety of phrases in our mission. And so this moment that we're facing now is about going beyond our aspiration and acting upon the very things that cause families to invest resources and time into partnering in the world of parenting with their children and our schools. And so it's time to face the commitment that we have made all along and consider the ways in which we have to rethink the way that we've acted upon those missions.” (27:35)
• “The students are watching. All of the time. What a worthy call as leaders to care deeply about the people who…are truly at mission central, focused in on the kid. It is gifted work to be focused in on the people who are focusing on the kids as well.” (27:41)
• “You don't rise to your goals. You fall to your systems, whether those systems be good or bad, you're going to fall to those systems. And so what systems are we falling to? And that part of that is how healthy is your team and how aligned is your team.” (31:09)
• “Bridges have been essential to the modern world. They have helped define us. Bridges are connectors. They deal with proximity, where we become more proximate to each other because the bridge has been built. … What voices are we not hearing from? Bridges allow us to do that. And yet bridges have guard rails. Because they protect us. They help us make hopefully wiser decisions…we need more bridge builders.” (48:18)

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Episode 19: The Role of Failure and Risk in Designing Deeper Learning

We’re all familiar with the stories of people who became wildly successful after failing dozens of times to reach their goals. But what if those “inspirational” failure stories are the wrong ones to share? What if we’re defining success and failure the wrong way to begin with? And how do our own expectations of how things “should” be influence our perceptions of what learning, growth, and success actually look like?

Guest: Laura McBain

Resources and Expanded Show Notes

Full Transcript

In This Episode:

• “And I think the purpose now is actually education … should be the thing that allows every person in this world to not only be a part of the world, but shape the world in which they want to live in, which means designing new career paths, new industries, and really allowing them to see, to be fully, fully realized as an individual, as a human and as a contributor to society.” (3:27)
• “We don't teach them how to learn through failure. Because we're so focused on getting the outcome, the grade, the project right, that we don't just sit with the moments of those, what we call those favorite moments of failure, which are the ones that changed you. They may not be the one that got that next job where they made you become the startup of that big company … but they have changed you. And they changed your DNA, the fabric of who you are and how you approach the world. They show up as an integrated part of your own humanity.” (9:32)
• “Students have textbooks that give them the answers. They can Google the answers. Like there's, nationally, no new content that they're actually trying to learn, essentially, that's not actually already out there. They're expected. This is why we see massive cheating scandals. We see students disengaging in textbooks. We see people looking up the answers in the back of the book, because they're expecting the right answer. And that right answer already exists. The answer's already there. So there's nothing, there's no new learning there, I think.” (17:44)
• “I don't believe you can separate content from emotions. We are emotional human beings. So the idea that feeling and learning are actually quite separate, if I don't feel a lot of how I'm learning, is actually not true. We get excited … we get really passionate. We're laughing. We're alert. That's an emotion. And so how do we have a space in our classrooms to just have students express their emotions, not just from a mental health perspective, which is important, but also how do they feel about the content they're learning?” (23:56)
• “You and I, as adults, if we were asked to do the same thing over and over and over again and persist through it, and it didn't unlock any interest or curiosity in us, you and I would say … no, I'm not doing that. And then we wonder why our young people are disengaged or … act up in classrooms. Their curiosity is being stamped out. And then we get mad at them for actually not doing the thing, but we're asking them to do something that probably could feel like torture, you know?” (38:19)

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Episode 18: Applying Neuroscience to Designing Inclusive Schools

Schools are workplaces – not only for students, but for the faculty and staff who provide the learning environment in a school community. Are we truly designing our schools to be great workplaces for everyone? What does research about neuroscience and the human experience teach us about the qualities of truly productive, inclusive, desirable places to work and learn? And do we truly understand what it means to bring equity to a community through the way we design our environments, systems and policies for the benefit of all?

Guest: Camille Inge

Resources and Expanded Show Notes

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In This Episode:

• “Feeling respected, feeling that you're trusted, that you have the ability to make choices, that you can take on creative pursuits, that you can have a voice that you can feel like you matter and have a sense of self in that place. And then that they're flexible. And agile, you know, that we can keep up with the pace of change, that we can listen, learn, adapt in a timely manner. So integrity, diversity, inclusion and empowerment, flexibility.” (10:17)
• “I mean, downtime is something that we're talking about a lot now, as something that we've neglected and that's so core to us being able to regenerate and be able to refuel, is this intentional creation of space where there's no goal. To just be able to mind wander and just be. I mean, it's relatively mindful. And we don't have a lot of space for that and it's negatively stigmatized, but in a place like kindergarten, it seems quite core to it…those things should be maintained throughout the whole human experience.” (13:34)
• “Likely if we're not actively including, we're probably accidentally excluding, cause it's a lot easier to go about our daily lives focused from a first person perspective rather than considering the perspectives of others, that platinum rule.” (38:53)
• “And at least thinking at the highest level of abstraction, do we, do we believe in the same things? Do we want the best for our students? Yes, of course. That's common ground. How do we get there? We might differ on that, but at least we can agree, yes, we want the best for our students, for our community. And starting there can be a really inclusive behavior before assuming that someone has ill intentions. We all probably would say we have the best intentions. So let's give each other the benefit of the doubt as well and work from there.” (40:44)

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Episode 17: The Opportunities and Obligations of Citizenship in K-12 Education

What if each of us believed we had the power to make change happen in civic life—and felt we had the responsibility to try? That’s the premise behind Eric Liu’s Citizen University, and the starting point for this New View EDU discussion on power literacy, changemaking, and civic agency in schools. How did the study of “civics” become a boring, drill-and-kill topic? When and why did we stop treating civic literacy as a relevant, necessary skill for students to learn? And how can we reclaim a sense of civic responsibility, citizenship, and future agency in our school communities?

Guest: Eric Liu

Resources and Expanded Show Notes

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In This Episode:

• “And as I've said in many contexts, power is like fire or physics. It just is. It’s there. And though it can be put to bad uses, that fact doesn't absolve us of the responsibility to think of what good uses it could be put to.” (3:22)
• “You know, the purpose of schooling is not just to create good workers or good employees or people who can compete in the global economy as, as has become the dominant refrain of justification for schooling and especially public schooling. But fundamentally it is to create citizens, people capable of self-government. And that was certainly the case for universal compulsory public education.” (7:16)
• “If you want to teach civics, you have to teach the arguments. You have to show young people the ways in which, from the beginning and to this day, we are perpetually contesting several sets of tensions, between Liberty and equality, between a strong national government and local control, between federalism and anti federalism, between the Pluribus part of our national motto and the Unum part of our national motto. Right? And these tensions are never meant to be resolved finally, one direction or the other…The tension that we are always in is the argument. And the point of American civic life isn't right now to have fewer arguments, it's to have less stupid ones.” (20:23)
• “Education is not all critical thinking and SEL. You got to have some raw material about which you are thinking critically. And we have to have some common facts around which we can have emotional intelligence, right? And I think schools, public and private over the last two generations, have failed our country, have failed our democratic experiment, in providing that core knowledge.” (34:09)

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