making dioramas building scenes in a tiny little shoebox
tiny little shoebox
tiny little shoebox do you remember trying to get those 3d
do you remember trying to get those 3d
do you remember trying to get those 3d figures of animals in people and
figures of animals in people and
figures of animals in people and characters to stand up does anyone
characters to stand up does anyone
characters to stand up does anyone remember how much hot glue burns your
remember how much hot glue burns your
remember how much hot glue burns your fingers and trying to keep that project
fingers and trying to keep that project
fingers and trying to keep that project from falling apart on the school bus do
from falling apart on the school bus do
from falling apart on the school bus do you remember having to memorize all the
you remember having to memorize all the
you remember having to memorize all the names of the kings in the Tudor monarchy
names of the kings in the Tudor monarchy
names of the kings in the Tudor monarchy do you remember any of that stuff we all
do you remember any of that stuff we all
do you remember any of that stuff we all had to do it regardless of our unique
had to do it regardless of our unique
had to do it regardless of our unique talents and passions education over the
talents and passions education over the
talents and passions education over the years has been a one-size-fits-all
years has been a one-size-fits-all
years has been a one-size-fits-all proposition hasn’t it tell me and hear
proposition hasn’t it tell me and hear
proposition hasn’t it tell me and hear me out when you go to the dentist which
me out when you go to the dentist which
me out when you go to the dentist which tooth do you get pulled now that seems
tooth do you get pulled now that seems
tooth do you get pulled now that seems like a silly question because we all
like a silly question because we all
like a silly question because we all know the decision or not to pull a tooth
know the decision or not to pull a tooth
know the decision or not to pull a tooth depends entirely on what a patient needs
depends entirely on what a patient needs
depends entirely on what a patient needs and the dentist must understand that
and the dentist must understand that
and the dentist must understand that need before ever ever treating that
need before ever ever treating that
need before ever ever treating that patient another question at Starbucks
patient another question at Starbucks
patient another question at Starbucks and I see some of you have it do we all
and I see some of you have it do we all
and I see some of you have it do we all order a regular coffee or do some order
order a regular coffee or do some order
order a regular coffee or do some order a tall half skinny half 1% extra hot
a tall half skinny half 1% extra hot
a tall half skinny half 1% extra hot split quad shot which is two shots decaf
split quad shot which is two shots decaf
split quad shot which is two shots decaf two shots regular latte with whip you
two shots regular latte with whip you
two shots regular latte with whip you may not go that far but I’m sure the
may not go that far but I’m sure the
may not go that far but I’m sure the long lines in the morning are not
long lines in the morning are not
long lines in the morning are not everyone ordering a regular americano we
everyone ordering a regular americano we
everyone ordering a regular americano we all have our personal and individual
all have our personal and individual
all have our personal and individual needs and sure the medical field has
needs and sure the medical field has
needs and sure the medical field has recognizes for years and finally it’s
recognizes for years and finally it’s
recognizes for years and finally it’s progressed to something as mundane as
progressed to something as mundane as
progressed to something as mundane as even even ordering that cup of coffee
even even ordering that cup of coffee
even even ordering that cup of coffee now let’s shift to education
now let’s shift to education
now let’s shift to education as educators we work on brains and I
as educators we work on brains and I
as educators we work on brains and I hope you all agree with me in life
hope you all agree with me in life
hope you all agree with me in life brains are more important than teeth
brains are more important than teeth
brains are more important than teeth common cure-alls are no longer valid
common cure-alls are no longer valid
common cure-alls are no longer valid when it comes to education in today’s
when it comes to education in today’s
when it comes to education in today’s world we have to ask ourselves how can
world we have to ask ourselves how can
world we have to ask ourselves how can we shift shift from educating the masses
we shift shift from educating the masses
we shift shift from educating the masses to educating individuals schools
to educating individuals schools
to educating individuals schools educators parents they have to be
educators parents they have to be
educators parents they have to be thoughtful and deliberate when it comes
thoughtful and deliberate when it comes
thoughtful and deliberate when it comes to educating our children it has to be
to educating our children it has to be
to educating our children it has to be relevant and personalized for every
relevant and personalized for every
relevant and personalized for every single student one size fits all no
single student one size fits all no
single student one size fits all no longer fits anyone but as an educator
longer fits anyone but as an educator
longer fits anyone but as an educator for 25 years and a parent of two
for 25 years and a parent of two
for 25 years and a parent of two incredible teenage daughters
incredible teenage daughters
incredible teenage daughters I find the one-size-fits-all approach
I find the one-size-fits-all approach
I find the one-size-fits-all approach permeating most schools so why does this
permeating most schools so why does this
permeating most schools so why does this happen
happen
happen why haven’t schools changed yet the
why haven’t schools changed yet the
why haven’t schools changed yet the answer is deeply rooted into schools
answer is deeply rooted into schools
answer is deeply rooted into schools past our schools were formed during the
past our schools were formed during the
past our schools were formed during the Industrial Age with a major focus on
Industrial Age with a major focus on
Industrial Age with a major focus on compliance and efficiency the goal was
compliance and efficiency the goal was
compliance and efficiency the goal was to prepare students to work in factories
to prepare students to work in factories
to prepare students to work in factories to sit for long periods of time and do
to sit for long periods of time and do
to sit for long periods of time and do routine repetitive tasks with no
routine repetitive tasks with no
routine repetitive tasks with no mistakes thus our school was developing
mistakes thus our school was developing
mistakes thus our school was developing compliant workers and not inquisitive
compliant workers and not inquisitive
compliant workers and not inquisitive thinkers and learners
that model was actually an effective
that model was actually an effective model even up late through the 20th
model even up late through the 20th
model even up late through the 20th century we were supposed to be learning
century we were supposed to be learning
century we were supposed to be learning diligence in compliance and not
diligence in compliance and not
diligence in compliance and not necessarily mastering that the skills
necessarily mastering that the skills
necessarily mastering that the skills taught and the kids they got through
taught and the kids they got through
taught and the kids they got through school they got good jobs and typically
school they got good jobs and typically
school they got good jobs and typically lived the quality life many of us here
lived the quality life many of us here
lived the quality life many of us here are beneficiaries of that very system
are beneficiaries of that very system
are beneficiaries of that very system that said many parents community members
that said many parents community members
that said many parents community members educators believe that students should
educators believe that students should
educators believe that students should have the same experience that they had
have the same experience that they had
have the same experience that they had in school they see school as something
in school they see school as something
in school they see school as something like a a rite of passage something to
like a a rite of passage something to
like a a rite of passage something to simply endure because they themselves
simply endure because they themselves
simply endure because they themselves had to endure it many believed school
had to endure it many believed school
had to endure it many believed school was good enough for themselves it has to
was good enough for themselves it has to
was good enough for themselves it has to be good enough for our kids and they
be good enough for our kids and they
be good enough for our kids and they expect students to learn the way they
expect students to learn the way they
expect students to learn the way they learned back at a time when compliance
learned back at a time when compliance
learned back at a time when compliance repetition and memorization we’re the
repetition and memorization we’re the
repetition and memorization we’re the critical skills needed those skills are
critical skills needed those skills are
critical skills needed those skills are obsolete now and I have to admit as a
obsolete now and I have to admit as a
obsolete now and I have to admit as a teacher I perpetuated the old model my
teacher I perpetuated the old model my
teacher I perpetuated the old model my fifth grade lesson plans were filled
fifth grade lesson plans were filled
fifth grade lesson plans were filled with dioramas and mobiles wanted posters
with dioramas and mobiles wanted posters
with dioramas and mobiles wanted posters for characters in a book
for characters in a book
for characters in a book silly spelling sentences and yes I even
silly spelling sentences and yes I even
silly spelling sentences and yes I even assigned word searches none of these
assigned word searches none of these
assigned word searches none of these activities none of them promoted reading
activities none of them promoted reading
activities none of them promoted reading skills or literacy or demonstrated what
skills or literacy or demonstrated what
skills or literacy or demonstrated what students knew about a topic and I have
students knew about a topic and I have
students knew about a topic and I have to tell you as a student I hated I hated
to tell you as a student I hated I hated
to tell you as a student I hated I hated those projects but as a teacher I felt
those projects but as a teacher I felt
those projects but as a teacher I felt compelled to assign them because it’s
compelled to assign them because it’s
compelled to assign them because it’s what I experienced in college in school
what I experienced in college in school
what I experienced in college in school I didn’t even question the value
I didn’t even question the value
I didn’t even question the value seriously since you have been out of
seriously since you have been out of
seriously since you have been out of school how many of you have built a
school how many of you have built a
school how many of you have built a diorama
and as a school leader I see this
and as a school leader I see this everywhere I see AP students taking a
everywhere I see AP students taking a
everywhere I see AP students taking a class period or more to color in a map
class period or more to color in a map
class period or more to color in a map and actually get graded on the quality
and actually get graded on the quality
and actually get graded on the quality of their coloring if they stayed in the
of their coloring if they stayed in the
of their coloring if they stayed in the lines
lines
lines I see middle school students to take a
I see middle school students to take a
I see middle school students to take a week to design make and bake a cake
week to design make and bake a cake
week to design make and bake a cake replicating the map of the United States
replicating the map of the United States
replicating the map of the United States I am told that Florida is delicious none
I am told that Florida is delicious none
I am told that Florida is delicious none of these projects foster geography
of these projects foster geography
of these projects foster geography skills sure kids may learn how to bake
skills sure kids may learn how to bake
skills sure kids may learn how to bake or may he learn how to color but is that
or may he learn how to color but is that
or may he learn how to color but is that really the intent of a social studies
really the intent of a social studies
really the intent of a social studies class no child ever said this worksheet
class no child ever said this worksheet
class no child ever said this worksheet changed my life
changed my life
changed my life the one-size-fits-all worksheet does not
the one-size-fits-all worksheet does not
the one-size-fits-all worksheet does not promote learning for those students who
promote learning for those students who
promote learning for those students who can do the worksheet there is very
can do the worksheet there is very
can do the worksheet there is very minimal thinking and for those that
minimal thinking and for those that
minimal thinking and for those that can’t it merely serves as a message you
can’t it merely serves as a message you
can’t it merely serves as a message you can’t do this the worksheet and other
can’t do this the worksheet and other
can’t do this the worksheet and other traditional practices that no longer
traditional practices that no longer
traditional practices that no longer serve our students they just won’t go
serve our students they just won’t go
serve our students they just won’t go away and we teach that way because it’s
away and we teach that way because it’s
away and we teach that way because it’s easy to to teach the masses it’s easier
easy to to teach the masses it’s easier
easy to to teach the masses it’s easier to teach everyone the same thing without
to teach everyone the same thing without
to teach everyone the same thing without personalization without individuality we
personalization without individuality we
personalization without individuality we teach this way because it was good
teach this way because it was good
teach this way because it was good enough for us it was good enough at a
enough for us it was good enough at a
enough for us it was good enough at a time when memorization and compliance
time when memorization and compliance
time when memorization and compliance where the skills needed for the labor
where the skills needed for the labor
where the skills needed for the labor force we all know though those skills
force we all know though those skills
force we all know though those skills and those jobs are gone there are no
and those jobs are gone there are no
and those jobs are gone there are no more repetitive routine jobs they’ve
more repetitive routine jobs they’ve
more repetitive routine jobs they’ve been replaced by computers automation
been replaced by computers automation
been replaced by computers automation artificial intelligence and technology
artificial intelligence and technology
artificial intelligence and technology our new economy needs
our new economy needs
our new economy needs thinkers and learners collaborators
thinkers and learners collaborators
thinkers and learners collaborators creators and entrepreneurs and that
creators and entrepreneurs and that
creators and entrepreneurs and that means we need a fundamental change in
means we need a fundamental change in
means we need a fundamental change in what and how we are teaching our
what and how we are teaching our
what and how we are teaching our students we and our schools do not need
students we and our schools do not need
students we and our schools do not need to be creating labors or any laborers
to be creating labors or any laborers
to be creating labors or any laborers anymore we need to be creating learners
anymore we need to be creating learners
anymore we need to be creating learners students who can initiate and lead their
students who can initiate and lead their
students who can initiate and lead their own learning
own learning
own learning we need to collectively realize that the
we need to collectively realize that the
we need to collectively realize that the old model is not good enough for our
old model is not good enough for our
old model is not good enough for our kids anymore
kids anymore
kids anymore it will not provide them success in the
it will not provide them success in the
it will not provide them success in the future and we need to have the guts to
future and we need to have the guts to
future and we need to have the guts to implement massive revolutionary change
implement massive revolutionary change
implement massive revolutionary change across the entire educational system our
across the entire educational system our
across the entire educational system our team the Freehold Township School
team the Freehold Township School
team the Freehold Township School District created a vision that all
District created a vision that all
District created a vision that all students will be leaders of their own
students will be leaders of their own
students will be leaders of their own learning and curious members of a global
learning and curious members of a global
learning and curious members of a global society we studied successful
society we studied successful
society we studied successful organizations and the type of people
organizations and the type of people
organizations and the type of people that made them a success the common
that made them a success the common
that made them a success the common traits we found people and leaders who
traits we found people and leaders who
traits we found people and leaders who were creative and innovative strong
were creative and innovative strong
were creative and innovative strong communicators and collaborators those
communicators and collaborators those
communicators and collaborators those who are agile and could make quick
who are agile and could make quick
who are agile and could make quick decisions those who embrace change in
decisions those who embrace change in
decisions those who embrace change in ambiguity and those who are not afraid
ambiguity and those who are not afraid
ambiguity and those who are not afraid to fail and we asked ourselves as a
to fail and we asked ourselves as a
to fail and we asked ourselves as a district if those are the traits that
district if those are the traits that
district if those are the traits that define success in the new economy
define success in the new economy
define success in the new economy shouldn’t they be the skills we teach
shouldn’t they be the skills we teach
shouldn’t they be the skills we teach our students and if they’re the skills
our students and if they’re the skills
our students and if they’re the skills that we’re going to teach our students
that we’re going to teach our students
that we’re going to teach our students shouldn’t we embrace them ourselves as
shouldn’t we embrace them ourselves as
shouldn’t we embrace them ourselves as educators so we began with our
educators so we began with our
educators so we began with our leadership team and we learned to
leadership team and we learned to
leadership team and we learned to unlearn to question to take risks and
unlearn to question to take risks and
unlearn to question to take risks and celebrate those traits in ourselves and
celebrate those traits in ourselves and
celebrate those traits in ourselves and others building an innovators mindset
others building an innovators mindset
others building an innovators mindset was key and spark the change across our
was key and spark the change across our
was key and spark the change across our district
district
district we had to think of ourselves and
we had to think of ourselves and
we had to think of ourselves and actually become an agile startup in the
actually become an agile startup in the
actually become an agile startup in the world of Education we set ambitious
world of Education we set ambitious
world of Education we set ambitious goals an audacious goal like becoming
goals an audacious goal like becoming
goals an audacious goal like becoming the best district in the world a goal to
the best district in the world a goal to
the best district in the world a goal to being selected as one of the most
being selected as one of the most
being selected as one of the most innovative districts in the country and
innovative districts in the country and
innovative districts in the country and we even set a goal two years ago to give
we even set a goal two years ago to give
we even set a goal two years ago to give it TEDx talk to share our story and I am
it TEDx talk to share our story and I am
it TEDx talk to share our story and I am humbled to be here today representing
humbled to be here today representing
humbled to be here today representing our district and from those goals
our district and from those goals
our district and from those goals passion projects pilots and action plans
passion projects pilots and action plans
passion projects pilots and action plans ignited from steam maker spaces to
ignited from steam maker spaces to
ignited from steam maker spaces to flexible seating in classrooms to
flexible seating in classrooms to
flexible seating in classrooms to students now setting their own goals and
students now setting their own goals and
students now setting their own goals and leading their parents through a teacher
leading their parents through a teacher
leading their parents through a teacher to parent-teacher conference our schools
to parent-teacher conference our schools
to parent-teacher conference our schools our classroom our district transformed
our classroom our district transformed
our classroom our district transformed in our schools students aren’t
in our schools students aren’t
in our schools students aren’t necessarily bound to a homeroom they
necessarily bound to a homeroom they
necessarily bound to a homeroom they have the flexibility to move on need and
have the flexibility to move on need and
have the flexibility to move on need and interest our kindergarten students
interest our kindergarten students
interest our kindergarten students design and create websites yes we have
design and create websites yes we have
design and create websites yes we have five and six year olds making amazing
five and six year olds making amazing
five and six year olds making amazing websites technology supports
websites technology supports
websites technology supports communication and collaboration between
communication and collaboration between
communication and collaboration between students teachers parents and the
students teachers parents and the
students teachers parents and the outside world
outside world
outside world we promote access we do not ban it we
we promote access we do not ban it we
we promote access we do not ban it we have steam maker spaces where kids can
have steam maker spaces where kids can
have steam maker spaces where kids can design build innovate iterate and solve
design build innovate iterate and solve
design build innovate iterate and solve real-world problems
amazing awesome things are happening in
amazing awesome things are happening in our district we hit our aspirational
our district we hit our aspirational
our district we hit our aspirational goals there are other districts boldly
goals there are other districts boldly
goals there are other districts boldly taking on similar work but so many more
taking on similar work but so many more
taking on similar work but so many more not yet doing anything different at all
not yet doing anything different at all
not yet doing anything different at all and schools can’t do it alone
and schools can’t do it alone
and schools can’t do it alone we need help we need help from parents
we need help we need help from parents
we need help we need help from parents we need help from community we need
we need help from community we need
we need help from community we need support and permission to do things
support and permission to do things
support and permission to do things differently this kind of change is hard
differently this kind of change is hard
differently this kind of change is hard hard because it challenges an entire
hard because it challenges an entire
hard because it challenges an entire system built on an outdated model hard
system built on an outdated model hard
system built on an outdated model hard because it challenges generation old
because it challenges generation old
because it challenges generation old perceptions about what kids should be
perceptions about what kids should be
perceptions about what kids should be doing in school it makes it so scary to
doing in school it makes it so scary to
doing in school it makes it so scary to make that leap the world embraces change
make that leap the world embraces change
make that leap the world embraces change in fundamental areas from cell phones to
in fundamental areas from cell phones to
in fundamental areas from cell phones to energy to driverless cars we must be
energy to driverless cars we must be
energy to driverless cars we must be equally supportive and I would argue
equally supportive and I would argue
equally supportive and I would argue more supportive and more demanding for
more supportive and more demanding for
more supportive and more demanding for change in our schools and that change
change in our schools and that change
change in our schools and that change means focusing on the skills that will
means focusing on the skills that will
means focusing on the skills that will make our students successful in that
make our students successful in that
make our students successful in that next century it means accepting the fact
next century it means accepting the fact
next century it means accepting the fact that busy work does not promote learning
that busy work does not promote learning
that busy work does not promote learning it means understanding one size does not
it means understanding one size does not
it means understanding one size does not fit all
fit all
fit all it means personalization for every
it means personalization for every
it means personalization for every single student looking at every child as
single student looking at every child as
single student looking at every child as unique as a cup of coffee schools can’t
unique as a cup of coffee schools can’t
unique as a cup of coffee schools can’t be a rite of passage or something our
be a rite of passage or something our
be a rite of passage or something our kids have to endure we can do better we
kids have to endure we can do better we
kids have to endure we can do better we must act our students need the best now
must act our students need the best now
must act our students need the best now as Maya Angelou said so well do the best
as Maya Angelou said so well do the best
as Maya Angelou said so well do the best you can until you know better and once
you can until you know better and once
you can until you know better and once you know better do better I think we all
you know better do better I think we all
you know better do better I think we all know better it’s time to do better
old school does not work please join me
old school does not work please join me and let’s change what we do today
and let’s change what we do today
and let’s change what we do today thank you
thank you
thank you [Applause]
”
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