so I am a co-founder of a place called the workshop school which is a public
the workshop school which is a public
the workshop school which is a public project-based High School located in
project-based High School located in
project-based High School located in West Philadelphia we’re part of the
West Philadelphia we’re part of the
West Philadelphia we’re part of the School District Philadelphia and when I
School District Philadelphia and when I
School District Philadelphia and when I was listening to autumns talk just now
was listening to autumns talk just now
was listening to autumns talk just now and particularly this idea of teenagers
and particularly this idea of teenagers
and particularly this idea of teenagers pushing our ideas about what activism is
pushing our ideas about what activism is
pushing our ideas about what activism is about what identity is I found myself
about what identity is I found myself
about what identity is I found myself asking a question that I’ve been asking
asking a question that I’ve been asking
asking a question that I’ve been asking for 10 15 years now which is whenever I
for 10 15 years now which is whenever I
for 10 15 years now which is whenever I hear about young people doing super
hear about young people doing super
hear about young people doing super awesome stuff why can’t that be school
awesome stuff why can’t that be school
awesome stuff why can’t that be school right why is that having to always
right why is that having to always
right why is that having to always happen on the margins and so we started
happen on the margins and so we started
happen on the margins and so we started the workshop school to try and begin to
the workshop school to try and begin to
the workshop school to try and begin to provide an answer to that question now
provide an answer to that question now
provide an answer to that question now it’s June and what that means for me is
it’s June and what that means for me is
it’s June and what that means for me is that in two weeks our first cohort of
that in two weeks our first cohort of
that in two weeks our first cohort of seniors is going to graduate which is
seniors is going to graduate which is
seniors is going to graduate which is very very exciting yeah applaud them but
very very exciting yeah applaud them but
very very exciting yeah applaud them but because of me it also means that it’s
because of me it also means that it’s
because of me it also means that it’s the NBA Finals I think a lot about high
the NBA Finals I think a lot about high
the NBA Finals I think a lot about high school innovation I think a lot about my
school innovation I think a lot about my
school innovation I think a lot about my students I think a lot about my family
students I think a lot about my family
students I think a lot about my family and I think way too much about
and I think way too much about
and I think way too much about basketball and so I’m preparing for this
basketball and so I’m preparing for this
basketball and so I’m preparing for this talk and I’m thinking about the work and
talk and I’m thinking about the work and
talk and I’m thinking about the work and I’m reflecting on how we got here
I’m reflecting on how we got here
I’m reflecting on how we got here especially with this first cohort
especially with this first cohort
especially with this first cohort graduating and I’m thinking about
graduating and I’m thinking about
graduating and I’m thinking about basketball and these things are winding
basketball and these things are winding
basketball and these things are winding together in my head and so when I
together in my head and so when I
together in my head and so when I ultimately came to the point of thinking
ultimately came to the point of thinking
ultimately came to the point of thinking about what lessons might I share what
about what lessons might I share what
about what lessons might I share what takeaways might I have from doing this
takeaways might I have from doing this
takeaways might I have from doing this work all these years I landed on the
work all these years I landed on the
work all these years I landed on the Philadelphia 76ers now I’m a
Philadelphia 76ers now I’m a
Philadelphia 76ers now I’m a Philadelphian I’ve been a Sixers fan all
Philadelphian I’ve been a Sixers fan all
Philadelphian I’ve been a Sixers fan all my life I remember in 1983 like it was
my life I remember in 1983 like it was
my life I remember in 1983 like it was yesterday that was the last time we
yesterday that was the last time we
yesterday that was the last time we actually won anything for those who
actually won anything for those who
actually won anything for those who aren’t from here I remember 2001 oddly
aren’t from here I remember 2001 oddly
aren’t from here I remember 2001 oddly enough the same year that No Child Left
enough the same year that No Child Left
enough the same year that No Child Left Behind Act passed the Sixers were really
Behind Act passed the Sixers were really
Behind Act passed the Sixers were really good and went to the finals the Allen
good and went to the finals the Allen
good and went to the finals the Allen Iverson era and since then the Sixers
Iverson era and since then the Sixers
Iverson era and since then the Sixers have been mostly mediocre not good
have been mostly mediocre not good
have been mostly mediocre not good enough to contend sneaked into the
enough to contend sneaked into the
enough to contend sneaked into the playoffs missed the playoffs yeah just
playoffs missed the playoffs yeah just
playoffs missed the playoffs yeah just kind of in the middle and stuff
kind of in the middle and stuff
kind of in the middle and stuff there and unable to get out of that rut
there and unable to get out of that rut
there and unable to get out of that rut of mediocrity that to me is what a lot
of mediocrity that to me is what a lot
of mediocrity that to me is what a lot of high school is stuck in a rep of
of high school is stuck in a rep of
of high school is stuck in a rep of mediocrity that we cannot get out of and
mediocrity that we cannot get out of and
mediocrity that we cannot get out of and so when I started thinking about how
so when I started thinking about how
so when I started thinking about how might I frame some of these lessons
might I frame some of these lessons
might I frame some of these lessons learned I started thinking about what
learned I started thinking about what
learned I started thinking about what the Sixers have done over the past few
the Sixers have done over the past few
the Sixers have done over the past few years which a involves lots of losing
years which a involves lots of losing
years which a involves lots of losing and we’ll talk about that briefly but it
and we’ll talk about that briefly but it
and we’ll talk about that briefly but it also involves actually trying to do
also involves actually trying to do
also involves actually trying to do something radically different and so
something radically different and so
something radically different and so there actually oddly enough some lessons
there actually oddly enough some lessons
there actually oddly enough some lessons from that experiment that are really
from that experiment that are really
from that experiment that are really applicable to anybody who wants to be a
applicable to anybody who wants to be a
applicable to anybody who wants to be a change agent in high schools in
change agent in high schools in
change agent in high schools in basketball or otherwise first we’re
basketball or otherwise first we’re
basketball or otherwise first we’re going to do a little bit of background
going to do a little bit of background
going to do a little bit of background that dude in the center is Simon Hager
that dude in the center is Simon Hager
that dude in the center is Simon Hager the guy on the right is Michael clapper
the guy on the right is Michael clapper
the guy on the right is Michael clapper those are two of my co-founders at the
those are two of my co-founders at the
those are two of my co-founders at the workshop we all met working at West
workshop we all met working at West
workshop we all met working at West Philadelphia High School in the late
Philadelphia High School in the late
Philadelphia High School in the late 1990s they were both teachers fairly
1990s they were both teachers fairly
1990s they were both teachers fairly early in their careers I was running
early in their careers I was running
early in their careers I was running after school and adult education
after school and adult education
after school and adult education programs in the building and beginning
programs in the building and beginning
programs in the building and beginning to slog my way through a doctorate and
to slog my way through a doctorate and
to slog my way through a doctorate and we connected pretty quickly and had a
we connected pretty quickly and had a
we connected pretty quickly and had a lot of conversations about what was
lot of conversations about what was
lot of conversations about what was wrong with the contemporary high school
wrong with the contemporary high school
wrong with the contemporary high school and it really centered on a couple
and it really centered on a couple
and it really centered on a couple things one students didn’t see the work
things one students didn’t see the work
things one students didn’t see the work that they were doing is relevant if you
that they were doing is relevant if you
that they were doing is relevant if you wanted to get a kid to care about what
wanted to get a kid to care about what
wanted to get a kid to care about what you were doing in class you had to build
you were doing in class you had to build
you were doing in class you had to build a really strong relationship with the
a really strong relationship with the
a really strong relationship with the kid and then kind of trade on that
kid and then kind of trade on that
kid and then kind of trade on that relationship in order to get them to buy
relationship in order to get them to buy
relationship in order to get them to buy into learning about the war of 1812 or
into learning about the war of 1812 or
into learning about the war of 1812 or the quadratic formula or whatever the
the quadratic formula or whatever the
the quadratic formula or whatever the standard said you had to teach that week
standard said you had to teach that week
standard said you had to teach that week and the second thing was that all of the
and the second thing was that all of the
and the second thing was that all of the real student engagement was happening on
real student engagement was happening on
real student engagement was happening on the margins so you’d have kids who would
the margins so you’d have kids who would
the margins so you’d have kids who would come in at 6:30 in the morning for choir
come in at 6:30 in the morning for choir
come in at 6:30 in the morning for choir practice and then cut school the rest of
practice and then cut school the rest of
practice and then cut school the rest of the day or you’d have kids like in
the day or you’d have kids like in
the day or you’d have kids like in Simon’s after-school automotive program
Simon’s after-school automotive program
Simon’s after-school automotive program who may or may not have been train
who may or may not have been train
who may or may not have been train wrecks during their regular classes but
wrecks during their regular classes but
wrecks during their regular classes but we’re doing high level engineering work
we’re doing high level engineering work
we’re doing high level engineering work in the afternoon right and so again why
in the afternoon right and so again why
in the afternoon right and so again why can’t we make that school was one of
can’t we make that school was one of
can’t we make that school was one of these questions that kind of stuck with
these questions that kind of stuck with
these questions that kind of stuck with all of us eventually we shifted from
all of us eventually we shifted from
all of us eventually we shifted from talking about what was wrong with school
talking about what was wrong with school
talking about what was wrong with school to what might be right about school and
to what might be right about school and
to what might be right about school and that was where the idea for the workshop
that was where the idea for the workshop
that was where the idea for the workshop school came to be now I’d love to tell
school came to be now I’d love to tell
school came to be now I’d love to tell you that we just hatched this idea and
you that we just hatched this idea and
you that we just hatched this idea and every
every
every thought it was awesome and we were off
thought it was awesome and we were off
thought it was awesome and we were off and running we pitched this thing for a
and running we pitched this thing for a
and running we pitched this thing for a good four or five years we couldn’t get
good four or five years we couldn’t get
good four or five years we couldn’t get anybody to fund it we couldn’t get
anybody to fund it we couldn’t get
anybody to fund it we couldn’t get anybody to let us start a school we
anybody to let us start a school we
anybody to let us start a school we talked a lot about democratic
talked a lot about democratic
talked a lot about democratic student-centered education back then and
student-centered education back then and
student-centered education back then and it turns out district administrators
it turns out district administrators
it turns out district administrators generally are made deeply uncomfortable
generally are made deeply uncomfortable
generally are made deeply uncomfortable by the idea of kids running schools and
by the idea of kids running schools and
by the idea of kids running schools and so that didn’t go over all that well so
so that didn’t go over all that well so
so that didn’t go over all that well so we learned we had to like sneak that in
we learned we had to like sneak that in
we learned we had to like sneak that in you can’t front-load the Democratic
you can’t front-load the Democratic
you can’t front-load the Democratic student centered part you got it you got
student centered part you got it you got
student centered part you got it you got to kind of work that in the back end and
to kind of work that in the back end and
to kind of work that in the back end and so after a while of not being successful
so after a while of not being successful
so after a while of not being successful we tried something different we backed
we tried something different we backed
we tried something different we backed up we went to the district and we said
up we went to the district and we said
up we went to the district and we said all right instead of starting a full
all right instead of starting a full
all right instead of starting a full high school what if we ran an
high school what if we ran an
high school what if we ran an alternative senior year program now one
alternative senior year program now one
alternative senior year program now one of the hallmarks of No Child Left Behind
of the hallmarks of No Child Left Behind
of the hallmarks of No Child Left Behind is that all of the school accountability
is that all of the school accountability
is that all of the school accountability for high schools landed in 11th grade
for high schools landed in 11th grade
for high schools landed in 11th grade and so the dirty secret was nobody
and so the dirty secret was nobody
and so the dirty secret was nobody really knew what to do with 12th graders
really knew what to do with 12th graders
really knew what to do with 12th graders was like are they tested we put all the
was like are they tested we put all the
was like are they tested we put all the resources into the 11th grade they’re
resources into the 11th grade they’re
resources into the 11th grade they’re gonna keep showing up right like you’re
gonna keep showing up right like you’re
gonna keep showing up right like you’re gonna drop out you would have done it
gonna drop out you would have done it
gonna drop out you would have done it already they’re gonna keep coming so I
already they’re gonna keep coming so I
already they’re gonna keep coming so I think the district was like we’re asking
think the district was like we’re asking
think the district was like we’re asking for 30 kids couldn’t hurt right we
for 30 kids couldn’t hurt right we
for 30 kids couldn’t hurt right we raised our own money for it so we didn’t
raised our own money for it so we didn’t
raised our own money for it so we didn’t ask him to fund it and we took these 30
ask him to fund it and we took these 30
ask him to fund it and we took these 30 kids from South Philadelphia High School
kids from South Philadelphia High School
kids from South Philadelphia High School for an S High School which is also in
for an S High School which is also in
for an S High School which is also in South Philly and West and for two years
South Philly and West and for two years
South Philly and West and for two years we had these cohorts of seniors who
we had these cohorts of seniors who
we had these cohorts of seniors who instead of doing the typical senior year
instead of doing the typical senior year
instead of doing the typical senior year routine at their home schools would
routine at their home schools would
routine at their home schools would spend it with us and we had them design
spend it with us and we had them design
spend it with us and we had them design and carry out these projects projects
and carry out these projects projects
and carry out these projects projects that were trying to take on and solve
that were trying to take on and solve
that were trying to take on and solve real-world problems in particular in
real-world problems in particular in
real-world problems in particular in this program we focused on kind of
this program we focused on kind of
this program we focused on kind of sustainability and green technology
sustainability and green technology
sustainability and green technology issues so we had kids doing things like
issues so we had kids doing things like
issues so we had kids doing things like designing and building hybrid powered
designing and building hybrid powered
designing and building hybrid powered cars this is one of the ones that Simon
cars this is one of the ones that Simon
cars this is one of the ones that Simon and his students have have built that
and his students have have built that
and his students have have built that got a lot of attention and we had
got a lot of attention and we had
got a lot of attention and we had another team this is from our second
another team this is from our second
another team this is from our second year that designed and built off-grid
year that designed and built off-grid
year that designed and built off-grid modular housing that could be packed
modular housing that could be packed
modular housing that could be packed into a shipping container deployed
into a shipping container deployed
into a shipping container deployed anywhere in the world in the wake of a
anywhere in the world in the wake of a
anywhere in the world in the wake of a natural disaster and then assembled in
natural disaster and then assembled in
natural disaster and then assembled in two days on site they used Haiti as
two days on site they used Haiti as
two days on site they used Haiti as their test case after the earthquake and
their test case after the earthquake and
their test case after the earthquake and one of the things that they learned was
one of the things that they learned was
one of the things that they learned was that these are places that don’t have a
that these are places that don’t have a
that these are places that don’t have a lot of resources don’t have a lot of
lot of resources don’t have a lot of
lot of resources don’t have a lot of working infrastructure and billions of
working infrastructure and billions of
working infrastructure and billions of dollars of aid are pouring into the
dollars of aid are pouring into the
dollars of aid are pouring into the country after this horrible disaster and
country after this horrible disaster and
country after this horrible disaster and it’s all going into these temper
it’s all going into these temper
it’s all going into these temper shelters that don’t change anything in
shelters that don’t change anything in
shelters that don’t change anything in the long term so what if you could take
the long term so what if you could take
the long term so what if you could take that money instead deploy a whole bunch
that money instead deploy a whole bunch
that money instead deploy a whole bunch of these things and suddenly you have
of these things and suddenly you have
of these things and suddenly you have housing that can hold a family of four
housing that can hold a family of four
housing that can hold a family of four and that has a renewable source of
and that has a renewable source of
and that has a renewable source of energy and sanitation and water and so
energy and sanitation and water and so
energy and sanitation and water and so you’re laying down an infrastructure
you’re laying down an infrastructure
you’re laying down an infrastructure this is our kids who hatched this idea
this is our kids who hatched this idea
this is our kids who hatched this idea it’s our kids who drew the CAD drawings
it’s our kids who drew the CAD drawings
it’s our kids who drew the CAD drawings in the animations it’s our kids who
in the animations it’s our kids who
in the animations it’s our kids who wrote the business plan it’s our kids
wrote the business plan it’s our kids
wrote the business plan it’s our kids who got to go down and pitch this idea
who got to go down and pitch this idea
who got to go down and pitch this idea at Johnson Space Center at the finals of
at Johnson Space Center at the finals of
at Johnson Space Center at the finals of the Conrad spirit of Innovation Awards
the Conrad spirit of Innovation Awards
the Conrad spirit of Innovation Awards so this was the kind of thing oh and
so this was the kind of thing oh and
so this was the kind of thing oh and ultimately it’s our kids who got to
ultimately it’s our kids who got to
ultimately it’s our kids who got to build a prototype of it at bars rooms
build a prototype of it at bars rooms
build a prototype of it at bars rooms garden in South West Philadelphia so we
garden in South West Philadelphia so we
garden in South West Philadelphia so we had a lot of successes in those first
had a lot of successes in those first
had a lot of successes in those first couple of years and it was also a real
couple of years and it was also a real
couple of years and it was also a real blessing because we got to work out the
blessing because we got to work out the
blessing because we got to work out the model on a very very small scale we
model on a very very small scale we
model on a very very small scale we didn’t have to think big questions about
didn’t have to think big questions about
didn’t have to think big questions about like how do you run a high school it was
like how do you run a high school it was
like how do you run a high school it was just two teachers 30 kids
just two teachers 30 kids
just two teachers 30 kids what’s the teaching gonna look like
what’s the teaching gonna look like
what’s the teaching gonna look like what’s the learning gonna look like
what’s the learning gonna look like
what’s the learning gonna look like what’s the assessment gonna look like we
what’s the assessment gonna look like we
what’s the assessment gonna look like we had time to work our way into having a
had time to work our way into having a
had time to work our way into having a school the second important thing that
school the second important thing that
school the second important thing that happened was that we got to show people
happened was that we got to show people
happened was that we got to show people this model and not just talk to them
this model and not just talk to them
this model and not just talk to them about it talking them about it was
about it talking them about it was
about it talking them about it was really unsuccessful but when suddenly
really unsuccessful but when suddenly
really unsuccessful but when suddenly the superintendent or the chair of the
the superintendent or the chair of the
the superintendent or the chair of the school reform commission or a journalist
school reform commission or a journalist
school reform commission or a journalist or a funder or a filmmaker could come
or a funder or a filmmaker could come
or a funder or a filmmaker could come down and hang out and talk to our kids
down and hang out and talk to our kids
down and hang out and talk to our kids and see the work it changed everything
and see the work it changed everything
and see the work it changed everything almost overnight and suddenly people
almost overnight and suddenly people
almost overnight and suddenly people could kind of wrap their heads around
could kind of wrap their heads around
could kind of wrap their heads around this idea that oh you really could
this idea that oh you really could
this idea that oh you really could create a high school that’s not
create a high school that’s not
create a high school that’s not organized by subject
organized by subject
organized by subject for instance you really could create a
for instance you really could create a
for instance you really could create a high school where kids design their own
high school where kids design their own
high school where kids design their own projects and where the work is supposed
projects and where the work is supposed
projects and where the work is supposed to get outside of the classroom so that
to get outside of the classroom so that
to get outside of the classroom so that led us here to the workshop school
led us here to the workshop school
led us here to the workshop school that’s our front door we’re near 48th
that’s our front door we’re near 48th
that’s our front door we’re near 48th and walnut in West Philly and the school
and walnut in West Philly and the school
and walnut in West Philly and the school is designed around three pretty simple
is designed around three pretty simple
is designed around three pretty simple ideas community first that is the first
ideas community first that is the first
ideas community first that is the first principle for a good reason most of the
principle for a good reason most of the
principle for a good reason most of the work that we are doing with our students
work that we are doing with our students
work that we are doing with our students involves building a healthy strong
involves building a healthy strong
involves building a healthy strong community where kids respect each other
community where kids respect each other
community where kids respect each other where they respect the work where they
where they respect the work where they
where they respect the work where they can struggle where they can make
can struggle where they can make
can struggle where they can make mistakes and where they can see that
mistakes and where they can see that
mistakes and where they can see that what they’re doing is real we can’t get
what they’re doing is real we can’t get
what they’re doing is real we can’t get to end
to end
to end serious rigorous academic project work
serious rigorous academic project work
serious rigorous academic project work if we don’t attend to this first second
if we don’t attend to this first second
if we don’t attend to this first second the work is the work the addendum to
the work is the work the addendum to
the work is the work the addendum to this is there are no makeup packets our
this is there are no makeup packets our
this is there are no makeup packets our kids by the time they get to us in ninth
kids by the time they get to us in ninth
kids by the time they get to us in ninth grade are experts at playing school
grade are experts at playing school
grade are experts at playing school there’s a whole skill set that involves
there’s a whole skill set that involves
there’s a whole skill set that involves just passing classes or how to tilt a
just passing classes or how to tilt a
just passing classes or how to tilt a grade from an 89 to a 91 and the
grade from an 89 to a 91 and the
grade from an 89 to a 91 and the incentives are all structured around the
incentives are all structured around the
incentives are all structured around the performance of those things what does it
performance of those things what does it
performance of those things what does it look like to ask questions about how was
look like to ask questions about how was
look like to ask questions about how was your work changing the world around you
your work changing the world around you
your work changing the world around you how do you rethink success a long time
how do you rethink success a long time
how do you rethink success a long time ago one of Simon’s students gave a talk
ago one of Simon’s students gave a talk
ago one of Simon’s students gave a talk on a stage similar to this and he talked
on a stage similar to this and he talked
on a stage similar to this and he talked about his final assessment working on a
about his final assessment working on a
about his final assessment working on a car was that if the brakes don’t work
car was that if the brakes don’t work
car was that if the brakes don’t work his teacher dies right that’s a
his teacher dies right that’s a
his teacher dies right that’s a performance assessment right that’s
performance assessment right that’s
performance assessment right that’s authentic isn’t it and so the idea that
authentic isn’t it and so the idea that
authentic isn’t it and so the idea that you are accountable for the work you are
you are accountable for the work you are
you are accountable for the work you are responsible for the work but the work
responsible for the work but the work
responsible for the work but the work also has real-world implications and
also has real-world implications and
also has real-world implications and then finally persistent improve for a
then finally persistent improve for a
then finally persistent improve for a couple of years this third principle was
couple of years this third principle was
couple of years this third principle was making the most out of failure I
making the most out of failure I
making the most out of failure I actually kind of liked that one better
actually kind of liked that one better
actually kind of liked that one better but that’s another one that we learned
but that’s another one that we learned
but that’s another one that we learned just doesn’t go over well with district
just doesn’t go over well with district
just doesn’t go over well with district leadership it turns out they think
leadership it turns out they think
leadership it turns out they think failure is bad and so we had to learn we
failure is bad and so we had to learn we
failure is bad and so we had to learn we had a same idea but you got to reframe
had a same idea but you got to reframe
had a same idea but you got to reframe it in a more positive way um we’ve had a
it in a more positive way um we’ve had a
it in a more positive way um we’ve had a pretty good run so far plenty of
pretty good run so far plenty of
pretty good run so far plenty of struggles but a lot of cool work coming
struggles but a lot of cool work coming
struggles but a lot of cool work coming out of our first four years huge range
out of our first four years huge range
out of our first four years huge range of projects that we run so John here is
of projects that we run so John here is
of projects that we run so John here is standing in front of a mural that his
standing in front of a mural that his
standing in front of a mural that his class painted as part of a classroom
class painted as part of a classroom
class painted as part of a classroom redesign project most of our classes
redesign project most of our classes
redesign project most of our classes have redesigned their rooms multiple
have redesigned their rooms multiple
have redesigned their rooms multiple times over the years so the conversation
times over the years so the conversation
times over the years so the conversation is what should learning look and feel
is what should learning look and feel
is what should learning look and feel like in this space and then they can do
like in this space and then they can do
like in this space and then they can do everything from repaint the room to
everything from repaint the room to
everything from repaint the room to design and build furniture rearranged
design and build furniture rearranged
design and build furniture rearranged get rid of stuff add stuff based on
get rid of stuff add stuff based on
get rid of stuff add stuff based on their ideas about what learning could or
their ideas about what learning could or
their ideas about what learning could or should look like at his feet is a model
should look like at his feet is a model
should look like at his feet is a model our kids designed and built for a
our kids designed and built for a
our kids designed and built for a neighborhood solar collective so this is
neighborhood solar collective so this is
neighborhood solar collective so this is about how do you build out neighborhood
about how do you build out neighborhood
about how do you build out neighborhood based infrastructure to share solar
based infrastructure to share solar
based infrastructure to share solar energy so they built these models they
energy so they built these models they
energy so they built these models they research the feasibility of them and
research the feasibility of them and
research the feasibility of them and they presented them to Mayor canning and
they presented them to Mayor canning and
they presented them to Mayor canning and council president Clark last year every
council president Clark last year every
council president Clark last year every year our ninth grade class writes
year our ninth grade class writes
year our ninth grade class writes produces stages markets a play the ninth
produces stages markets a play the ninth
produces stages markets a play the ninth grade play was last night for this year
grade play was last night for this year
grade play was last night for this year it was awesome it was hilarious it was
it was awesome it was hilarious it was
it was awesome it was hilarious it was based on a midsummer night’s dream I
based on a midsummer night’s dream I
based on a midsummer night’s dream I love
love
love every minute of it two years ago our
every minute of it two years ago our
every minute of it two years ago our students started a peer mediation
students started a peer mediation
students started a peer mediation program the idea was if students could
program the idea was if students could
program the idea was if students could learn how to mediate conflict with and
learn how to mediate conflict with and
learn how to mediate conflict with and among each other a lot of that conflict
among each other a lot of that conflict
among each other a lot of that conflict wouldn’t escalate to the points where
wouldn’t escalate to the points where
wouldn’t escalate to the points where adults had to be involved and we’d see a
adults had to be involved and we’d see a
adults had to be involved and we’d see a lot less fighting and a lot less
lot less fighting and a lot less
lot less fighting and a lot less violence although we haven’t had a whole
violence although we haven’t had a whole
violence although we haven’t had a whole lot of either of those things but a lot
lot of either of those things but a lot
lot of either of those things but a lot of things that could become big
of things that could become big
of things that could become big conflicts could remain smaller or be
conflicts could remain smaller or be
conflicts could remain smaller or be solved so half the students were trained
solved so half the students were trained
solved so half the students were trained as peer mediators and the other half
as peer mediators and the other half
as peer mediators and the other half actually designed and built the room in
actually designed and built the room in
actually designed and built the room in our school where the mediations are the
our school where the mediations are the
our school where the mediations are the school is really small and we don’t have
school is really small and we don’t have
school is really small and we don’t have a lot of space and so anytime we need
a lot of space and so anytime we need
a lot of space and so anytime we need more space for something we have to
more space for something we have to
more space for something we have to subdivide the spaces more so we’ve we’ve
subdivide the spaces more so we’ve we’ve
subdivide the spaces more so we’ve we’ve had like three different constant
had like three different constant
had like three different constant construction projects now to carve more
construction projects now to carve more
construction projects now to carve more spaces out of the existing footprint of
spaces out of the existing footprint of
spaces out of the existing footprint of our building students are continuing to
our building students are continuing to
our building students are continuing to get trained for this every year and
get trained for this every year and
get trained for this every year and we’re now at a place where our kids
we’re now at a place where our kids
we’re now at a place where our kids actually request mediations of their
actually request mediations of their
actually request mediations of their fellow peers when there are things that
fellow peers when there are things that
fellow peers when there are things that are starting to go wrong or concerns
are starting to go wrong or concerns
are starting to go wrong or concerns that they have and the car work has
that they have and the car work has
that they have and the car work has continued to so this blue car here is
continued to so this blue car here is
continued to so this blue car here is called the eight one eight and is
called the eight one eight and is
called the eight one eight and is powered by biodiesel fuel that our
powered by biodiesel fuel that our
powered by biodiesel fuel that our students make themselves with waste
students make themselves with waste
students make themselves with waste vegetable oil from federal donuts a
vegetable oil from federal donuts a
vegetable oil from federal donuts a couple of years ago it smells great
couple of years ago it smells great
couple of years ago it smells great seriously um and and full disclaimer I
seriously um and and full disclaimer I
seriously um and and full disclaimer I don’t know what thing about cars none of
don’t know what thing about cars none of
don’t know what thing about cars none of that this is Simon and those students
that this is Simon and those students
that this is Simon and those students saying I don’t want to claim any credit
saying I don’t want to claim any credit
saying I don’t want to claim any credit for this part but it is really awesome
for this part but it is really awesome
for this part but it is really awesome work that they continue to do a couple
work that they continue to do a couple
work that they continue to do a couple years ago this car got invited along
years ago this car got invited along
years ago this car got invited along with our students and with Simon down to
with our students and with Simon down to
with our students and with Simon down to the White House Maker Faire and so some
the White House Maker Faire and so some
the White House Maker Faire and so some of our guys got to meet President Obama
of our guys got to meet President Obama
of our guys got to meet President Obama which was pretty cool so we’ve had a lot
which was pretty cool so we’ve had a lot
which was pretty cool so we’ve had a lot of exciting stuff happen we’ve learned a
of exciting stuff happen we’ve learned a
of exciting stuff happen we’ve learned a lot we’ve had a lot of successes what
lot we’ve had a lot of successes what
lot we’ve had a lot of successes what lessons might I share based on this
lessons might I share based on this
lessons might I share based on this experience and here we bring it back to
experience and here we bring it back to
experience and here we bring it back to the Sixers that sad looking guy there is
the Sixers that sad looking guy there is
the Sixers that sad looking guy there is Sam hinkie he was the general manager of
Sam hinkie he was the general manager of
Sam hinkie he was the general manager of the 76ers for three years and in the
the 76ers for three years and in the
the 76ers for three years and in the admittedly superficial world of
admittedly superficial world of
admittedly superficial world of basketball he is indeed a change engine
basketball he is indeed a change engine
basketball he is indeed a change engine he’s one of these people who thinks very
he’s one of these people who thinks very
he’s one of these people who thinks very very differently about how the world
very differently about how the world
very differently about how the world works and so his job was to get this
works and so his job was to get this
works and so his job was to get this from being mediocre to being excellent
from being mediocre to being excellent
from being mediocre to being excellent doing that involved a bunch of things
doing that involved a bunch of things
doing that involved a bunch of things one it involved losing lots of games the
one it involved losing lots of games the
one it involved losing lots of games the reason is that the way basketball works
reason is that the way basketball works
reason is that the way basketball works is if you do not acquire elite top-level
is if you do not acquire elite top-level
is if you do not acquire elite top-level talent you will never contend there’s
talent you will never contend there’s
talent you will never contend there’s only a couple ways to do that and the
only a couple ways to do that and the
only a couple ways to do that and the biggest one is being able to draft great
biggest one is being able to draft great
biggest one is being able to draft great players out of college best way to do
players out of college best way to do
players out of college best way to do that is to lose a bunch of games right
that is to lose a bunch of games right
that is to lose a bunch of games right so he said we are going to do that at
so he said we are going to do that at
so he said we are going to do that at all costs we are going to maximize our
all costs we are going to maximize our
all costs we are going to maximize our opportunity for doing that but he also
opportunity for doing that but he also
opportunity for doing that but he also did something really interesting which
did something really interesting which
did something really interesting which is he said we understand that we are
is he said we understand that we are
is he said we understand that we are super fallible as human beings we make
super fallible as human beings we make
super fallible as human beings we make all kinds of assumptions about how
all kinds of assumptions about how
all kinds of assumptions about how decisions will play out that turn out to
decisions will play out that turn out to
decisions will play out that turn out to be wrong and so we have to bring a lot
be wrong and so we have to bring a lot
be wrong and so we have to bring a lot of humility to this process we have to
of humility to this process we have to
of humility to this process we have to increase the probability that we will be
increase the probability that we will be
increase the probability that we will be successful even if our first five
successful even if our first five
successful even if our first five strategies are wrong and so a lot of the
strategies are wrong and so a lot of the
strategies are wrong and so a lot of the decisions he made in running the team
decisions he made in running the team
decisions he made in running the team were based not just on like how do i
were based not just on like how do i
were based not just on like how do i unearth that one gem somewhere but what
unearth that one gem somewhere but what
unearth that one gem somewhere but what if the first six places I look for that
if the first six places I look for that
if the first six places I look for that gem turned out to not work out I need to
gem turned out to not work out I need to
gem turned out to not work out I need to have place number seven waiting for me
have place number seven waiting for me
have place number seven waiting for me right so this was unorthodox and it was
right so this was unorthodox and it was
right so this was unorthodox and it was criticized and a lot of the media didn’t
criticized and a lot of the media didn’t
criticized and a lot of the media didn’t like it and a lot of the fans didn’t
like it and a lot of the fans didn’t
like it and a lot of the fans didn’t like it and most importantly the NBA
like it and most importantly the NBA
like it and most importantly the NBA didn’t like it and so finally they kind
didn’t like it and so finally they kind
didn’t like it and so finally they kind of nudged the Sixers ownership and say
of nudged the Sixers ownership and say
of nudged the Sixers ownership and say you guys can’t keep doing this right one
you guys can’t keep doing this right one
you guys can’t keep doing this right one thing led to another
thing led to another
thing led to another ultimately at the end of his third year
ultimately at the end of his third year
ultimately at the end of his third year pinky resigned and in resigning he wrote
pinky resigned and in resigning he wrote
pinky resigned and in resigning he wrote this letter has anyone read the letter
this letter has anyone read the letter
this letter has anyone read the letter yes so the letter is 13 pages long and
yes so the letter is 13 pages long and
yes so the letter is 13 pages long and it’s mostly not about basketball it’s
it’s mostly not about basketball it’s
it’s mostly not about basketball it’s mostly about thinking and it quotes
mostly about thinking and it quotes
mostly about thinking and it quotes psychologists and investors and this
psychologists and investors and this
psychologists and investors and this huge range of people and some of the
huge range of people and some of the
huge range of people and some of the things that he wrote in that letter and
things that he wrote in that letter and
things that he wrote in that letter and things that I have read and when I was
things that I have read and when I was
things that I have read and when I was looking at it are so directly relevant
looking at it are so directly relevant
looking at it are so directly relevant to the work that I’m trying to do the
to the work that I’m trying to do the
to the work that I’m trying to do the work that we’re trying to do that I was
work that we’re trying to do that I was
work that we’re trying to do that I was kind of laughing that these two sides of
kind of laughing that these two sides of
kind of laughing that these two sides of my life sort of converged so neatly so
my life sort of converged so neatly so
my life sort of converged so neatly so for example he talked about the
for example he talked about the
for example he talked about the importance of disruption he talked about
importance of disruption he talked about
importance of disruption he talked about the importance of doing things that have
the importance of doing things that have
the importance of doing things that have a fundamentally different goal or aim
a fundamentally different goal or aim
a fundamentally different goal or aim then then most folks right so for us
then then most folks right so for us
then then most folks right so for us what that means is school reforms since
what that means is school reforms since
what that means is school reforms since 2001 has been organized around primarily
2001 has been organized around primarily
2001 has been organized around primarily increasing
increasing
increasing scores on standardized tests right so
scores on standardized tests right so
scores on standardized tests right so what’s wrong with that what’s wrong with
what’s wrong with that what’s wrong with
what’s wrong with that what’s wrong with it is that while this research face is
it is that while this research face is
it is that while this research face is growing and it is not ironclad at this
growing and it is not ironclad at this
growing and it is not ironclad at this point it turns out a when you ask
point it turns out a when you ask
point it turns out a when you ask employers what they want in the
employers what they want in the
employers what they want in the workforce
workforce
workforce nobody says kids who are good at taking
nobody says kids who are good at taking
nobody says kids who are good at taking tests nobody even says kids who know the
tests nobody even says kids who know the
tests nobody even says kids who know the quadratic formula what they want is this
quadratic formula what they want is this
quadratic formula what they want is this stuff they want creativity and problem
stuff they want creativity and problem
stuff they want creativity and problem solving right they want interpersonal
solving right they want interpersonal
solving right they want interpersonal skills and the more longitudinal
skills and the more longitudinal
skills and the more longitudinal research we see about what kids succeed
research we see about what kids succeed
research we see about what kids succeed when they get out into college or out
when they get out into college or out
when they get out into college or out into the workforce the list of skills
into the workforce the list of skills
into the workforce the list of skills also doesn’t involve traditional
also doesn’t involve traditional
also doesn’t involve traditional academic contact as measured as measured
academic contact as measured as measured
academic contact as measured as measured by tests it’s around things like
by tests it’s around things like
by tests it’s around things like problem-solving it’s around grit it’s
problem-solving it’s around grit it’s
problem-solving it’s around grit it’s around mindset right think about what
around mindset right think about what
around mindset right think about what our schools are organized what
our schools are organized what
our schools are organized what opportunities do kids have to build
opportunities do kids have to build
opportunities do kids have to build these skills what our schools really
these skills what our schools really
these skills what our schools really trying to teach so why if these are the
trying to teach so why if these are the
trying to teach so why if these are the things that matter why our schools
things that matter why our schools
things that matter why our schools constrain so much to traditional test
constrain so much to traditional test
constrain so much to traditional test scores so here I think he talked a lot
scores so here I think he talked a lot
scores so here I think he talked a lot about the idea of going with things you
about the idea of going with things you
about the idea of going with things you can control going with things that are
can control going with things that are
can control going with things that are certain if you decide you’re gonna try
certain if you decide you’re gonna try
certain if you decide you’re gonna try to do something different like assess
to do something different like assess
to do something different like assess students performance on skills like
students performance on skills like
students performance on skills like collaboration and problem solving and
collaboration and problem solving and
collaboration and problem solving and and not emphasize reading and math
and not emphasize reading and math
and not emphasize reading and math you’re going to be in a situation where
you’re going to be in a situation where
you’re going to be in a situation where you’re having to figure out where as you
you’re having to figure out where as you
you’re having to figure out where as you go along you’re going to be living in a
go along you’re going to be living in a
go along you’re going to be living in a world of maybes there’s no great
world of maybes there’s no great
world of maybes there’s no great playbook for me to understand how do I
playbook for me to understand how do I
playbook for me to understand how do I effectively teach some of the skills
effectively teach some of the skills
effectively teach some of the skills that I value the most in our school so
that I value the most in our school so
that I value the most in our school so you have to get comfortable with a
you have to get comfortable with a
you have to get comfortable with a certain degree of ambiguity and finally
certain degree of ambiguity and finally
certain degree of ambiguity and finally quoting Jeff Bezos he talked about
quoting Jeff Bezos he talked about
quoting Jeff Bezos he talked about success at Amazon is often the result of
success at Amazon is often the result of
success at Amazon is often the result of something that happened years before not
something that happened years before not
something that happened years before not something that happened that quarter
something that happened that quarter
something that happened that quarter school reform right now is way too
school reform right now is way too
school reform right now is way too concerned with year-to-year variation in
concerned with year-to-year variation in
concerned with year-to-year variation in these small metrics in these test scores
these small metrics in these test scores
these small metrics in these test scores very often the work I make or my
very often the work I make or my
very often the work I make or my teachers might do with a ninth grader
teachers might do with a ninth grader
teachers might do with a ninth grader won’t necessarily bear fruit until that
won’t necessarily bear fruit until that
won’t necessarily bear fruit until that kid is in 10th grade or 11th grade you
kid is in 10th grade or 11th grade you
kid is in 10th grade or 11th grade you may have 25 frustrating conversations
may have 25 frustrating conversations
may have 25 frustrating conversations with the student and you feel like
with the student and you feel like
with the student and you feel like you’re not yet
you’re not yet
you’re not yet anywhere but one of our teachers last
anywhere but one of our teachers last
anywhere but one of our teachers last summer during our professional
summer during our professional
summer during our professional development said something and it is
development said something and it is
development said something and it is stuck with me ever since he said I’m not
stuck with me ever since he said I’m not
stuck with me ever since he said I’m not trying to be friends with my student now
trying to be friends with my student now
trying to be friends with my student now I’m trying to be friends with the
I’m trying to be friends with the
I’m trying to be friends with the student they will become in 10 years so
student they will become in 10 years so
student they will become in 10 years so those are the lessons that I’ve learned
those are the lessons that I’ve learned
those are the lessons that I’ve learned from doing this work know who you are
from doing this work know who you are
from doing this work know who you are have your principles so for us community
have your principles so for us community
have your principles so for us community first work is the work persistent
first work is the work persistent
first work is the work persistent improve hold to those principles live by
improve hold to those principles live by
improve hold to those principles live by them be willing to repeat them trust
them be willing to repeat them trust
them be willing to repeat them trust each other you are going to go through
each other you are going to go through
each other you are going to go through tough times you’re going to go through
tough times you’re going to go through
tough times you’re going to go through setbacks don’t overreact don’t
setbacks don’t overreact don’t
setbacks don’t overreact don’t overcorrect don’t regress to the mean
overcorrect don’t regress to the mean
overcorrect don’t regress to the mean and remember to always take the long
and remember to always take the long
and remember to always take the long view that very often the work you’re
view that very often the work you’re
view that very often the work you’re doing today will not necessarily show
doing today will not necessarily show
doing today will not necessarily show benefits until further down the road
benefits until further down the road
benefits until further down the road then you then you may think thank you
then you then you may think thank you
then you then you may think thank you very much
very much
very much [Applause]
”
Be First to Comment