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Learning Is Today’s Workplace Super Skill

There's much about which we can be confused and uncertain in today’s world. Yet, one thing is clear: Our future depends on a citizenry that possesses the capacity to function successfully in a complex, technological, rapidly changing world. An informed, skilled, and learning-capable citizenry and work force are becoming more important each day. The introduction of and rapid growth in artificial intelligence is just one of many shifts driving rapid and disruptive changes in the workplace. Today’s workplace demands and rewards workers who continue to learn and adjust in response to changing conditions, expectations, and functions.

We need a citizenry with strong learning skills and who value learning as key to their success. Economists and workplace experts point to this challenge with growing urgency and alarm. Consider a sampling of recent voices:

James Bessen, an economist and the executive director of the Technology and Policy Research Initiative at Boston University School of Law notes the importance of workers knowing how to learn rather than any specific skill, as technology related skills constantly change.

Heather McGowan, author of the Fourth Industrial Revolution, advises that schools must focus less on transferring knowledge and more on the ability of independent learning.

The World Economic Forum recently noted that in the 1980’s learned skills had a life cycle of three decades. Today, learned skills have a shelf life of five years.

Kelly Palmer and David Blake, authors of The Expertise Economy, make the argument that credentials no longer hold much importance. Employers seek skills, expertise, and the ability to learn.

Obviously, meeting this challenge is complex and will require significant shifts and realignment in our education system. However, there are actions we can take to increase the focus on learning and development of our students’ learning skills. Here are five steps we can take immediately:

Help students to set learning goals and identify steps and activities to help them reach those goals. Obviously, the goals need to be aligned with identified standards and competencies. But just as practical, the goals need to reflect student commitment more than the assigned goal itself.

Monitor the level of challenge presented for students to ensure success is possible with appropriate focus and effort. It shouldn’t be so easy that it prohibits new learning. Known as the Zone of Proximal Development, the best learning outcomes tend to be generated within this range.

Coach students to reflect as they struggle, make progress, encounter setbacks, and grow. The practice of reflection is among the most powerful learning strategies available. As students become increasingly skilled at reflection, they become increasingly independent learners.

Focus feedback and recognition on the effectiveness of learning strategies and aligned learning effort. Help students understand how their effective strategies and smart effort position them to learn increasingly difficult concepts and skills. Meanwhile, they’ll build confidence in their learning, as well as build tolerance for unsuccessful, initial learning attempts.

Whenever possible, frame new learning in the context of the value and purpose it represents. Purpose drives powerful learning. The more we can connect learning to the value it provides, the more students will come to appreciate learning, and the more likely they’ll choose to continue to learn, even when we aren’t present.

While we work with students to develop the skills necessary to become independent learners, we need to keep in mind that acquiring the skills to learn is only half of the formula for success. Unless students also have the desire to learn, possess the curiosity to learn, and understand the value of learning, the impact of their skills experiences limits. We need to focus our attention, support, and encouragement on the development of both elements in this success equation.

April 14, 2023

The Growing Peril of Digital Self-Harm

We’ve been concerned about students who engage in physical self-harm for some time. The behavior isn’t new, but it’s expanding in a particularly concerning direction. Over the past few years, researchers have documented an increasing number of cases in which students are engaging in a new form of self-harm: digital self-harm.

As the name implies, students use technology to harm themselves. These young people often establish “ghost” accounts and use them to post mean and hurtful comments about themselves. Like physical self-harm, students report making the posts to cope with pain, gain attention, and blunt the pain of comments they anticipate coming from other adolescents. The messages often serve as invitations for other students to respond with additional negative and disparaging comments.

Several studies show that the number of adolescents engaging in these self-harming behaviors is growing in the aftermath of the pandemic. Estimates are that as many as 10 percent of adolescents have posted something negative or mean about themselves online. Meanwhile, there are statistically significant correlations between students who engage in digital self-harm and other adolescent challenges, including sexual orientation, depression, eating disorders, substance abuse, and in-person and cyber-bullying.

There also appears to be a high correlation between young people who engage in digital self-harm and suicidal thoughts and attempts. Recent research published in the journal Child and Adolescent Mental Health documented that young people who engage in digital self-harm are up to 15 times more likely to attempt suicide than the general adolescent population. For LGBTQ young people, the correlation and associated incidents are even higher.

Of course, physical self-harming behaviors can have serious health consequences in addition to the emotional and psychological pain students experience. While digital self-harming presents less physical evidence, it shouldn’t be treated any less seriously. Regardless of the form of self-harming, the behavior is typically reflective of intense pain and feelings of not being able to cope and can lead to even more destructive behaviors.

The complexity of this behavior also means we must proceed cautiously when dealing with what appears to be cyber-bullying. In some cases, what may appear to be bullying originating from other students may come from the student who appears to be a victim. Understanding the full nature of the situation is important before deciding how to proceed.

Identifying students who may be engaging in digital self-harming is more challenging than identifying those who engage in physical self-harming behaviors alone. There may be little physical evidence, and presence of the behavior may be discovered only in connection with other behaviors and conflicts.

Nevertheless, we can monitor warning signs and symptoms. Of course, the causes behind digital self-harm significantly overlap with physical self-harming behaviors. Among the signs to monitor are:

Self-harming history

Significant depression

Low self-esteem

Struggles with sexual identity

High levels of stress

Significant anxiety

Extreme attention-seeking

Substance abuse

Eating disorders

Traumatic experiences

Research to fully understand the causes and best approaches for dealing with digital self-harm is ongoing. In the meantime, we need to be aware of its existence and be ready to help, support, and refer young people who choose to deal with their pain and distress in this manner.

April 06, 2023

Want to Improve Your Outlook and Sense of Well-Being? Diversify

This is a time of year when it’s easy to feel as though we’re in a rut. We can feel stale and uninteresting. Our energy level may be ebbing, and we need a lift to reset our attitude and outlook. Life often has a way, especially during the winter months, of becoming routine and repetitive. While routines and repetition can bring a level of comfort and predictability, they can leave us feeling flat and unmotivated. Fortunately, the shift in outlook we need may be easier to achieve than we think. A study published in a recent issue of the Proceedings of the National Academy of Science suggests a practical solution to counter boredom and unhappiness and a way to open the door to new energy and greater fulfillment. In the same way the strategy of diversifying our financial resources across different types of investments can protect a healthy financial condition, diversifying our social engagements and relationships can lead to healthier, more vibrant encounters and a more optimistic outlook on life. While stable, long-term relationships are important to our health and well-being, interactions with others beyond our immediate circle can add variety and stimulation and connect us with others who have a wide range of experiences, outlooks, and perspectives. As a result, our thinking is challenged, we’re exposed to new ideas, and we gain new appreciation for our experiences, insights, and ideas. The answer is as simple as reaching out to former colleagues and childhood friends, contacting a distant relative, and engaging in conversation with people outside the education world. The benefits will be surprising and more than worth the effort. Of course, a similar diversification strategy can be impactful in other areas of life, too. For example, we might diversify our learning and entertainment activities. We can change up what we read or listen to. We may shift from exclusively reading print materials to exploring podcasts. We might shift from fiction to biographies, try science fiction or history. We might explore some new magazines, try some new television networks, or a new movie genre. Live concerts and theatre also are good options. Similarly, we might consider varying the activities in which we engage. If we normally walk for exercise, bicycling can be an option. Or maybe we just choose a new route to explore. We might explore hiking, biking, swimming, or cross-country skiing. Now might be a good time to rediscover jigsaw or crossword puzzles. The variety can increase our stimulation while challenging new muscles and areas of our brain. Another area worth exploring is the foods we eat. We can change up our “go to” menus. We might try new some new foods or return to some that we've not experienced in a while. We can explore foods from different cultures. Or we might expand our cooking and baking repertoire with new recipes. Of course, we also can try a new restaurant or two to expand our eating experience. Still another area to explore for potential diversification is our daily and weekly routines. Now might be a good time to change the time of day we set aside for exercise. We might try completing our lesson planning and related activities before leaving for the day, or at least spending less time at home in the evening doing school related work. Or we might commit to adding to or subtracting other activities from our routines. The options and opportunities for introducing greater diversification to our lives are nearly limitless. However, they only offer benefits if we're willing to step out of our routines, rituals, and ruts to give them a try.

February 22, 2023

Feeling Stuck? Tap Five “R’s” to Regain Momentum

These are times when there’s much in our world that causes stress, frustration, and confusion. The past two years have been disrupted. Hopes that everything will return to what we used to think of as normal haven’t been realized. Strategies on which we formerly relied may no longer work. Students often respond in ways that are different than prior to the pandemic. We, too, are different than we were two years ago. Meanwhile, we feel pressure to perform, but may not have the energy, enthusiasm, and commitment we used to possess. All these factors can leave us feeling stuck. When we’re stuck in a cycle of frustration, confusion, and resentment, our natural reaction can be to continue to press, hoping things will get better. Yet, doing so can make things worse and even more difficult to change later. Doing more of what’s not working rarely is a good solution. Rather than continuing to push and persist, it may be time to take a new tact. We can start by accepting that no one is likely to fix the situation but us. While this is a statement of reality, it’s also a statement of empowerment. We may not be able to change the elements and factors that drive our situation, but we always have the power to change how we think, interpret, and respond to what’s happening around us. For things to get better, we may need to disrupt the cycle of emotion and action that’s holding us back and making us feel stuck. Here's a five-step process to step back from our frustrations, re-evaluate our situation, re-position ourselves, and re-engage in our lives and work with new perspectives, strategies, and commitment. First, we can relax. We don’t do our best thinking or make our best decisions when we’re stressed and pressed. We only make ourselves more tired, angry, anxious, or frustrated. We risk experiencing a cycle of unproductive thinking and unhelpful behaviors. Continuing to do what hasn’t been working and expecting a different outcome, in the words of Albert Einstein, is insanity. It’s time to slow down and take a break from doing and reacting. We start by setting time aside. Reserve a weekend day, or schedule a getaway weekend to pause, reflect, and explore what we’re experiencing. Second, we need to reflect. We begin this process by examining primary drivers of our stress, anxiety, or confusion. We can explore how we might look at the situation from another perspective. What assumptions are we making that may be getting in our way? What patterns can we see that may provide hints for how we can disrupt and shift our thinking and behavior? How might our thinking and what we’re doing contribute to what we now experience? The key is to focus on ourselves and what we can do rather than becoming preoccupied by factors and forces we can’t change. Third, we use our insights to refocus. We capture “nuggets” of clarity and opportunity from our reflection to identify what’s important to shift in our thinking and modify our behavior. Next, we consider what’s doable and what’ll make the greatest difference in how we feel and experience our life and work. The key isn’t to add on or cram more into life and work. The answer isn’t working harder. The solution is letting go of what isn’t adding value and satisfaction and replacing those things with what offers meaning and purpose. Our focus should be on what can lead to clear progress and promises meaningful accomplishments. If this step leaves us struggling, we consider enlisting a friend or colleague to help us sort our reflection and look for clues and insights we can glean to nourish our refocusing. Fourth, we recommit to our work and purpose, capturing the energy provided by the hope of changing our approach, making progress, and accomplishing what’s important to us. It’s time to let go of what’s been holding us back and embrace our new vision of what’s possible with new insights and a new approach. We step up to embrace the power we’ve claimed and clarity of purpose we’ve created. Fifth and finally, we reengage in our work. This step asks us to convert our insights and intentions to action, challenging ourselves to commit to what we can do today that’ll move us forward and closer to the vision we’ve created. Importantly, we also need to pay attention to what we’ll stop doing that’s been getting in the way. What choices we can make that’ll break the cycle that’s been holding us back? What can we do to be sure that every day we do something to make things better? How can we leverage the next two weeks to see clear progress? If we struggle, we might ask, who should we enlist to help us stay committed and provide coaching and encouragement when we need it? The truth is that we can’t always change our circumstances. Yet, we always can shift how we think and how we respond. Now may be a good time to relax, reflect, refocus, recommit, and reengage to become unstuck and find the success and satisfaction we seek.

February 10, 2023

Surprising Benefits of Giving Back to the Profession

This may seem like a surprising time to think about giving back to our profession. These are challenging times. We feel challenged just to do the work and meet the responsibilities we already have. Yet, there are many important reasons to make the choice to give back, especially now. Of course, education as a profession urgently needs advocates who understand its challenges, pressures, and problems and can speak to today’s reality, propose solutions, and share a positive vision. We need voices to advocate for young people to choose a career in education and be empowered to help make needed changes. We need voices of encouragement and support for each other. We can be that voice. Giving back to the profession also means passing on what we’ve learned to aspiring and new-to-the profession educators. We can encourage others and offer perspective and advice to help them hone their practice and build their repertoire of skills and strategies. Our willingness to share our experiences can also provide insights and prevent others from making the mistakes and missteps from which we've had to learn. Equally important, giving back offers significant benefits for us. Giving back reminds us why we chose this profession and reignites our passion and enthusiasm. Giving back increases our sense of purpose and generates feelings of meaning and significance. Meanwhile, we gain perspective as we reflect and share our experiences. Giving back reinforces the knowledge, skills, and wisdom we possess. Mentoring and coaching consolidates and brings to consciousness what we know, including what we may have thought we'd forgotten. So, what does it mean to give back, and what are some ways we make a difference? Here are eight options to consider and places to start: • Volunteer to work with student teachers and teacher interns. Young people who are considering and preparing to enter the profession need professional support and guidance. They also need good models and coaches to build their knowledge and skills. • Mentor/coach new teachers and colleagues. As experienced educators, we have much to share that can ease the entry of new colleagues. We can be the resource they need and a guide on which they can depend. • Teach a professional development or graduate level class or seminar. Even experienced educators need continuing education. Often the best information and ideas come from experienced colleagues. • Volunteer for professional committees and work groups beyond our department or school. Engaging with other professionals offers opportunities to share our experience, contribute our creativity, and build our knowledge while contributing in a larger context than the classroom. • Join a professional network. As we expand our network, we also can uncover opportunities to have an influence with and to learn from a wider group of educators. We also can gain access to increasing opportunities to advocate and influence the status and future of education • Write an article/present at a conference/do a webinar or podcast. We might share a technique we've developed, a routine that works well, or an approach that’s particularly effective. Or we might address important issues or advocate for changes that will make a difference. • Write a note about the contributions and difference making of a colleague. Noticing and sharing good things we see and recognizing excellence is a great way to give back. The note may be to the colleague’s supervisor, a newsletter, or just an informal note to the colleague. • Offer to cover a class or assignment. Covering for a colleague may seem small, but supporting each other is a great way to give back. It can make a far greater difference than we might think. Remember: Giving back is as much an attitude as it is a set of actions. Why we choose to do something can matter as much as what we do. An open heart, generous spirit, and readiness to help may be all that we can give right now. If so, it will be enough.

January 27, 2023

An Often Hidden Consequence of Childhood Trauma

We know the impact trauma can have on the health and spirit of young lives in its immediate aftermath. We also often see the aftereffects of trauma for months following serious incidents and tragic occurrences. Obviously, these experiences are difficult enough when they’re happening, but now research shows that the damage children suffer can create long-term changes to their DNA. Sadly, research shows that the impact of early-in-life trauma stays with young people as they grow and can make them vulnerable to even more trauma later in life. Researchers at the University of Wisconsin-Madison and others in a research collaborative recently completed a ten-year study of the effects of childhood stress on the genetic chemistry of victims. Researchers observed that young people who’ve suffered childhood trauma often have genetic markers on specific genes. The markers, known as epigenetic modifications, determine whether the genes will function properly. These genetic markers influence emotional regulation, including susceptibility to depression, vulnerability to drug dependency, and other mental health challenges. The study also revealed that victims of childhood trauma often don’t recall their experience accurately, possibly because they were too young, or they’ve blocked all or parts of their memory. Consequently, the experiences and their effects can be ignored or misread. Researchers hope that the research will lead to more accurate and stable diagnoses of later life aftereffects. With further development, the findings may also open the possibility for treatment. Educators have suspected for a very long time that serious trauma during childhood can have lasting implications for students. The challenge has been to understand the implications and provide help. Since this research defines and documents the problem in genetic terms, it positions it to receive additional attention. The findings might also hold promise for the development of treatment protocols. Research points to the importance of partnerships between the research and medical communities and the mental health and education communities to develop supports and services and advocate for solutions. It’s difficult to predict how quickly genetic-related treatment in response to past trauma will be available. However, this research reinforces the importance of public policies that prevent or minimize social conditions associated with childhood trauma. Fighting poverty, supporting families, and providing employment aren’t just worthy aims. Effective public policies can prevent the life tragedies trauma can cause and life compromising effects that result. These policies also make good long-term economic sense. This research and what we have long known about the effects of childhood trauma make a strong case for us to partner with other local, regional, and national organizations and agencies. It’s imperative to advocate for better public policies and funding for research to mitigate and potentially reverse the lifelong effects of these tragic experiences. We’ve no time to waste. Each day more children suffer trauma and preventable tragic events in their lives. For those young people who’ve already lived through their own trauma, we need to do our best to provide hope and help.

December 23, 2022

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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Does Cursive Writing Have a Place in Today’s Schools?

The debate about whether cursive writing should be required learning in school has grown over the past few decades. The dominance of electronic communications and keyboard-based writing has intensified this debate. Educators, policymakers, and parents are left to wonder about the role and value of students learning to write by hand, including the development of cursive writing skills. We have a responsibility to ask ourselves where and how it's most crucial for learners and educators to invest their time. There's a near endless list of activities in which students could engage. Yet, the time available for formal education is limited and must be prioritized to prepare students to meet the demands of a lifetime. Fortunately, numerous studies have focused on the value of handwriting, including manuscript and cursive. The most compelling findings reinforce the value of students learning to form letters, having an efficient means to convey thoughts, and developing fine motor skills and hand-eye coordination through handwriting. There's also evidence that learning to write offers benefits in development of reading skills. However, there's far less compelling research regarding whether students should learn both manuscript and cursive writing. Certainly, keyboarding removes the challenge of legibility and, depending on the technology, can support correct spelling, grammar, syntax, and other vexing aspects of handwriting. While keyboarding can be efficient, there remains value in students experiencing the process of writing by hand. Studies have shown that notetaking by hand improves memory over notetaking via a keyboard. Additionally, the act of forming and sequencing letters gives students a different relationship with writing than selecting the correct key to press. Still, there's no doubt that writing via keyboard will continue to play a prominent role in how we communicate. Meanwhile, instruction in cursive writing in schools has declined steadily over the past few decades. In fact, today only a minority of schools of education include instruction in how to teach cursive writing. Consequently, fewer teachers know how to teach or place a high priority on cursive writing and are spending less time teaching students to write using cursive. With limited time, increasing accountability for learning and competing priorities, how might we think about handwriting instruction and the role it should play in learning? Four considerations seem important: First, the research on the value of handwriting is clear. There's value in students learning to write by hand despite advances in technology. We’re not at a point where abandoning this aspect of the curriculum appears viable or wise. Second, since most text to which students are exposed is in the form of print, it makes sense that they at least learn to write using manuscript. The appearance of letters and words students are reading and forming are most consistent in manuscript, and confusion is likely to be minimized. Third, if the decision is made not to provide cursive writing instruction, students still can be taught to read cursive writing. While learning to write in cursive takes considerable time and practice, learning to read cursive can be done in a relatively short time. Learning to read cursive also preserves for students access to historical documents and personal communication that is written in cursive. Fourth, several surveys and research studies show that most older students and adults who've learned to write in cursive still choose to use a combination of manuscript and cursive when writing by hand. Additionally, signatures and other forms of official correspondence typically accept printed forms of handwriting, so students aren't likely to be seriously disadvantaged by the absence of full command of cursive writing. Even if cursive is not taught, consideration might be given to introducing students to the process of connecting letters in cursive form for purposes of signatures and other specific uses. Obviously, there also are political aspects to this decision. Learning cursive will be a strongly held value in some communities, and there may be demands that students learn to write using this approach. Certainly, local perspectives must be considered. Still, it appears clear that deciding not to teach students to write using cursive won't seriously impair their ability to communicate and succeed in their futures.

December 16, 2022

Don’t Confuse Gratitude With Toxic Positivity

In this pressure-packed, often confusing time, some people conflate gratitude with what we call toxic positivity. The two concepts and related behaviors could not be more different. Engaging in one makes us more optimistic, connected, and healthy, while the other can leave us feeling guilty, isolated, and depressed. One deals with reality, while the other ignores it. Unfortunately, the confusion leads us to ignore and even reject a potentially powerful force that not only improves our mental health but creates greater happiness. We may believe that ignoring reality helps us cope. Yet, dealing with reality leads to healthier outcomes. Let’s explore these two concepts and how they can influence ways in which we feel, live, cope, and grow. Let’s begin with gratitude. Gratitude has a long history in society. In fact, Cicero called gratitude the parent of all virtues. Studies have established that having and acting on feelings of gratitude leads to greater patience, decreased depression, increased wisdom, and higher levels of honesty, generosity, patience, and perseverance. It also helps to prevent burnout. Gratitude does not ignore reality. In fact, gratitude embraces life in all its forms. We can feel grateful in the face of tragedy and in response to triumph. Gratitude focuses our attention and emotions on others rather than keeping the focus on ourselves. Gratitude leads us to move past quick, superficial expressions of thanks to actually pausing and feeing emotion of the moment. A powerful relationship builder, gratitude has been called the “glue” that fortifies relationships. Researchers have labeled gratitude the find, remind, and bind behavior. An attitude of gratitude helps us to find people with whom we would like to form relationships. Gratitude reminds us of what is good in our current relationships, and gratitude binds us to friends and partners by making them feel appreciated. Gratitude encourages behaviors that lengthen and strengthen relationships. Of course, obvious benefits to having an optimistic outlook and positive attitude result. They carry us through difficult times and help us to see the positive side of situations and experiences. However, when positivity overshadows reality or discounts difficult, even tragic experiences, it becomes toxic to relationships and organizations. High levels of toxic positivity result in not understanding, recognizing, or appreciating the challenges and circumstances faced by others. As a result, toxic positivity generates feelings of guilt when people feel sad, depressed, or stressed by circumstances they face. Toxic positivity also creates an environment with ignored problems and unaddressed challenges. Consequently, situations deteriorate, preventing needed growth and change. Unfortunately, those who point out the reality of situations get blamed and shamed. To summarize:

Gratitude is grounded and authentic while toxic positivity ignores reality and engages in wishful thinking.
Gratitude shares authentic emotions and builds relationships while toxic positivity leads to feelings of guilt and shame.
Gratitude leads to improved emotional and mental health while toxic positivity ignores feelings, creates stress, and generates feelings of depression.
Gratitude is growth supporting while toxic positivity stunts and undermines growth at crucial life junctures.
Gratitude supports others’ positive feelings and behaviors while toxic positivity leads to feelings of resentment and isolation.

These are difficult, often trying times. We need to marshal all our resources to remain healthy, grounded, and productive. Being positive is important, but it must not be carried to the point of toxicity. Gratitude, on the other hand, enjoys few limits. The more we embrace it the better we feel, the better we make others feel, and the better our organization functions.

December 09, 2022

Four Trends Transforming the Workplace Our Students Will Inherit

The COVID pandemic changed our world in many ways. Some shifts, already apparent, influence our daily lives. Others are still emerging and may not be clear for some time. Some of the changes are specific to how we live our lives. Others are more general and may have an impact on how we work and relate to others. Many of these trends also have implications for how we prepare our students for the lives and work that lie ahead for them. Among these shifts are several post-COVID trends in the business world that deserve our attention as we contemplate the experiences we offer to our students and the preparation they will need to compete in a rapidly changing work environment. Here are four key trends increasingly shaping strategies adopted by leading businesses and providing implications for us to consider. Trend #1. Business strategy is increasingly driven by three “A’s” (artificial intelligence, automation, and analytics). While the pandemic slowed or stopped activity in many areas of life, leading businesses, for key tasks, used the interruption to invest resources to automate their work, thus decreasing their dependence on human performance. They also moved toward greater reliance on artificial intelligence to design processes, solve problems, and create opportunities. Meanwhile, sophisticated analytics increasingly monitor these shifts and provide real time information regarding what’s working, what needs adjusting, and what problems need addressing. Implications: Future workers need the ability to support technology that will perform key organizational functions and operations. Familiarity with emerging applications and implications of artificial intelligence will give our students an advantage in our rapidly evolving work environment. Understanding statistics and other mathematical concepts will be crucial to success in new roles. To what extent are we exposing our students to new developments in and applications of technology? How well are our students prepared to use mathematical thinking and skills to contribute in this new world? Trend #2. Worker success measures have shifted from IQ to EQ to AQ. Not long ago our society valued the intellectual intelligence, or IQ, of learners and workers as the key driving factor for education and career success. Then the focus shifted and broadened to include emotional intelligence, or EQ. Now, employers increasingly want workers with a high adaptability quotient, or AQ. The rapid pace of change in the workplace increasingly demands that workers are flexible, adaptable, capable of performing new roles, capable of adopting new practices, and capable of building new behaviors in short time spans. Implications: Intellectual capacity remains important, as does emotional intelligence. However, constant change, new challenges, and shifting expectations demand that we nurture in students the skills necessary to adjust to their environment quickly and smoothly. What experiences are we designing and presenting to students to prepare them to successfully respond to changes in the work roles they'll fill, respond to expectations presented to them, and respond to skills demanded of them? Trend #3. Employers are placing less emphasis on degrees and more on skills and potential. Formal degrees will remain important, but they’ll be given less weight on their own. Employers progressively want to know what skills potential employees bring and how motivated they are to continue learning. Rapid changes in work environments, expectations, and skill needs will make it increasingly imperative that workers not only have strong, relevant work skills, but they'll need equally strong learning skills and motivation to continue learning. Implications: While academic learning will remain important, the ability to apply what is learned, develop new ideas, and design innovative approaches will become increasingly valued by employers. The ability to be taught will increasingly be considered only one way of learning. Orientation toward curiosity, inquiry, and discovery will be priority characteristics of sought-after workers. How are we encouraging, nurturing, and valuing these characteristics among our students? Trend #4. Businesses are placing increasing priority on agile organizational positioning. Agility from the perspective of organizations and employers speaks to their ability to change quickly without loss of focus or momentum. One of the key strategies employers now adopt to create agility is hiring free-lance and contract workers. These workers bring existing skills to assist organizations to shift quickly. They offer flexibility to enter and exit projects and initiatives as their skills are needed and work is completed. Employers do not have to be as concerned with issues, such as retirement, sick leave, vacations, and other benefits typically given to full-time, permanent employees. Implications: Free-lance and contract workers need to take responsibility for staying current in their areas of skill and expertise. They need to be sensitive to new skill and learning needs and quickly secure the expertise they need to remain competitive and attractive to employers. They also must assume responsibility for providing consistent quality in the work they do to assure consideration for future work. How are our students learning to take responsibility for their learning, initiating learning efforts, and ensuring the quality of their work without constantly deferring to adults to judge their work and direct their learning? Of course, not every one of our students will enter a work environment influenced by these trends. However, skills, characteristics, and dispositions prioritized by these trends will give our students important advantages regardless of the careers they choose or environment within which they choose to work.

December 02, 2022

Achievement Gaps and Discipline Disparities—Five Questions to Ask

Among the two greatest challenges we face as we emerge from the pandemic are lagging academic achievement and student behavior. The pandemic harmed students in both areas, and we need to address them. However, the pandemic also exacerbated a long-standing, problematic relationship that is even more concerning today. For decades, we have been concerned about the existence of gaps between the achievement of groups with certain characteristics, especially students of color and Caucasian students. Meanwhile, we’ve attempted to address disparities in discipline incidents based on race for years. Yet, the two phenomena have typically been studied and addressed largely as separate, unrelated issues. Changes in academic performance have been viewed as instruction/curriculum/learning issues while disparities in discipline have been viewed as cultural/contextual/connectedness issues. Importantly, a recent study calls the approach of separating these two challenges into question. The study suggests that the connection between achievement gaps and discipline disparities is stronger than we have assumed. It also may be that working on one of the gaps can influence the other and that working on both types of gaps may have a larger beneficial impact on school success than previously understood. The researchers studied achievement gaps and discipline disparities using data from more than 2000 American school districts drawn from the Stanford Education Data Archive, a massive database of math and reading scores and racial achievement gaps, and federal civil rights data on school suspensions. The research was conducted by a team of researchers from several universities, led by a professor from Stanford University. The analysis focused on students in grade three through eight from the 2011-12 school year to 2013-2014. In general, the study found that students who attend schools in districts with large racial achievement gaps experienced higher suspension rates. However, the disparity was greatest for black students. For example, a widening of ten percent in reading and math achievement gaps between black and white students was accompanied by a 30 percent larger gap in suspension rates between black and white students, as compared to similar school districts. On the flip side, school districts with black/white suspension rate gaps ten percent wider than average, experienced black-white achievement gaps that were 17 percent wider. Importantly, this relationship between academic achievement gaps and discipline disparities held firm even when controlled for socio-economic, parent education, and other demographic characteristics. The study did not extend to causational factors driving the relationship between achievement gaps and discipline disparities. However, the result of the study suggests several important questions for us to consider and test in our own schools and districts. First, is it possible that when students are suspended from school that missed instruction and lost learning opportunities lead to lower academic performance? Logic suggests that this may be at least one factor. Obviously, finding alternatives to out-of-school suspension and maintaining learning and teaching continuity could reduce this impact. Second, might suspensions from school result in students feeling less connected in their relationships to school staff and fellow students? We know that a sense of belonging and being accepted are important factors in support of the willingness of students to take learning-related risks and practice learning persistence. Third, might some suspensions be the result of students feeling as though they cannot be successful in school? If students believe they cannot succeed, they sometimes choose to behave in ways that connect academic failure to misbehavior rather than unsuccessful learning efforts. High quality learning experiences, effective instruction, and appropriate supports can go a long way toward preventing students from facing such a choice. Fourth, are there negative perceptions embedded in the school culture about the ability of some groups of students to excel in academics? What we believe about the abilities of our students can make a big difference in what they believe about their own potential and our commitment to ensure that they succeed. Fifth and related, do we hold expectations and perceptions, whether higher or lower, about the behavior of some groups of students that lead to inequitable discipline? Behavior that may be outside of dominant cultural norms can sometimes become the basis for discipline even when the behavior is not threatening or disruptive to the school environment. Understanding and flexibility often can go a long way toward avoiding unnecessary disciplinary incidents and achieving equity. Obviously, the findings of this study raise many important questions. It is crucial that we review the experience of students in our schools and determine if these same conditions are present. If so, we have no time to waste in determining causes and designing strategies to achieve the academic and behavioral outcomes we need.

November 28, 2022

The Master Teacher Blog