It would be disingenuous to consider fresh approaches to teaching and leading in our schools if the system itself is designed to graduate young adults with only minimal skills, no continuity of learning, no sense of themselves, no understanding of the world around them, and no self-mandate to make things better. The reality of our current school model doesn’t always mesh with our lofty ambitions, though we have the expertise and wherewithal to do better. The hard work begins for each of us by admitting that our schools are not there yet and that they could be so much more if we tapped into our collective energy and expertise. Still, the progress we seek will never happen without some subtle and not-so-subtle changes to our…
