Will Schools Change Forever? Predicting How Two Pandemics Could Catalyze Lasting Innovation in Public Schools

Autor/inn/en	Waite, Chelsea; Arnett, Thomas
Institution	Clayton Christensen Institute for Disruptive Innovation
Titel	Will Schools Change Forever? Predicting How Two Pandemics Could Catalyze Lasting Innovation in Public Schools
Quelle	(2020), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; COVID-19; Pandemics; Racial Bias; Elementary Secondary Education; Educational Innovation; Sustainability; Educational Practices; Educational Policy; Barriers; Equal Education; Social Justice; Resistance to Change + Suchen Sie Ihr Suchwort? Bildungsreform; Racial discrimination; Rassismus; Instructional innovation; Bildungsinnovation; Nachhaltigkeit; Bildungspraxis; Politics of education; Bildungspolitik; Soziale Gerechtigkeit
Abstract	Two pandemics--COVID-19 and systemic racism--are confronting American society, and by extension K-12 schools. Both pandemics have precipitated immediate challenges that schools must navigate, and also draw attention to longstanding, chronic problems in the education system. It's more clear than ever that a return to "normal" won't serve all students well. To make sense of the potential for 2020 to change K-12 schools forever, this paper offers a framework for understanding why some crisis-induced innovations persist, while others are cast aside when conditions normalize. To illuminate the potential for current events to catalyze lasting changes in K-12 schools, this paper offers school system leaders and policymakers insight into four key dynamics at work in organizational models: (1) Resources alone aren't likely to change what schools can do, but resources that power new processes could; (2) To stick around, new processes have to outperform old ones when it comes to meeting schools' existing priorities; (3) New priorities are a key catalyst for transformational change because they hold sway over resources and processes; and (4) Change efforts must overcome the persistence of legacy processes and competing priorities. The paper concludes with concrete recommendations guided by the four-box framework for organizational models. These recommendations help decision-makers focus on where change is possible, and take targeted action to introduce and support innovations that enable every learner to reach his or her full potential. (ERIC).
Anmerkungen	Clayton Christensen Institute for Disruptive Innovation. 425 Broadway Street, Redwood City, CA 94063. Tel: 650-887-0788; e-mail: info@christenseninstitute.org; Web site: http://www.christenseninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01