What if efforts to solve disengagement in schools has taken us down the wrong path? A lot of today’s material focuses on student engagement. If you Google “student disengagement,” you receive nearly 1.8 million hits. But, if you Google “teacher disengagement,” you receive one-third the responses. Are we putting the cart before the horse?
The “flexible office” concept is an innovative approach to designing spaces for the school leadership team. However, this approach isn’t really about the space—but more about creating a collaborative culture, building relationships, and modeling a Christ-centered community for teachers, students, and families. Listen to the Podcast
The benefits of diversity are endless. Secular studies show diversity helps learning and problem-solving in the classroom and workplace. Colleges are more and more vocal about their desire to enroll students who are culturally intelligent. Our country is becoming more diverse—to the point that schools need to better understand diversity as part of their overall marketing, admissions, and business plans. But most importantly, diversity helps schools learn more about our amazing God, as we teach our students to affect the world for Him. God made diversity, and He made it for our good.
[Editor’s Note: This post is excerpted from PIVOT: New Directions for Christian Education, a recent book on challenges, trends, and insights on the future of Christian schools.] Assuming we recognize the need for technology in our schools, we must start thinking about a “philosophy of technology.” Knowing what questions to ask when implementing a technology program in our schools is crucial. The way we choose to engage with technology in our schools might differ from how our neighbor chooses to do so—and that’s ok! Each school has its own unique needs and challenges to take into consideration.
Over the past decade, I have researched the question of leadership and the differences which might occur between baby boomers, Gen Xers, and millennials as leaders of organizations.
What knowledge, skills, attitudes, and values will today’s students need to thrive and shape their world? How can instructional systems develop knowledge, skills, attitudes, and values effectively? These two questions are the focus of “The Future of Education and Skills: Education 2030,” a position paper by the international Organisation for Economic Cooperation and Development (OECD).