New Designs

We have existed in the current educational paradigm for quite some time.  Classrooms, 7:40 AM to 2:30 AM, textbooks, and a one size fits all curriculum.  As we move forward, and disruptors such as charter and online schools continue to gnash their teeth at the traditional model of education, mainstream education must evolve.  Luckily, charter and online schools have fallen short.  Report cards and benchmarks have yet proven unattainable to the majority of these schools.  It is a matter of time before someone produces something truly effective.  Or have they already?

During my time as a teacher in both a charter school and a public school I have seen quite a deal of change.  As I have served as a building administrator, I have seen first hand the many short falls and successes of students seeking such options.  There is one major variable that stands out: the student going into the program.  

A great deal of students seeking an online education have struggled in the traditional model.  The majority of those students continue to struggle in other models.  There are pre-existing factors that tend to rear themselves in either situation. Motivation.

I have had countless struggling students enter an alternative option and continue to struggle in the new design.  On two specific occasions, I have had motivated students enter those same situations and receive marked success.

While at Life Skills of Trumbull County, I had a student assigned to me named Erin.  Erin entered with seven credits; she came in as a sophomore.  Erin was a dedicated student who just did not feel her traditional style education was meeting her needs.  Students at the time had a three hour academic session and would then participate in a one hour vocational session.  Erin elected to stay for two three hour blocks; she was used to that time frame and had no problems with that schedule.  Erin needed little redirection and was focused.  When she came to a piece of material she struggled with, she did not walk away in frustration but sought help from the teachers in the room.  She moved swiftly through our state approved curriculum and ended up completing her remaining credits in roughly 10 months.  This is two years shy of the amount of time she would of had to complete in traditional schooling.  Yes, she did not have the fluff of pep rallies or student council, but she had the basic fundamental concepts of her core education.

The second instance of a successful student in an alternative program was not as astounding, but still successful.  John had medical issues and could not be in the school  for the full day.  He entered into a local online program offered by our county and, again, was successful.  John was not a high achieving student, but was focused.  He performed better in the online format because he was able to work around his own set schedule.  His parents also ensured he completed his work, which is a pivotal piece to online schooling.

I think these new options have potential; once more students realize these options can provide a positive educational experience and entertain these options, success stories will follow.  As public educators, we must harness this potential and avoid being stuck in the coal mine.