State education leaders play a critical role in modernizing our education system to meet the needs of all learners. At this moment of historic opportunity to improve how schools serve students, CCSSO is hosting a national summit, Imagining More: A Summit on Modernizing Our Education System, to elevate the urgency and momentum to move from pockets of change to systemic transformation.
During the pandemic, schools had to take creative approaches to engage students. This is a moment to leverage the energy from what worked and commit to it going forward.
This Summit convenes leading thinkers and innovators from across the field for an honest conversation about how our nation’s schools can truly change from a systemic perspective. We will rethink how students experience learning during the day, consider how to engage with partners beyond the traditional school walls and question how we define when a student is ready to progress in their learning and life beyond high school. There is not one path forward, though there is a single goal: success for every student.
Leading thinkers and innovators from across the field will discuss:
How does the state set conditions for redefining how we think about school? The pandemic accelerated our need to embrace new ways of delivering content to students, such as virtual and hybrid learning models, and new policies are needed to support new delivery models. Community partners demonstrated support for school communities in new ways that have the potential for long-term impact.
How does the state set conditions for student-centered learning in schools? To support students in maximizing their potential, there is an opportunity to create transformative learning opportunities that are uniquely tailored to students’ individual strengths, needs, and interests. New policies may be needed to foster this change by removing barriers to allow districts and schools to explore different staffing models.
How does the state set conditions for defining mastery? There is increasing urgency to move beyond the traditional approach of the Carnegie unit to recognize that time alone is not an adequate measure of mastery of content. Mastery may be measured both within the school walls and outside through career pathways and other learning opportunities.