The Paradox of Leading for Deeper Learning
December 20, 2018 (Ed Week Learning Deeply Blog Post)
By Jal Mehta
In the past few months, I have been talking with a number of district leaders who are trying to move their districts toward deeper learning for all. This, in itself, is a heartening development. The problem is that it is not easy to discern exactly what such a strategy might look like.
At the heart of the problem is a paradox: Most of the people who would need to implement such a strategy—namely teachers, administrators, and students—have little experience with deeper learning. But, if the strategy is to work, those are precisely the people who would need to develop and own the strategy. This is a problem of reform, more generally, as David Cohen has pointed out. But it is particularly acute in the case of deeper learning, because the kind of learning that is sought is so ambitious, and the kind of system that would support it is so different from most district systems.
How have leaders sought to tackle this problem? READ MORE