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sources/tech/20190416 Can schools be agile.md
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@ -39,8 +39,6 @@ So why a tendency to ignore (or be outright hostile toward) ideas that come from
I, for example, have certainly faced criticism in the past for suggesting that we look to other professions for ideas and inspiration that can help us better meet the needs of students. A common refrain is something like: "You're trying to treat our students like widgets!" But how could our students be treated any more like widgets than they already are? They matriculate through school in age-based cohorts, going from siloed class to class each day by the sound of a shrill bell, and receive grades based on arbitrary tests that emphasize sameness over individuality.
What I'm advocating is a clear-eyed and objective look at any idea from any sector with potential to help us better meet the needs of individual students, not that we somehow run our schools like businesses.
It may be news to many inside of education, but widgets—abstract units of production that evoke the idea of assembly line standardization—are not a significant part of the modern manufacturing sector. Thanks to the culture of continuous improvement described above, modern, advanced manufacturing delivers just what the individual customer wants, at a competitive price, exactly when she wants it. If we adapted this model to our schools, teachers would be more likely to collaborate and constantly refine their unique paths of growth for all students based on just-in-time needs and desires—regardless of the time, subject, or any other traditional norm.
What I'm advocating is a clear-eyed and objective look at any idea from any sector with potential to help us better meet the needs of individual students, not that we somehow run our schools like businesses. In order for this to happen effectively, however, we need to scrutinize a leadership structure that has frankly remained stagnant for over 100 years.