We actually know a lot about how to foster both learning and community in our schools, and we just largely don’t do those things.

School choice is not something we should be debating if we want to maintain a democratic society. School choice takes an inherently public good and frames it as a private good — and we all lose because of it.

In a democracy, creating a shared vision requires asking beautiful questions and inviting people from different walks of life to participate in a reflective process. In other words, it takes engaging directly in the practice of deliberative democracy. It requires a process, not a one-and-done solution or program.

Fostering flourishing is more like gardening than manufacturing or engineering.

We persistently act as though preparation for an unknown future is more important than living well and doing well now.

“Schools are always creating community, whether we are intentional about it or not. If we are not intentional about the types of communities we want to create, then we end up with a King High School at the micro level — a school community in which it’s implicitly taught that some students are more worthy than others and that segregation is key towards to student success. At the macro-level we end up recreating institutions that perpetuate those values.”

Over the past few weeks students in Santa Cruz have interviewed each other and adults in their school about what makes a good life and the role of school in society for our pilot school partnership #studentvoice project.  Yesterday they identified themes from their interviews and presented to their peers. Read their interviews!

The project is a perfect example for this month's big shift: Outcomes to Practice. 
It's who students practice being in school that will drive outcomes, not just creating better outcome metrics. Are students practicing creativity, curiosity, empathy, meaning making, and citizenship daily?  If so, they will develop it.  If not, unlikely. 

We were so focused on outcomes, we forgot a single and powerful truth: who and how Emma practices being during the school day ultimately affects who she becomes. If we have student practice frustration, boredom, isolation, and immerse them in an environment that highlights their weaknesses then we should not be surprised when they disengage with school, becomes recalcitrant, and halt practicing activities that might lead to skill development.

If we want a child to be well and do well in the future, we need to provide an environment in which they can practice being well and doing well now.