Redesigning the educational model after COVID

Key points:

The consequences of the COVID-19 pandemic have affected all levels of the educational ecosystem. With stress, anxiety, teacher retention rates and reduced learning achievement loss, the ecosystem is addressing aggravating factors that are multidimensional. As we continue to grapple with the realities of the DC educational stage (during COVID-19), we have the opportunity to rewrite the operating model in this new paradigm: the AC educational stage (after COVID-19).

When considering the implications of AC Stage education, much of the discussion has focused on innovation, excellence, and equity. Unfortunately, “equity” in the educational ecosystem has often carried an insidious and inappropriate name: it only addresses the needs of select groups. This underscores the tone of addressing black and brown students and those whose first language is not English. Instead, equity should be defined as ensuring ALL Students move forward with a pathology that dismantles systems disparities while providing opportunities and access to reach their full potential.

As we evolve our instructional systems with a transformation-focused lens, there needs to be a triangulation of equity, access, and inclusion to achieve excellence. We must think strategically and intentionally about questioning the inherited barriers that inhibit excellence. The collective ecosystem must vigorously ask us this essential question: “How are we deconstructing the status quo to reconstruct a model that underlines inclusive pedagogical practices to achieve the vision of ALL?”

When we look at that question in its entirety, it will require all stakeholders and classroom professionals to examine the elements embedded in our instructional systems. Our instruction and assessment methods must eradicate the barriers of real and perceived disparities that prevent us from reaching all students. Putting this vision into action will create learning environments where every student, regardless of race, language, and economic status, will advance the educational landscape toward the goal of accelerating ALL.

Evaluating achievements is not enough

As we seek to improve equity and excellence in our learning environments, one problem seen in practice is our over-reliance on achievement tests to guide instruction. When interrogated in depth and breadth, achievement assessments are inequitable by structure and design. Because? Achievement percentiles only test students at a mastery level rather than students' true ability. However, students have been denied opportunities because of test scores, and the success of teachers and districts is often judged by these results (e.g., the No Child Left Behind Act of 2001).

The AC Stage of Education requires stakeholders to measure our students' skills: problem solving, logical reasoning, and other innate qualities needed to succeed in the global economy. This means that the education sector must firmly oppose the oppressive practices of grouping students homogeneously according to achievement percentiles. To provide equitable education where excellence and inclusion are promoted, we must prioritize students' abilities within the transformation process.

Another way to go

Traditional assessment perpetuates exclusive practices of normalizing students according to established percentile ranks. Those percentiles represent whether students mastered specific standards within a defined content area. Students who do not achieve mastery within those standards are often at levels, which have historically left them behind or will miss opportunities for rigor, progress, and relevance.

However, there is another methodology in Stage AC to achieve inclusive evaluation practice for ALL. For example, a school may offer an achievement assessment along with a capabilities assessment. This approach will provide a holistic view of students, inform pedagogical decisions, and utilize students' potential and strengths to increase academic outcomes.

Viewing students from a holistic perspective will provoke educational discussions more than mastery of standards. It will provide detailed descriptions of students' core skills to elevate their strengths. Teachers and administrators can adjust their focus on authentic student growth rather than meeting arbitrary performance metrics that create inequities and discriminatory educational decisions; this means beyond the domain of race or language. This approach allows us to begin to consider students not just as percentiles, but as individuals who have innate abilities to reach their full potential.

A cultural change is necessary

This focus on the AC Stage of Education represents a significant cultural shift at all levels of the ecosystem, including governance. At the outset, we must redefine our collective mindset to foster a culture that values ​​excellence and equity.

When we think about our assessment cultures, it is clear that the educational model must support a level of strategic radicalization to close access gaps. All students deserve the opportunity to perform at high levels, yet many are hindered by discussions of achievement. If we look at students with the notion of capacity, the education sector would guarantee greater opportunities and access for ALL. Considering AC-Stage education, the testing culture and assessment model must be reinvented to analyze data that allows educators to approach students holistically. This is the only way we can ensure that our practices drive greater equity, inclusion, and excellence in the education system for Generation Z and Generation Alpha.