Giving Compass' Take:

• Cathy Sanford at EdSurge compares innovations and inventions like flying to argue the point that we need to create conditions that help teachers and leaders think more like inventors and transform our educational system.

• Can teachers and administrators form coalitions to better evaluate and enhance personalized learning practices and teacher development?

• Read more about learning platforms for educators and classrooms. 

My family and I recently had the opportunity to tour the National Air and Space Museum in Washington D.C., where I found myself drawn to an exhibit featuring Wilbur and Orville Wright. Long after my 15-year-old daughter had moved on, I continued to pour over the graphics, data and design improvements the brothers refined over six years that enabled them to successfully pilot the first powered airplane in 1903—and create a prototype for a practical flying machine that could transport humans by 1905.

Consider what a crazy, impossible and risky idea this concept was in 1900. Then consider what a revolutionary breakthrough air travel was for the 20th century. The Wrights not only solved a long-studied technical problem, but also helped create an entirely new world.

I couldn’t help but compare this early aviation story to current efforts underway to transform our education system. It seems equally crazy, impossible and risky in 2019 to unravel centuries of established classroom and school structures, update pedagogy and curriculum to reflect 21st century competencies and, perhaps most importantly, reverse deeply entrenched inequities in our education system. The breadth and depth of this challenge is overwhelming. How can we translate new ideas about education into revolutionary breakthroughs?

Read the full article about transforming education by Cathy Sanford at EdSurge.