The Daily Times

The world is rapidly changing, but teachers can still find a way to help children reach their academic potential, according to an international education expert.

Dr. Willard R. Daggett, president of the International Center for Leadership in Education, addressed educators and citizens Thursday in the Clayton Center for the Arts’ Ronald and Lynda Nutt Theatre. He spoke with educators at 4 p.m. and community members at 7 p.m.

“We need to change not because the schools are failing, but the world is changing,” Daggett said.

He then challenged the belief that the nation’s schools aren’t performing high enough. “American schools graduated more people last year, and we’re teaching more standards than ever. So, we’re working with a more complex group of kids with higher standards �" and we’re graduating more of them. That’s not a system that’s failing.”

Schools only appear to be underperforming because they haven’t fully adapted to the times, he said. “The rate of change outside our schools is higher than inside of them. We’re seeing a growing skills gap between where they are and where they need to be.”

Tennessee’s teachers aren’t to blame, though, Daggett said. “The schools that are the nation’s most improving aren’t working harder than you. Tennessee has never seen a standard that it didn’t like. They’ve got teachers on a treadmill that they keep turning one notch higher.”

Teachers must adjust to the changing technological landscape, Daggett said. “You’re pretending to help kids who live in this world, but you don’t even understand it.”

The consultant later highlighted Wolfram Alpha, an answer engine, that some students are already using to complete their homework. He talked about other emerging technologies such as compact-size virtual laser keyboards.

“Our schools are becoming museums, and we’re serving as curators,” Daggett said. “If Rip Van Winkle woke up today, he’d feel most comfortable in schools. We’re still teaching what we used to teach.”

Relevance, rigor

Daggett talked about rigor and relevance, which he said has been largely misunderstood. “Relevance makes rigor possible for most students. However, you can’t get to relevance (by teaching) one subject at a time.”

He then offered two anecdotes. One grandson learned about measurements and angles from football plays �" when he was 7 years old.

Another grandson is extremely interested in music, Daggett said. He noted that educators can use special areas, such as music and physical education, to teach many different concepts.

“We don’t have to pull them out of what they like and double them up in things that they don’t like and aren’t good at,” Daggett said.

Common practices

He later mentioned common practices among the nation’s schools. Many schools are looping teachers, which means they advance from one grade level to the next along with their class.

Many top schools are also eliminating department chair positions and replacing them with interdisciplinary chair positions, Daggett said.

Administrators also need to allocate their resources to their enthusiastic early adopters who will find ways to make programs work, he said. “As soon as it works, you’ll see more teachers latch on.”

Daggett, however, encouraged educators to act quickly, because next-generation assessments and the Common Core State Standards are scheduled to be implemented in three years. “We need a scorecard that shows where we are compared to where we need to be in three years. It’s probably enough time, but we need to get something off your plate.”

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