Based on the recommendations of the AASA Learning 2025 National Commission, AASA seeks to identify educational systems that exemplify student-centered, equity-focused practices with a solid commitment to the whole learner, anti-marginalization, and a future driven outlook. We know the majority of systems are on a continuum of planning, developing, progressing and implementing innovative practices in one or more of the areas identified by the commission. We would like to help accelerate your progress and implementation to provide all learners a brighter future.
In addition to meeting the needs of all learners, what are the benefits of becoming a demonstration system?
All demonstration systems will receive the benefits of:
Systemic redesign is conceptualized as a continuum, moving toward Student-Focused, Equity-Driven, Future-Driven practices. AASA is seeking to identify educational systems that represent significant progress toward implementing recommendations of the Learning 2025 Commission, becoming Lighthouse learning systems and serving as beacons for other educational systems. Some systems are beginning their journey, Emerging in their progress toward implementation. Some systems are implementing some of the recommendations and are Aspiring to address more components.
The pandemic laid bare profound issues that have been evident for decades but addressed with minimal success. To assure all America’s youth thrive and become successful, we must address these issues with urgency. Confronting and overcoming long-brewing racial, economic and social injustices and disparities to promote and safeguard healthy civic participation for all is imperative.
In the fall of 2020, AASA, The Superintendents Association, established a National Commission focused on redesigning schools to be more Student-Centered, Equity-Focused and Future-Driven. The Commission, comprised of leaders in education, business and non-profit sector, examined the essential question, “If you were to redesign schools to be more student-centered, equity-focused, and future-driven, what would be essential components?”
The Commission asserted that for meaningful progress to occur, an educational system must be redesigned, recognizing that education can and should occur not just in schoolhouses but in entire communities. Leaders, teachers and learners play a role in redesigning systems, re-engineering instruction and co-authoring the learning journey. The Commission calls for systemic educational redesign to occur by 2025.
Learning 2025 Commission’s six-month deep dive into the essential question resulted in bold recommendations around key components for system redesign. Commission members recognize that while recommendations address many areas, the ecosystem that comprises education is complex and there may be additional areas to consider.
Applicants should center their understanding by reviewing the Learning 2025 Commission report.
The price to join the demonstration system Communities of Practice regardless of a school system’s place on the continuum – lighthouse, aspiring, or emerging – is:
Nonmember Price: $15,400 (AASA members get a $1,400 discount. Join now to save!)
AASA Member Discounted Price: $14,000
The application should take approximately 15-20 minutes to complete. Use the button below to begin your application.
Questions? Contact email@example.com.
The Commission asserts that a deep commitment to a building a culture of Whole Learner Centered, Anti-marginalization, and Future-Driven education is essential to successful educational system redesign. The Culture commitments of Whole Learner, Anti-Marginalization, and Future Driven are considered foundational and therefore essential, allowing other key components of Social, Emotional and Cognitive Growth to flourish, fueled by Learning Accelerators.
Whole Learner: The entire system must attend to the social, emotional, cognitive, mental health, and trauma-based needs of ALL learners.
No Learner Marginalized: All children, families, and staff are embraced, valued equally, and served with equity, regardless of race, ethnicity, religion, sexual orientation, gender, socioeconomic circumstance, or disability.
Future-Driven: Educational system anticipates forthcoming needs in the career, social, economic, and technological landscapes to inform decisions, actively builds learning experiences that build students’ future-focused skills and develops multiple paths to post-secondary options to close opportunity gaps.
Social and Emotional Learning: The educational system attends to the social, emotional, mental health, and trauma-based needs of all learners as well as their academic achievement and cognitive growth.
Future-Ready Learners: The educational system focuses on defining readiness for college, career, and life learners, creates active engagement in experiences that stretch students toward their futures.
Cognitive Growth: The educational system employs a growth model continuum, wherein data analytics, planning, learning, and evidence of learning operate in a feedback loop to personalize learning for students, increasing precision of instruction, engaging learners and parents/caregivers in data-driven conversations about aspirations and growth, and using multiple forms of formative and summative tools to monitor evidence of learning.
Learners as Co-authors: The educational system re-engineers instruction to empower learners to become proactive co-authors of their personalized learning journeys, developing agency, metacognition, and executive function skills, Teachers engage in advancing student voice and agency, as they develop students as co-authors, and they engage in becoming co-leaders of redesign. System leaders advance students and teachers as co-authors of the learning journey.
Diverse Educator Pipeline: Educational system actively builds a culturally representative talent pipeline which is essential for reflecting growth and leadership potential for students.
Early Learning: Educational system provides access to high quality early experiences for all children to prepare them for success in their K-12 educational journey and life.
Technology Enhanced Learning: Educational system understands that in a digital age, when coupled with high quality teaching, technology can serve as a force multiplier for meeting the needs of the Whole Learner. Access to digital learning is ensured for all learners, to increase student engagement, extend and deepen learning.
Community Alignment: Educational system recognizes that quality education for all learners depends upon unlocking resources of the entire community, engaging families and community and business leaders with educators to ensure access to a robust, multi-tiered system of support for children, and ensures that the community is actively engaged and invested in future-driven education.
Other Area of System Strength: Educational systems may submit evidence of excellence in other area(s) of Learning Accelerators that may not have been named in Commission recommendations.
https://links.aasa.org/3tEi7gH AASA has put together a team to re-envision schools post pandemic. Joining us are Stuart Udell of Achieve 3000, Tom Vander Ark of Getting Smart plus Supts. Mike Connor of Middletown CT and Ann Levett of Savannah-Chatham County schools in GA.