100 word response 1 reference/intext citation Due 2/15/2024
A learning organization, according to Senge et al. (2012), is supposed to mean “where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole (reality) together” (2012). The main points that emerge in reflecting on the two provided articles are the failures of current education reform efforts and the possible lessons we might want to learn by reflecting on the challenges posed by the pandemic.
According to “Education Reform as We Know It Is Over” by Van Schoales, three things can be gleaned. The first is the fact that most top-down federal and state reforms, as well as major city initiatives, have stalled, signaling the need for a different tack (Schoales, 2019). Secondly, Schoales strongly focuses on successful education reforms which are driven through community and its leadership involvement; most of the initiatives failed to attract real support from those affected. Finally, it underscores how, in scaling up successful programs without ensuring quality, many opportunities for sustainable improvement have been wasted. The last three salient key points from “What Educators Are Learning during the Pandemic” by Becki Cohn-Vargas. The pandemic has first opened with stark equities in education and society, underscoring the importance not only of students’ academic needs but also their physical and social-emotional needs (Cohn-Vargas, 2020). Second, with resiliency and innovation, powerful relationships have been shown in education, as educators and students manage to find connections, though they are confined in a virtual structure. Finally, the article has highlighted how wraparound and creative curriculum could be two routes to development with equity and inclusivity in education.
Looking at what it would take to turn our education system around, here are a few things that strike me. First is the move towards reform with a more collaborative and community-driven approach, according to Schoales. This comprises the active involvement of educators, students, families, and community leaders in decision-making so that reforms can reflect the local need and context. Secondly, a reinvigoration on matters of equity and inclusivity as guided by systemic inequities together with wrap-around support services for learning will be given to learners with diverse needs. Finally, it must be more nuanced and thought out in its approach to scaling successful programs, favoring quality and sustainability over rapid growth.
Finally, in short, it will require reforming our education system in order to go towards one community-driven system, focusing on equity and inclusivity and upholding quality and sustainability in whatever launched initiative. This, therefore, means that it is imperative to draw insight from both of these articles in a bid to infuse a positive and collaborative mindset into improving greater justice and effectiveness in education for all students.
