At the beginning of April, more than 8,000 educators from every state and 59 countries joined ASCD at our annual conference in Atlanta. There was an incredible amount of energy in the air, and the sessions were jam-packed with educators willing to share ideas, learn from one another, and recommit to inspiring kids in their classrooms and schools. It was my first annual conference as the Executive Director, and I was moved by the attendees' stories of passion, commitment, and heartfelt care for their students and their genuine desire to offer the best teaching and learning environments. The conference also solidified the important role that ASCD plays in supporting all educators as they learn, teach, and lead.
One of the heartwarming moments came when I happened to stop by a group of 11 educators who were vigorously discussing a session they had just attended. From serious looks to giant roars of laughter, they each shared insightful moments from their careers that propelled them to excel in their craft. What was so inspiring is that these 11 educators heralded from seven different countries and states, and each shared a passion for meeting the needs of their students in ways that were more common than perhaps they even understood in that moment. What an amazing sight—educators from across the globe whose commitment to kids transcends time zones and cultures! Their collective ability to reflect and share was a lesson in the power of networking.
In so many ways, we are at an important intersection in education. We recognize that we must transform the framework of learning, teaching, and leading and let go of the outdated one-size-fits-all model that has been passed down from decade to decade. By adopting a model of personalized learning and recognizing the importance of learning outside of formal schooling, it is imperative to also reconsider the types of learning environments we create for our students.
The physical spaces we design for today's learners should support the types of learning we know are most effective—those that are interactive and personalized. Everything must be considered, from the types of desks and wall colors to the use of technology to advance learning and provide opportunities beyond the walls of a school. It strikes me as odd, perhaps even hypocritical, that we speak profusely about meaningful interaction among students while far too many classrooms, especially at the secondary level, still line up desks in rows that inhibit such relevant discourse. Whenever we enter schools, we should consider this essential question: Is this the type of environment that inspires learning at high levels? The answer may lead us down a very different path from the physical arrangements that are most prevalent in schools.
During one of my former roles, I had the opportunity to visit schools across our country that focused on meshing the possibilities inherent in physical spaces with those required for personalized learning. What I witnessed was fascinating and uplifting: doors flung open; dividers rather than walls; halls used as gathering spots for students; moveable desks and chairs; kids using tote trays for their tools; and kids gathering wherever they could find a spot to discuss, plan, think, and, yes, even dream. Some of these buildings were new and were built with the learner at the heart of the design, but many were old and tired. The spaces were influenced by teachers, principals, and even community members who had the courage to dream big and deal the best they could with the physical environments that had been handed to them. What they found was a magical recipe: identifying what their kids needed to be collaborative and then making it happen. Even paint parties engaged the community on weekends so that bright colors inspired kids. As one 6th grader said to me as he led me around his renovated school, "This is the brightest place to learn!"
