Forging a New Trail

“Have you been to Hancock Falls?” A neighbor recently asked me this question. I am fortunate to live in a place where there are hiking trails right off my driveway. I’d been to Thompson Falls, as that trail is well marked. But Hancock Falls? I’d never seen a sign or any marking on a trail map. I asked my neighbor to point out the trail. His response surprised me. He shared the general direction in which to head, but then explained I would have to “bushwhack” when I came to the end of the trail. For those who are not familiar with the term, it meant I had to leave the marked trail and venture further into the woods if I wanted to find the falls. 

Going off trail can be intimidating. There is the potential for uneven footing or downed trees. I could end up facing a steep drop or having to scramble up rocks. I could also end up getting lost! At the same time, the reward can be amazing. For me, it meant discovering a secret, 100 foot waterfall hidden deep in the woods. I felt the experience was well worth the risk!

As I made my way over the rocks and around the tree limbs, the parallels between bushwhacking to Hancock Falls and our work with Wyoming’s Reimagining and Innovating the Delivery of Education (RIDE) pilot started to emerge. So many educators have heard stories about learner-centered practices and policies in action. Some have even seen examples that show proof that it can happen. At the same time, transforming our local educational communities requires us to forge our own paths, as following the established, well-traveled trails will not lead us to the transformation we desire. 

Which Way Do We Go?

How do we get from where we are to where we want to be? So often districts enter this work by asking for directions. There is a sense of comfort in being able to follow a prescribed set of steps. However, if we want to see real changes in our educational systems where learners’ needs are met in ways that allow them to achieve their full potential, we need to have the courage to explore areas beyond the established trails. In a 2020 interview with Emily Kaplan, Pedro Noguera describes the need for “massive reorganization in the way we deliver education” that includes interactive application and developing supportive relationships with each learner. It is time to stop trying to get better at reform strategies that have not succeeded! For this work, there is no trail map to follow. We need to be willing to bushwhack our way forward to arrive at a place where learner-centered practices become the norm, rather than the exception.

One of the reasons we cannot follow a common trail map is that each district is unique, and that unique context matters! Our 2Revs team is building partnerships with the individual schools and districts to identify and explore different potential trails that may lead to their desired vision. Some places chose to begin with a focus on assessment while others found intentional ways to incorporate global skills and dispositions within instructional experiences. There are other districts where they are amplifying student voice in the development of local graduate profiles. The commonality is the goal of student-centered practices and increased agency among learners. There is no one right path, as local context serves as cairns along their trail. We are all heading towards the same destination, yet we will get there via different paths. 

Don’t be afraid to ask for directions

While our actual pathways towards student-centered learning may differ, this does not mean we have to venture into the unknown without regard to direction. We need to record and tell our stories of exploration and transformation. Sharing stories helps to build emotional connections and remember (Stevenson, 2016). It also helps others learn from your experiences and develop motivation to take the first steps on this journey. Those stories can help inform our next steps, especially when we listen to our learners and use what we learn about their experiences to co-construct our next steps. This process can also help us to challenge our own biases and preconceived notions (Safir and Dugan, 2021). Had my neighbor not shared his experience of discovering Hancock Falls, and had I not listened carefully to his story, I would not have likely ever ventured beyond where the trail ended. 

Remember to look both forwards and back

When hiking, you need to look carefully at all that is in front of you. It can be easy to get lost if you miss a blaze on a tree. You can also trip over rocks and roots if you are not careful. At the same time, you need to pause and look back at different times to gather the perspective of what the trail looks like from the other direction to help you navigate your way back home. In thinking about the work of educational transformation, this means taking the time to celebrate and reflect on the journey. This is hard work, and the progress can seem overwhelming slow. Change is not a linear process (Safir and Duga, 2021), much like bushwhacking a trail requires ongoing shifts in course. We need to learn from our missteps and focus our energy in building on successes. This requires us to publicly celebrate learning. By taking the time to reflect on where you started, and where you are, in your journey you can better sustain your momentum. 

Take the first step

Every adventure begins with a decision to take the first step. While systemic change is a huge, complicated process, we all have the power to influence change. Couros & Novak (2019) write, “If education is going to move forward, you can’t wait for ‘someone else to do it.’” For some, setting off on this journey could begin by merely listening to our learners, what they want, what they need, and taking one small action. For others it might mean shifting an instructional or assessment practice to put more responsibility in the hands of the learners. Regardless of what is right for you and your context, I encourage you to take that first step. Forging a new trail is exciting and will lead to amazing outcomes for our learners.