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Metaphor / Belief From: Child's mind is a bucket to be
filled Through: Child's mind is a flower to be nurtured / nourished To:
Child, and colleagues, are partners in collaborative learning, often with different learning tasks
Exploring Invitational Education, School Transformation & Invitational Teacher Leadership:
Alternatives to Current School Reform/Improvement Models & Dysfunctional Accountability Explicit
attention to collaborative, invitational positive growth, influence, and ‘changing minds’ Richard
Benjamin, School Transformation Projects richardbenjamin7@gmail.com
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| FROM
| Through | TO
| | Mission - Vision, Beliefs & Educational Agenda | Sort & Select
Mission, Focus on Schooling and on Teaching | Learning for All Mission (intentional accommodations) | Focus on Education (lifelong Love
of Learning for all, including Staff) | | Evidence: |
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| | Curriculum
| Traditional 3 R’s Minimum knowledge & skills Standards | Broad Curricular Goals for knowledge, skills, and Character |
Exceed International Performances, Basics of the Future | | |
Lower Levels of Bloom’s Cognitive Taxonomy | Application
of Cognitive Taxonomy, Attention to Affective and Psychomotor Bloom Taxonomies | All of
Bloom’s Cognitive Taxonomy, including Create /
imagination, and attention to quality relationships | | Evidence:
| | |
| | Assessment
| State, National, Assessment | Performance Assessments, Formative
Assessment, Common Assessments & Value-Added Assessment | Exhibitions, Demonstrations,
and Student Self-Assessment | | Evidence: |
| | | | Instruction | Traditional, teacher directed, whole-class, instruction, seemingly assuming students are ‘buckets to be filled
| Best practices, Arts-based instructional strategies, character development, and use of the professional
learning community to improve instruction
| Discovery and Self-Development, Arts Integration, & Action Research
| | Evidence: | |
| | | Leadership | Transactional Leadership
based on positional authority | Collaborative, teacher, Leadership of professional
development and school improvement. | Transformational Leadership, Teacher Leadership, based on Shared Moral Authority | | Evidence:
| | |
| | Community
| Community Involvement | Professional Learning Community, inclusion of stakeholder
voices, including student, parent, staff, wider community. | Community-Building,
Professional (Ethical) Learning Community, Parents and Community as Partners
| | Evidence: | |
| | | Culture | Safe & Orderly
Climate, change from outside-in…. focus on ‘command / control’
| Culture of Continuous Improvement & Learning, inclusion of stakeholder voices, including student,
parent, staff, wider community.
| Culture of Character, high quality human relationships, and modeling of good
character - permeating the classrooms, school, and community & continuous
improvement from inside-out | | Evidence:
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