Laurie Zuckerman, Moderator
Donna Loomis, Resource Delegate

Workgroup Members:
Mark Clark, Erin Fowler, Howard Friedman, Timothy G. Gorrell, Hubert C. Gorrell, Dan Hayes, Douglas Merideth and Richard Rexroad

VISION

• We want innovative schools that experiment with all of the factors that influence student learning, including such things as teaching styles, classroom organization, class times, extended school year, etc.

• We want really excellent teachers who genuinely enjoy teaching. Our students deserve that.

1. Students will come to secondary school knowing:
   • How to read

   • Basic arithmetic

2. Regardless of curriculum or teaching style in 2025, schools need to provide students with the opportunity to learn socialization skills.

3. Students will come from a wide variety of family structures (e.g., two-parent families, one-parent families, same sex parent families, grandparent families, students living with friends, etc.).

4. Technology will be drastically different and more advanced than what it is today.

5. Many different schooling styles can be effective at educating students (e.g., home schooling, distance learning, Internet learning, classroom learning).

6. Education will be funded in a fair and equitable manner.

• Each student will have an individualized plan for learning and a mentor to help them follow their plan.

• Schools will create an environment that promotes good mental and physical health.

• Teachers will be accepting of students from all different family structures.

• The secondary school curriculum will support proficiency in hard skills and soft skills.

• Hard skills that must be part of the curriculum include: advanced math, advanced science, languages (other than English), how our system of government works, research skills, technology, and cultural awareness (global and national).
• Soft skills that must be part of the curriculum include: problem-solving, teamwork, socialization, employability, and critical thinking.

• Research will be done on an ongoing basis to maintain a current understanding of the demands of government and the needs of society, and to be sure the curriculum matches those needs.

• All teachers will have the skills and desire to connect with students and support their learning.

• The traditional teacher role will be changed. Teachers will be facilitators of student learning, and will consistently:
  • Draw on subject matter experts
  • Provide on-location opportunities
  • Be connected with popular culture
  • Support critical thinking and independent thinking
  • Be open to new ideas
  • Challenge students to learn, rather than imposing knowledge

• Each teacher will have an individualized plan for learning how to teach to the above standards and a mentor to help them follow their plan.

• Teachers will be evaluated on a regular and random basis.

• Teachers will have hands-on subject matter expertise.

• Part-time specialists outside of the traditional teaching field will be increased and developed as educators (non-teacher subject matter experts).

• The traditional principal role will be changed.
  • School structures will have building managers to manage the facility and the budget.
  • Each department will have a head teacher who motivates, supports, evaluates and mentors teachers.
• Secondary education will be linked to the University.
  • The school system will identify and communicate needed skills for educators on an ongoing basis.

• School districts will be consolidated in order to increase efficiencies and reduce costs.

• School buildings and facilities will include a variety of learning centers to support different learning styles and different curricula.

Examples:

• Distance learning facilities (school-to-school, home-to-school)
• Campus-like environment for those students who are learning face-to-face with educators
• On-location learning opportunities, so students can see and touch examples of what they’re learning (e.g., visits to manufacturing facilities, rather than memorizing what "manufacturing" means, real or virtual visits to Plains states when studying about the Plains)

• Global learning opportunities, so students can learn languages and culture directly from people in other countries.

The following goal was raised by one group member. While the full workgroup did not agree to all parts of it, some group members found parts of it appealing. It is included here for completeness:

• Schools will be "tracked" in three ways:
  • College Bound
  • Vocational Bound (business, technology, trades)
  • Unsure
• All three tracks will be held in equal esteem by educators.
• Students, parents and educators will join together to select the appropriate track for each student at the end of 8^th grade.