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tv   Ted Dintersmith What School Could Be  CSPAN  June 2, 2018 6:30pm-8:00pm EDT

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[inaudible conversations]
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>> hello everyone. welcome. hello everyone. hi. welcome everybody. thank you so much for being here. we are so appreciated. we want to welcome our audience. c-span is filming today so welcome everyone watching at home. it's such a beautiful day. it's going on until may 20 so i encourage you to come back and see that and thank you natalie mccoy who's been helping us on the public theater. i also want to extend a thank you to the critical foundation for their financial support -- support but also practical support from cm swanson and. theresa: and thank you to -- who
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is running around somewhere helping us get prepared and to tyler john and andy who have been helping out throughout the night after the q&a we are going to have come after the discussion will have q&a so if you have any discussions during this time feel free to keep them in your head and someone will be running after the interview is over so you can ask your questions. were going to have a reception until 8:00 p.m. so when this ends please go out into the hall and ted will be there if you do have a book to sign the book for you all although we won't be selling books unfortunately tonight. before we start the interview i just want to say that spring is in the air y'all. let's give a big round of applause for spring. it's beautiful, finally right? this has been a particularly long one and it's nice to see how many are venturing outside and maybe putting their screens
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down for a second and really enjoying the sights and the smells of the awakening. in spring you think a lot about learning because we call what we do in learning and ecosystem. we have the soil of relationships. their 500 relationship schools museums libraries and tie her education was titian's philanthropy businesses all coming together in southwest pennsylvania. we plant a seed that allow amazing things to grow for kids. reigniting gaging relevant equitable learning together for the 21st century and a time of profound change. when we say in gaging remained learning is part of the imagination. kids are making, building and creating and doing things that are hands-on and loving the learning process. we say learning is relevant and we mean that learning is relevant to kids identities their culture personalities and
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identities but also relevant to rapidly changing workforce in the 21st century economy. only say learning is equitable we mean the kids with the most resources their brilliance shines in the sunshine but if your adjusted in this learning and pennsylvania west virginia i encourage you to join our network. if you're not already a member it's completely free. let's suppose for a moment natural imagery with the word innovation technology is propelling us forward increasingly unpredictable ways. self-driving uber's are a common sight and i often forget how amazing it is that they exist. yes they are terrifying and exhilarating and they are propelling us forward with these amazing possibilities and yet it
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only makes sense that learning education must change in parallel exponentially if we are to meet the demands of the modern world. perhaps it's the perennial that natural brit hume and the biological that we should be cultivating most deeply. my colleague reminds me of this all the time. as machines become more prominent we must foster our common humanity more fervently. she quoted me, she texted me quote planter would bind the soil and prevent -- i think that cultivation is why we like to call what we do and ecosystem. we like to think it's learning that makes fine people across sectors in unexpected ways preventing stagnation and celebrating progress. learning is the connective tissue that builds relationships
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between unlikely partners for educators to ensure that every single learner blooms. it's a deeply human relationship that forms the core of learning. one of the reasons we are so honored to have ted dintersmith with us is as he too appreciates up arguments particularly when they work together but he takes that appreciation a step further and uses storytelling another deeply human action to amplify the message that we have a long way to go before education catches up to the needs of our modern world and their incredible educators across the world that are leading the charge so many of them in the pittsburgh region and we can ever calm push this grand challenge alone. we need each other. the relationship that humans will have not with machines but with each other that are going to accelerate us toward a brighter future for all learners. another deeply human trait that ted cares a lot about is
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listening and i mean deep true authentic listening and understanding. he traveled the country for the book you are about to hear about visiting all 50 states and over 200 schools. he listened to parents, students and educators from all types of environments growing his own knowledge and understanding but also a bumble bee cross pollinating that knowledge across the country connecting people across boundaries. thanks for doing all of that listening, ted. people who matter and are learning system across the country and for telling your story as loudly as he can. we are listening to you and we are here to work together to make changes for all of their learners particularly those who have been listened to cared for and believed. before i pass the mic i'm going to talk about ted. ted retired from his successful venture firm charles river
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ventures to focus on reimagining education the 21st century. he representative the united states at the u.n. general assembly appointed by president obama to talk about education and entrepreneurship. he co-authored the book -- with tony wagner and produced a documentary most likely to succeed which premiered at the sundance film festival and is that a feature collection over 20 major film festivals across the globe. this film has been screened by over 5000 communities worldwide including here in pittsburgh and that's actually a low number. giving you a few snippets of his fascinating history will learn more today. please join me in welcoming the founder and publisher and ted dintersmith. [applause] [applause]
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>> were not dressed right. i apologize. >> they did this just for you, ted. it looks so good. >> i know you have had a very busy day in pittsburgh and i wanted to add my voice to the chorus and thanking you for coming here. we are really excited about this, excited about the evening. we have already interviewed ted and we have had a chance to get know each other a little bit and backstage. >> it's great to be here. the penguins were up 3-2 and i got to the hotel and it was a little bit different feel. >> i want to get started because we have a lot of ground to cover tonight. my first question to you is
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where were you when my kids were in school? >> i read your book and i saw your talk so many of the things you are talking about struck a chord with me. i'm so sorry came so late for my kids. where were you before? can you give us a little bit of background and tell us how the started? >> i had a great career as a venture capitol. we backed two or three people started so that was really fabulous and i enjoyed it. i done it for 25 years i felt like was time to do something different. i kind of took some time off to spend a bunch of time with my kids which was great but there were a couple of things that had been in the back of my mind that were issued since i came out of that career and the first was changing the requirements to plug-in and have a job changing the requirements for citizenship in ways that i felt were a lot more profound than i think a lot
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of people realize. a lot of times it took a while to put the pieces together but oftentimes superb academic achievers were not particularly well geared for world renovation. they were afraid of taking chances and they were more formulaic. it led me to the connection between innovation education and democracy. >> he came from this e-mail that came from school, corrects? >> i am sure some of you have kids in middle school but when i get the e-mail is said we would like to invite you to a brown bag lunch. we are initiative that is going to teach kids important life skills. initially i was like this is really great and what a great idea. i'm glad they are doing that. then i started thinking why weren't they are ready doing it?
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why a did it take you new program to teach them kids important things in life that i started making a list of what i thought would be important things to cover today went to the brown bag lunch and we have all been to these things. teachers show pictures of car accidents and kids are not to smoke showing videos of -- and that's not a bad idea. after that i made this list and track what they were doing in school. this was a perfectly good school what's going to help them in life and what is a relevant? the relevant column just filled out so quickly. all these things that you immediately think about high school. i didn't have a lot of the category that i thought would help them. a few things from the vantage point of someone who understood a fair amount about the world in
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innovation and eyes began to see some things that would actually be detrimental. i said wait a minute, we can do so much better. >> you went on your journey here and there's a line which i really appreciated and i think a lot of people in the audience appreciated to. you said there came a point when you became a cause and not a person. can you talk a little bit more about this? >> i think that's what my kids told me. what i became convinced of and the audience may say no he is over reacting but this goes back 70 years ago. if we don't get school right in that we don't start taking forward about how we prepare our kids i share with my family and then with friends that i wasn't sure that our democracy would survive. for three or four years i go to
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a party and there had be 10 seats around me empty. why are these two seats vacant? the last time i talked i said there is a real risks to the survival of our democracy. people don't say that's too extreme, that's out there. i don't see that as a possibility. kids are trusting us in school experiences that open life stories for us to make you like them in situations where we are not opening those doors. too many people are in adulthood limited in what they can do feeling l. prepared and alienated. things happen that we don't want to have happen. >> he decided to make this epic trip across the country and you talked to henderson schooled
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since 1000 some meetings in all 50 states. initially what was your mission and how did it change during your travels? >> you would think if you were going to do that trip you'd have a vision. the talk he mentioned was in north dakota and it was kind of a random thing were i was talking to a guy about venture capitol issues and he ran it still runs the tedx event. in the middle of the conversation he said we just got up cancellation for next week. can you make a? i think you would find it interesting. said sure. i've never been to north go to and north dakota i love you guys. been there 11 times now. a lot of times it's the last thing people get to anonymously for me i had been to all 49 states but not worth the coda. he said would you come to north dakota and give a talk and i
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said i don't know about the talk but -- it would be interesting to go to. fargo, had been there and the speech in the talk and flying out made to be interesting to just go to all the states in go everywhere and do something that they think people have an opportunity to do and i apologize. if this is your background i'm apologizing in the upper half. too many people in business do things that are counterproductive and education than i did not want to be one of those business people. i felt in some ways the school metaphor was to do my homework. why not just go where the kids are. i spent a lot of time in rural america. i spent three days in tribal villages in alaska. i just want where the kids were and it was a very demanding trip >> it was one school year.
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sin 7:30 in the morning until 10:00 or 10:30. the honest truth is i never got tired. the reason i didn't get tired is because of the teachers. the teachers were so unbelievably dedicated and committed to the kids that they had in their care. i just said man if they don't get tired i'm sure as heck not going to get tired. i saw so many were mark about things going on in classrooms all across the country and a world in a society where we'd like to look at what's wrong with schools. that would be interesting to talk about what is going right. >> explained to us what you found when you went out there. you were very good process and figuring out exactly what it takes and i'm going to bring up a few more examples later but one you came up with was the acronym teac. can you explain that?
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>> initially have visited a lot of places and did lots and lots of things. some were the types of schools that don't serve the interest of the kids and the types of schools that limit or constrain the teachers. i did see a lot of interesting things. i said i had to write a book about it. this isn't something i'm proud of. i wrote one book which nobody would ever read. i wrote this entire button when i got done i said i don't even want to read it. well then i went here and then i went there and saw this and thought that and it was like it just wasn't a good book that i said okay i can do better than that. i just put on hold for a couple of months and said what would be interesting? i started thinking what really and truly blew me away. when i tried to pullout because one of the challenges was the classrooms i describe and write
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about aren't even remotely like each other. they are designing robots and doing 3-d printing. an eighth grade in vargo making documentaries about the history buildings in their communities just on and on. then i said what were the common denominator's? the kids were really learning so the knowledge part. k is knowledge. when you ask the kids questions they had great answers largely because they were applying it. they were creating things based on what they were learned or they were teaching each other. agency. these kids were tracked it to manage their own learning and teachers work in partnership with the kids so they were not doing what so many schools do. most school starts with kindergarten but some kids get to high school 100% of their waking hours are reprogrammed.
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this was the opposite. the kids got more and more skills to define their path. a lot of schools where kids could good at is memorizing content following instructions and those are exact a wet machine intelligence is good at. the final thing and the most important was the p, purpose. so many kids you go and you say where you'd doing this and the answer is because the teacher told me to. or they are doing something hands-on and you say what are they doing in the lab and the kids will say step three. i will say well what is step three and they say it's the step after step two. it's a metaphor but that speaks for doing whatever's put in front of you. the teachers had created these great learning environments. the answers were i'm curious about this so i'm reading this
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or we decided to do this and we in the did this or we were trying to solve this problem together. they really believed in it what they were doing was important. it's like why would we ever want to hollow that purpose out of kid's? why would he want to reinforce in schools and that's what was going on in the schools. >> i have to ask you as an editor i found your book really compelling and highly readable. i was really impressed. >> i'm sorry you said? i'm just kidding. i wrote every word my separate i'm not a fast writer but i had a great publisher at princeton university press. they said you want the user to track changes? i know right away when someone changes the word. i tried it three times that way and i'm proud of the fact that my first book was really long and you wouldn't want to read it
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but i do feel like i won after every aspect of this thing called the education system in america. it's not that long of a book. it's a little over 200 pages. >> you also said you had 1000 meetings. out of those 1000 innings he only included stories that really blew you away. i was going through the stories trying to choose one or two as examples and it was really difficult but i did choose one. i'd like to read a little bit. it's an neighbor of ours, dunbar west virginia. it's an intermediary school grades three through five and the principal jennie spencer took over in 2014 quote itching to take on the challenges at the school with mostly blue-collar and low-income families. jennie spencer wanted kids who love what they were doing so much they didn't want to be anywhere all.
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students own their learning, they manage progress, daily discussions on how they are doing. when you engage students issues disappear and real learning happens she says. they don't need to be taught, they just need to let them learn. talk a little bit more about this. >> i recently spoke for an hour. we had several schools lined up that day in the greater charleston area. i got there in 15 minutes later texts of the people on the schedule and i said cancel everything else. this is so interesting and one of the thing she did and i've read about this which i thought was so interesting. west virginia is a very poor state. when the dump trucks come they just dumped technology on the school. the teachers don't want to deal with it. what jennie did what she got her third, fourth and fifth-graders to the support function and got apple vanguard to train third,
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fourth and fifth-graders on how you support all these devices. >> a bunch of time with the dunbar technology ambassadors. it wasn't just my ipad doesn't work but they were walking you through it. they said, these are third, fourth and fifth-graders, that we can really become experts on apps, learning apps. we analyzed all of these things. when one of her classmates is having trouble with math we talk about what their issues are. wait a second these are third, fourth and fifth-graders and one of the points i make is these kids if we didn't have child labor laws could get a job in charleston. and they really could. they got big good and back to her let them learn you know they were teaching these kids technology. they were supporting the kids passion to learn about it and
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these kids you couldn't find a bored kid anywhere at that school. but they were also developing an incredible career path forward if they stayed with it. in college i majored in physics and english but i feel like if kids are in school 12 to 16 years we sure as heck ought to make sure they have some interesting corruptions coming out of that which very often they don't. then these kids are proud of themselves and they are focused and motivated. these kids will make the best of it. >> and what about they parents? the principal took over in 2014. >> she is describing it in what she said is similar to what a lot of people tell me which is if the whole point of asking a parent to come to school was to explain why your kid is not proficient in some state driven
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test. i have another anecdote where one woman says the one vocabulary word you can be sure these kids it's proficient. it's criminal. these tests do not get to anything important early and get you look at these kids and the parents when they were able to come in. the kids were going home and talking about projects they are creating are things they are inventing or designing he said parents want to be there to see the work you're kids are proud of. wouldn't any parents really want to see that? there is i think sort of a sense that parents don't care. karen's -- parents care desperately about their kids but if you're just going to come in and have them wailed on your kid is not doing well. >> the principal said something really cool about awards.
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she wrote about how they were monthly awards so a kid who was kind to adults with a word for compassion even though that child is a terror on the playground that i thought that was cool. that doesn't happen much. >> she asks students to nominate fellow students and who got nominated and why. we often -- you give kids like that some confidence and you let them know if they are affecting in shaping their classmates competence actually goes a long way. it's funny i will ask audiences a lot, think about which teachers may be the person you are today and it's a real gift for changers have. they change lives. so often it's that one teacher that stepped in and said you can really do something with your life. they had more than a few minute
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conversation. something from an adult that is not a family member were they express the conviction in this kids special something. these kids are taking it to the next level were students in classmates were sharing that conviction with their fellow classmates. she said there's an authenticity to it whereas if they just pick somebody out the hat who really did bully kids on the playground and you are all too young to remember "leave it to beaver" but eddie haskell. they got the compassion award. it was confidence in the system. >> explained during your childhood when you are going to all these different schools were you able to connect the dots and were able to say wow you should see what's happening in pittsburgh with the learning initiative and maybe should e-mail greg barrett this guy you wrote about.
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>> it really did take some sitting down and looking at everything and reviewing everything. things do come up on a regular basis and i love to talk about and maybe tonight we'll hear this but the parents of one of the things i was immersed with were the parents coming up and talking to me. i love the way and it just struck me that they would often come up to me and talk to me about their child and they would invariably use the pronoun we. we talk about how we are doing all of these things to get ready we are taking courses and doing ap test prep. we are working hard in the field. in the spring they would come up to me and they'd say i just don't understand it. we did everything right and we didn't get into any of our top colleges.
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you are probably applying to colleges that you want for your child. some of those jumped out early but a lot of them really did take a step back. i felt so honored that these teachers would take time to talk to me and to share their stories and their passions in what they were doing. .. there was this great third date teacher in north dakota gives
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her day of genius day. learn whatever you want to work on one of want the ultimate form of valley you got to teach classmates about. we never learn anything as well as when we teach it. a different part of the state high school teacher is teaching to english and he had heard about this and gives us high school junior girls and incessant give anyone class. a week to work on whatever you are interested in. she said half his kids did a google search what should i be interested in. [laughter] and when i shared this people do enough but then it settles and you realize is that what were doing to her kids? are we really just so obsessed with their studying a standard eyed path that the college board thanks the or some bureaucratic says it should be -- when they are a junior whether they're looking like an a student with a checkered transcript they have
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to google what should i be interested in. we can't do that to kids. >> that's that. in the book you praise the remake learning initiative and you also do an interview and we are not tired of hearing about it so i'm going to ask you for those who have not read the book and who aren't with you today what you think in comparison to things you've done in the country. >> yeah, i had to meet greg barrett has this unique, nation of the pope and roberto clemente. [laughter] [inaudible conversations] he could've invited me to go to north poles and he said we are gearing up and we do remake learning and it was right there
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in the beginning but i got here because i love baseball less snagged a ticket to the pirates and i walked to my -- this is a big deal. what i write about and i saved it to the very end because it is a powerful is it's not changing anything his heart but something that is been going a certain way and systems are systems for reason. there are a lot of interlocking parts that impede real innovation. what blew me away here is the way that collaborative specific minded community comes together to aspire to something so important. making all schools and i call it the steeler nation and i'm a baseball guy but to make all schools great and that people and businesses commit and civic minded nonprofits join in and they celebrate this thing and it showed me the very best of what
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a community is capable of doing. i know that you understand how great it is but i went all over the country and write about the fact that it is not surprising that pittsburgh would lead the way. there's a deep sense of philanthropy and the great community engagement and it is special and important. whenever -- i don't just talk about pittsburgh and pittsburgh but i talk about it everywhere i go. we need these examples of great acts of kindness selfless acts to give kids great life prospects. to me you are not just helping the prospects of kids in the pittsburgh area but i think your begin across the country and around the world for what can be done with people work together to affect the positive change in conjunction with these great tireless dedicated teachers to give kids a chance in life.
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to me i am honored to be here. i love what you are doing and it's so important. [applause] >> a talk about to be or not to be a teacher. what advice would you give to people out there in the audience who the students were with the state might consider teaching. i think this is a good time to be in education or do you think that the time is iffy what you say? >> i think a couple of things. one, it's great time. i said before the opportunities as a teacher is you change lives. there are a lot of careers that
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you do not change lives. teachers change lives. the second thing we have a video called the future work, a three minute video initial these professions that are portable to the advances of automation. teachers are not going to be replaced by anything automated. because the engagement kids and if we trust them and we give them the space to do this and let's do what they entered the profession to do. they engage and inspire kids. no amount of automation -- one of the beasts i have with -- i go right at this with a lot of the laptop -based learning solutions where -- you know, i have not met him and he's probably a great guy but bill gates vision of the last topic of big data and going through the resumes and will be fine it will need teachers and i nothing could be further from the truth. it's a great profession going forward. i do think there are a couple of phrases i love to use our change happens slowly until it happens quickly. i think we're seeing that today. pittsburgh is leading the way but people are beginning to realize this is important in this is not a luxury and it's
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not something that a few kids should be doing but we really should give kids opportunities to create process and initiatives that make the world better in ways that they derive real satisfaction from an real purpose. i was blown away today. there's this group of five or six -year-olds and they are telling me about this project with a designed these t-shirts. i meant to bring it i forgot. i apologize. be the kind kid. they have so -- they are telling me. these are five and six -year-olds and they are saying i'm going i thought they sold six or seven but we saw the thousand. what are you doing next? we invent a more automated way to put these and sold them because our business is so good. were you doing with the money? we had classmates and families dealing with cancer so donating it to the american cancer society. these are five and six -year-old inventing an initiative in taking pride in running it and being an unbelievable young kid to create and design these t-shirts because they look
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great. being a problem-solving how to sell them. toting it because they believe in. what they're doing is five and six looks just like what people will do as adults in the world of innovation. you say why would we not want to put on this year after year after year because i tell you these kids are so enthused about what they are doing and the teachers are playing this great inspiring role of guiding them. it does not get better than that. >> that's a good segue into, he made that we also need to have entrepreneurial skills and what you mean by that. >> i draw a distinction and it is important but when you think of entrepreneurial you think of business. i am here to say that it's a rare person that just starts her own business with aspirations to become the next whatever the company. that's difficult. that is one class of people. small, limited, not for
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everyone, for sure. entrepreneurial career -- how do you be resourceful, creative and bold, audacious and what you take on israelites mission and amplify its impact. i say that a philosophy professor needs to be entrepreneurial. a nonprofit -- it's something that is just in all of us. we want to do between two equal better. we want other people to appreciate and respect what we have figured out. that should be a part of school, not starting a business, although it's great if they do it but how do you leverage your own talent, resources that are in your pocket and are supportive of your community to identify problems want to solve important opportunities that will make you a little better. that to me to be the heart and soul of what we encourage our kids to do. >> you talk a lot in the book about making learning relevant. you're talking to someone who spent way too much time in the
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grade dyncorp send this. some of us cannot stand algebra and i didn't like trigonometry even more. there were certain things that i know that i went through so make it go through and we questioned the learning. i grew up the making a reservation on a train because the train schedule testing train leaves and train the leaves cleveland and it used to make my head spin. part of me wonders when i was reading your book i questioned it back when i was a student and i think the question it before that but why has learning not been made more relevant. what about this is so hard? >> is made into a lot of things. it's baked into standardized test and textbooks and lesson plans and a lot of inertia. i would say about standardized curriculum is a decade late in the $20 short. that is true. what i love about connecting learning to the real world is
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that that is current in this problems while ambiguous and messy are problems that are going to beg kids to come up with the worst recent court ways to go at this and solve them. a lot of it is i hate to be critical of the testing organizations but i will be. in the book i will 20 we go after the fact that the college board and these are not my words but the college boards words. they said the reason they are standardized test is that is not out of the blue. it's a bell curve. they write their words, not mine, nothing without human aptitude or intelligence or potential that conforms with the bell curve. it's a nice tidy statistical form that statisticians understand. think about that. what does it mean when you are designing tests that about her. not testing competency with proficiency or the kids reading
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skills good enough but you're basically pretty good at the core math operations and are coming up with a set of questions that generate distribution. you need lots of questions and easy questions and hard questions and you need to introduce time to pressure more kids into mistakes and force more in the middle. if you if it's out of those bounds it's not standardized. it's so unfair. we report and these are not my numbers but some kids get exemptions for the time and that's not even communicated to the top colleges. because $500-$10000 to get an exemption for time. that benefit? what it does to kids is drill, drill, drill and the things that they never use in life looked slightly better to college admonition and preferable
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message -- these five and six -year-olds is that the message you want to give them in middle school and high school? stop solving important problems and create interesting things to donate and benefit a cause you care about because you need to s and t test prep? really? consistent and potential. it shapes the values and we tell them over and over the stuff you believe in and has never that makes you look slightly better on the college application or statement or test. >> you mentioned to, what we learned from the state of nevada, the land of casinos where you say you put out the relevance of math that matters and probability which we use all the times in our lives and versus algebra, trigonometry and geometry which we never lose. >> a lot of it we never use and some people use but they all tell me -- people have studied
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this and about 15% of adults in the us use any math beyond basic elementary middle school math. about half are in high school blue-collar jobs and half are in white-collar jobs in the ultimately had to reload it. a friend of mine is a professor at the college and she uses a phrase and i love it that we have our kids do just in case any. you studied this just in case remember it or sometime down the road you decide to become a chemist. you need to study how to balance chemical equations in ninth grade just in case remember, just in case. makes no sense. i gave a keynote and going back at them this year to give a keynote to a group of 250 college and i look on the room until the 50 of them and say his or anyone in this room that would prefer an applicant statistics the calculus, just one, i'd love to see just one of you. zero. i said to them and i gave an introduction and have a piece ou
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need to understand this. i spent three years to find an adult in america is integral derivatives in their hand in the daily jobs. so far, none. not a one and not one. if you are a kid you go knock on the door to get a job and you say i can do hyperbolic cosine transformation for close formidable companies will not hire you and if they smart the say i'll use the map for that. back to the admissions officers statistics, if for citizenship, absolutely, important from us every some of this is you make, yes, a lot of career doors and companies are desperate for data inland background. the question is why would you prefer something that nobody uses over something that is essential to all important to mention life. it can't be there are two
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reasons they are it's hard and i say why did you just need to memorize the phone back because that's hard. and they say often we have introductory courses that will let you do that with photographe up with a better answer than that. >> you talk about the technological advances that are in our future and down the street we might soon have a new house that sprinted by greedy and that we will have robots leasing us for safety and drones flying overhead and all these wild things happening and what you say is that machine intelligence accelerates in manual and cognitive task. where will our skills beat most needed? >> there's a whole range of things. if you think about you don't --
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very difficult for machine intelligence and it replicates and pattern recognizes and does anything that's done over and over again and it's not just moving boxes around warehouse but already artificial intelligence is better than the world's best oncologist, dormitories, radiologist. they are highly skilled, long education but to do something that fundamentally pattern recognition because of the jobs in trouble. both of the jobs that will change. something that is creative or leverages it is not just coming. coding is great but there are for every one job in our economy that is coding there were beat 100 jobs re-create the leverage and other things. it's too we encourage kids to think outside of the box and to question and to challenge the basic assumptions and come up something totally different that many people say that's a bad idea right up until the point it's a good idea.
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that is what we need to have in our school environments. that is often in schools that is not busy. >> i'm feeling a real pleasure to be innovative and creative. i don't know why. >> no intermission. >> and only us in him will say brevity is the soul of wit. i will do association -- i will ask you to. [inaudible conversations] i will say a word or phrase and you associate with me. >> you do not want me about this but if i am this process is all about. >> ready? homework. >> [inaudible] >> coding. >> a bit overblown. >> free play. >> need more of. >> betsy devos.
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[laughter] >> is on tv? i let her talk last year that she's fluent in two languages pretty english and cliché. [laughter] >> february 6, 1992. >> it takes more than a couple words but in my book at the very beginning this guy came up to me and he looks like a normal run-of-the-mill guy and i would run to the restroom but he walks up to me and says looks at me and says february 6, 1992 and i was like 20 with the sky and i said yeah, what and he looks at me again and says number six, 99 to and he looks like he's an ambassador or governor. he's tall and gray-haired and dignified and -- he says of the
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first-aid americans published international test rankings us kids did not do well but he said once people here that were doing well on some number there was just like we have to catch up. it launched this frenzy that has continued to this day and the irony is we have turned our schools into test prep factories and we still seem mediocre. the people that realizes that the kid the board and teachers are demoralized. it's a bad policy prescription and they keep talking about and this conference two weeks ago and george w. bush caused no child left that will support pieces of civil rights legislation ever. george, have you ever visited a school so this is not in advance and the talk about the incredible success of race to the top to take the next level and they are so decoupled from reality. >> race to the top is my next one and will skip that. cursive because when i was in diagramming sentences i was doing a lot of that.
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>> my handwriting is terrible so i hope it's not too predictable but our kids do not have to write in ten years. it will not happen. people go after that. that's near and dear to a lot of the parts. go what you think about cursive. [laughter] >> these leaders in [inaudible] i found this part interesting. he said each draws on innovation model that empowers their teachers and students. you spent time observing the leaders in all settings and figured out six things that you are doing. the pattern you got going. you say they're helping us understand innovation changed models the creates the condition for people learning at scale. that is great in a big deal.
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the question to you is what is next and what you do with all this information you got and you got these great stories and wonderful examples, pittsburgh and that the country and what is next? is there another book inherently devise a toolkit that we can all download and use -- >> i wish desperate people asked me [inaudible] i don't have -- after the trip i in some ways focused a lot of my time and effort on two states, north dakota and hawaii. they were different one is real and one is red and one is urban and blue and trying to be helpful and this mantra of the antithesis of a top-down standardized model which is trusting teachers to be the way china best to offer supportive resources that they might find useful and listening hard to whether it works or not and --
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can't take credit for it but they buy into the fact that going to change in our schools it has to be and will be led by the teachers. they are the ones and they are the ones that have the relationships and great ideas. in my book i talk about the higher up you get in the education permit the worst the ideas. isn't it ironic? they are great ideas. i say what is going on there? and that was not even nancy divorce. it's what we know about human nature. if you let people set their own goals they will set stretch goals for themselves and work like crazy taxi them. if you tell them they don't traditionally they don't believe in what happens what happens is
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the five years of started test scores with teachers feeling demoralized and students board and are prepared for much of anything. we can't keep putting up that. >> will open it up to questions but i wanted to ask you one final question. is there anything that we have not talked about tonight that you would like to bring up? >> i think were at this moment. feel like there's a lot of things in motion so that people are -- i said before the change happened slowly right up until it happens quickly. i feel as a community this is not one or two schools but it's not a small district but this is and broader spurred steeler nation. this includes -- this is a big footprint. as you do these bold, audacious things and do show what unity can do that will inspire people around the world and i feel like this is where whatever you are doing keep doing it. dig deep because the progress
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here in the progress here is remarkable but it is setting a tone probably and not that i have the biggest megaphone -- i do best to make sure people understand this remarkable phenomenon calling civic minded all engagement with the great to be like pittsburgh to give these kids an amazing life opportunities. i'm just applauding and i'm the cheerleader for that but what you're doing is so terribly important. if you do a little thing and people do a lot make sure you have the teachers back because it's hard to debate in the classroom if people are snapping at you are saying district back to parents, parents tommy not sure mike is learning and they come home and they are happy. [laughter] i walk into the classroom and the laughing. something must be wrong. something is really right. these teachers were doing it
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it's not always obvious how courageous it is to do these classroom innovations because there will be and there's always people that they know this is not used to do it and it's often parents. when your teachers are doing this give them congrats and tell them it's not a little important but a lot important. >> thank you for that, that was great. [applause] we will open it up for questions now. looking for the first person with a microphone. do you have a question? >> will call on you. [laughter] row seven -- >> thank you for your time. how should teachers be evaluated? >> how should teachers be
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evaluated? >> certainly not going to do now. [laughter] we should take that in the incinerator. i write about new hampshire but in new hampshire is interesting. for eight years they had a amazing stretch of a notice progress in the schools but the governor and the superintendent of public construction is remarkable they said to teachers we trust you, lead the way in designing a new accountability framework. teachers do not tell me if they hot hate account ability. they tell me they hate the accountability they're stuck with. when the test goes were teachers don't have a stake in it and it teachers against each other rather than promoting collaboration and when it says avoid the students that are the
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hardest to do with -- it's all right. i don't know if you believe me but i love to talk to legislators and ago at them. i say i know you don't wake up in the morning wanting to ruin the lives of your kids and drive your best teachers out of the profession but a lot of these accountable he measures you have concocted and do that. new hampshire, trusted teachers, are the tangible examples of student work they then did trusted the teachers and the schools to evaluate their kids adequate, proficient, excellent and came up the crosscheck system and they audit and work from each of the the audits are available for citizens to look at and you ask great questions but i said a lot of time in new hampshire and in three years of the nonstop on the road the very best questions i got were from
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public school kids in new hampshire -- why? because the doing with the product and evaluated and tangible account commitment in the teachers and it's hard work and it's not easy but they believe in the system they were just a design real work in the commitment and trust are teachers subject to an informed and collaborative discussion about how to make there are checks and balances. [applause] >> another question? >> hello. thank you for your time. really interested in finding out how you bring the entrepreneurial mindset school and i will pick high school. especially and i school in an
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urban district where kids are constantly underestimated in the schools are underfunded but how do you go about doing that? >> when schools are consistently underfunded and how you go about establishing an entrepreneurial mindset. >> it's a great question and there's a point you made that i want to address. i go after the achievement gap and i say there are only two things we have right and wrong in the gap. achievement and gap. what do we think about the achievement gap. we talk about difference in test scores and ethnicity and i say the gap that matters in the gap don't want to talk about the gap that is uncomfortable is that we spend a lot more to educate rich kids than for kids. the kids get needed the most get the least and the kids that have the most get the most. that's not okay here in america. ...
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>> that achievement. this stuff that they don't care about what matters is for their kids to do well. every car driver the sleepover sat camp. those tests only reflect parents motivation. if you get these kids something that they care about you require resources and
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out-of-the-box thinking, very different things happen. but if what we call at risk offensively they will blow you away when they care about it. but the point i make is that fine or preparation for life? and as it begins with the playing field bias at the heart and soul of school? so that is really, really important. that is that we need to be doing with our kids. [laughter] it's like with a history
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essay. you write what with what you think the teacher wants to hear that come with the unusual way for what they can care about. revise that and get feedback. eleven they develop that proficiency just like today they get good at video they can be really great summer experiences for these kids. you feel it is a tremendous gift whatever the circumstances with the world's value sets. and today the fee and the culinary with biology and chemistry and math and physics
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but yet the kid that comes out of that experience and knows that but if you like or love culinary that i can always get a job then my part-time job works at the high-end restaurant in the area but so opening up a career path and what i write about all too often with they are not college ready just because the college admission officers but i say it is college or chipolte a option it is college or terrible minimum wage job. really just values the handling of the sat.
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the question is hard then skip it. you can make a 50 or 100-point difference don't slow down skip it. don't do anything out-of-the-box to the safe approach. >> another question? >> two with the opportunity to educate, however looking at society with drugs and violence and what we expect test beyond educated i wonder
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what you see as a school in the future and the relationship dealing with the stresses of society? - with the schools grappling with so many problems and then to deal with this kind of thing? >> the kids that need the most get the least. i feel that it is so unfair the kids are coming in starving. and often in very difficult home circumstances. many kids are homeless. but these kids are really hammered with but we are putting in or missed demands on teachers.
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what universe are we living in? to have those more authentic experiences don't solve the problems let kids work on things they feel are important with the behavior issues so the answer is a lot of kids misbehave in school. i can't imagine and i am deeply in admiration having to keep their intention when they ask when you use it and the answer is you are not. so they just wait to be there? these kids that we think of behavior problems or dropout let them work on something they think is important.
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the drug issue is where there are winners in the k-12 system today. a lot of those affluent areas they are important -- important numbers in theory these are the winners in society. 45% feeling hopeless 35% feeling depressed the point not being able to get out of bed. behold him up to the standards of perfection. but if we tell kids constantly don't form your own opinion, but do things from 97 percentile or you are not proficient it ripples out.
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they have the effect on kids. and we didn't touch on this but we have an enormous challenge with career training for people what do we do so we need to reimagine what we do with community schools what can we do in one to three months? but they are not on the wrong side but on the right side. there are important things what you do with the income because i do worry about that you see some amazing winners and then median wage going like that talk about unemployment numbers being so low but we ignore the
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94 million that has stopped working for work so it isn't just income what you do every day in your job is a big source of purpose in your life so we need to say what can you do can get back on their with a shorter-term burst or better yet have companies know they will do something like that. or to be the skill set of their workforce. we have time for one more quick question. >> we can't see you, just so you know. >> as a second career teacher
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enjoying the past 15 years of urban education, how do we lose the established organization and structure to innovate education for our kids? >> great question. i see a lot there is a lot going on to celebrate we call that the innovation playlist with karen robinson vets a big thing in not of massive changes but where you trust teachers to support them to say here are resources that might be helpful and then other teachers will start running and then with the emerging view and do this in north dakota as well to
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support and respect the teacher's role to the away and listen what would be helpful but how the rest of the community respected and that is what you're doing here which is so important so we are starting to see what can be done. but i do feel as opposed to somebody telling them what they have to do there is a real opportunity to restore the role of teachers when they enter the profession that they are right there they understand the kids motivations and we trust them to do great things. >> one last question.
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>> really quickly, thank you both for everything. your words really resonated with me i just had a great conversation with some of the things that we talk about that when you feel useless and because what is required of us it is a conundrum. but there is a whole page of notes i was taking. [laughter] >> but i just read that over 40% of the schools in the nation don't have one teacher that looks like me. but i was thinking, what can we do? i am a brown person. [laughter]
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and i was thinking that so many students don't have an opportunity to have windows into other cultures therefore, when they did to spend time with other cultures than they have a fear of that. so what you experience over the past several years have you come across with anyone who is dealt with that in that way? >> so the question is the lack of diversity as a brown person to say only 40% to see someone like themselves. >> so have you encountered this or any kinds of solutions? >> you are pointing to a terribly important question and issue that there is so
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much missed potential is out there. one of the best examples i can give i am an enormous fan of the head of the university of maryland baltimore county. under 25 years of leadership then they get in the news that says a little bit of our values in america. but is not only doing a great job at the college level but also incarcerated to baltimore. that tells me what we need to do broadly across america to be primarily black and hispanic. it doesn't work on things that are real it is more project based but the symbolic realism
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that is part of the college ready curriculum. and the statistics are unbelievable so they produce more phd's than any other college in america by far. so we shortchange them in their schools and then test formulas and it speaks probably about the opportunity he fully realizes they have enormous potential that they can do incredible work. that just engages them early and make science interesting would that be fine at the first priority was to make it interesting for kids? so what i believe is the
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enormous amount of missed potential with those challenges they know is important their motivation and then watch what they do and doing it in baltimore at all age levels and that is a great model to realize the potential that is there. but before we wrap, answering the questions is easy but asking is more difficult. you did a great job. he met these guys are a national treasure.
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>> thank you so much that was wonderful. remember what you overheard? [laughter] ted dintersmith i love this. thank you. >> step up your game. [laughter] good evening everyone. let's have another round of applause. [applause]
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i am also a parent but i am super excited may 17 through the 20 bit i have to tell a story that last year with my two boys with the weeks were throughout southwestern pennsylvania and as we were ending the year we talk about all the great things from 2017 going out of the country for two weeks that is a true story. and then to see my boys really enjoy hands-on family-friendly e-learning throughout southwestern pennsylvania and west virginia to have over 270 events and many of you in this
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room are a spot of. are responsible. please raise your hand if you have a learning day coming up. give yourself a round of applause. [applause] everybody should be excited to hear there are 36 school districts throughout southwestern pennsylvania and schools throughout west virginia that have events that are once again family-friendly and youth centered with professional development for the educators. so please on your way out pick up a brochure get a pencil whether a school or library
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please make your way through nine days fun of and -- find events to really showcase the innovative teaching and learning happening in our region. pick up a brochure and we will see all of you out and about through the 25th.
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>> whenever you talk about the left having responsibility for the backlash for donald trump they get. this is the republican party bob loblaw and i certainly have been beating them up but you can't around saying all white people are racist or how
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it is amazing the white working class blue-collar guy was the centerpiece of the democratic coalition up until the day before yesterday. that is where the votes came from and archie bunker was the democrat. the second they voted for donald trump they are all champions of white the primacy. the day before the election the electoral college but the day that it worked against them all of a sudden institution of white supremacy. but the point i'm getting at you cannot demonize people forever and say you are right i'm horrible. they will say my dad was pretty good.
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may great great grandfather he fought for the union in the civil war. white people didn't sound pretty good things in this country and they get defensive. so now we see increasing numbers of white people to say that core identity comes from being white >> look, the east those, put it another way. asking somebody to describe an american to you and the image
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that they will conjure in the back of their mind is very much a texan and is very much that image that we all have of the cowboy on the open range very much really that isn't the case in texas that isn't who you really are or who we really are is american for a hundred years. we are a largely urban country , you are the fastest urbanizing state that there are values that need to be
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preserved, interests that need to be preserved going forward. there is going to have to be a reckoning done. you know what rule capture is? i don't need to explain that? there will need to be a reckoning you may be only the western state that still does that but a good portion of the east still does it there will have to be a reckoning with some discussions about the responsibility that comes with that right and that probably will have to take place at 30,000 feet. from the perspective of the
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entire state looking at the entire empire as a system as an entity. but the problem you have in texas is not that you didn't have enough water. it's always you didn't have enough water where you needed it. and that is a holistic problem. the only way to approach that is to try and find a mechanism to balance the rights of the individual with the responsibilities of the larger state. it has happened here in texas. and i argue to a great extent the edwards aquifer was a
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model. not perfect by any stretch but a model for how those interests could be brought into alignment and we all know how that happened. that happened because the one thing that unites texans that they do not want the federal government to do anything and the threat of federal action that turned around and created the opportunity for the edwards. it has been 50 years. since texas with that top-down
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approach you guys know about the 1988 water plant. that was a water plant to replumb the entire state of texas that was a water plant to channel the mississippi river all the way across the northern part of the state to the rio grande valley reservoirs and phenomenal energy the mississippi would reach all the kirk in new mexico. the governor connolly as an advocate of that plan and when governor connolly tried to settle the plan one of the things that he used was that the federal government will. now that plan failed you know
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how many by? it failed by 6000 change. more people left this festival today then accounted for the margin that lost. i'm not saying necessarily that would be an answer it would have created problems we did not anticipate but there is a lot of reasons with the network of reservoirs across the parched land. and then the approach was taken from the top down. maybe we need to revisit that.

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