Vision for Leadership
Rethinking Education: From Tradition to Transformation
For years, science and psychology have shown us better and better ways to understand how humans learn. Universal Design for Learning (UDL), open learning spaces, and ungrading all show how flexible, inclusive, and engaging learning can be (Blum, 2020; CAST, 2018; Barrett et al., 2019). Yet we keep trying to fit these ideas into outdated systems built on an industrial model of education. Paulo Freire (1970) called this the “banking model,” where teachers deposit information into students as if they were empty accounts waiting to be filled. It’s like we’ve invented powerful rechargeable car batteries and are still trying to stick them into a horse and buggy.
The problem is clear: traditional school no longer meets the needs of today’s students. To fix that, we need to do three big things. First, motivate teachers and communities to understand what modern learning really looks like. Second, support and compensate teachers so they can do their best work. And third, help students take ownership of their own learning. Every stakeholder—teachers, parents, students, and policymakers—has a part to play in making that happen.
But we’re facing a massive wall of tradition. Our school buildings were built in the 1950s, our teachers have been teaching since the 1980s, and generations of parents still hold expectations about school based on their own outdated experiences. Meanwhile, many state and federal leaders—who often have little firsthand understanding of classrooms—keep setting standards and rules that reinforce old systems. It’s no wonder we’re stuck.
To face this wall, we have to pause. Like a hiker who realizes the trail has disappeared, we have to stop, check our bearings, and make sure we’re heading in the right direction. That direction should come from research and science. Parents need to be part of that journey. Schools should share what these new methods look like, explain the science behind them, and show how long real change takes. When parents understand and believe in what we’re doing, they become advocates, not obstacles (Barrett et al., 2019).
Teachers are another key piece of this puzzle. Many have seen educational fads come and go and are understandably skeptical. “I’ve been teaching for forty years, and every year there’s something shiny and new,” is a common refrain. But many educators haven’t had the chance to really explore current research. Strong professional development can change that. When teachers get training that’s ongoing, meaningful, and tied to their subject area, they find it genuinely helpful (Darling-Hammond et al., 2017). The Center for American Progress (2024) found that teachers with access to expert content found their professional learning far more valuable. And none of this works without better pay and better working conditions—period.
Government and policy also have to catch up. From the 1950s through the 1970s, education was largely directed by the federal government, but much of that power has shifted to the states (Gross & Hill, 2016). That means real change starts locally—through school boards, communities, and state-level initiatives that value innovation over standardization. Local leaders can make the biggest difference by directing funds toward teacher pay, technology, and flexible learning spaces.
And then there are the students—the reason for all of this. We have to teach them that learning isn’t about grades or test scores but curiosity and growth. Education should be a process, not a finish line. Approaches like ungrading and personalized learning help students stay engaged and reflective (Blum, 2020). AI and modern technology can help tailor lessons to each student’s needs, but only if teachers are trained and all students have access to those tools. As McCraney (2025) at the American College of Education pointed out, access and training go hand in hand when it comes to effective technology use.
Implementation: The Who, What, and How
So, how do we make this happen? It’s going to take teamwork:
Teachers and administrators need consistent, research-based professional learning that connects theory to practice.
Parents and communities should be invited into the process through open houses, workshops, and honest conversations about what’s changing and why.
Students should have more say in how they learn—through projects, digital tools, and mentorship that fit their learning style.
Local and state policymakers have to step up with funding and flexible policies that make innovation possible instead of punishing schools for trying new things.
Change won’t happen overnight. Humans are creatures of habit, and education systems move slowly. But if we trust the research, invest in our teachers, and believe in our students, we can start building an education system that actually fits the world we live in now.
Reflection
This reflection takes a broad view, because that’s how I think change begins—big picture first. But I also know that big change only happens through smaller, intentional steps. Maybe that means starting with parent and teacher education or with local and state partnerships. Education touches all of us, and most people think they know what it should look like. However, that old image of school no longer fits. The first step toward progress is helping people see—and trust—a better path forward. I used Kotter’s 8 steps to help guide my thoughts on this change. It focuses on stakeholders, needs, barriers, and measuring success.
References
Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2019). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 89, 118–133. https://doi.org/10.1016/j.buildenv.2015.02.013
Blum, S. D. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.
CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org
Center for American Progress. (2024, November 4). K–12 education: Transforming public education for a changing world. https://www.americanprogress.org/article/a-progressive-vision-for-education-in-the-21st-century/k-12-education-transforming-public-education-for-a-changing-world/
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
Gross, B., & Hill, P. (2016). The state role in K–12 education: From issuing mandates to empowering schools. Harvard Law & Policy Review, 10(2), 299–314.
