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New View EDU — Education
New View EDU

The NAIS New View EDU podcast heads into its ninth season seeking fresh perspectives on the skills and dispositions that students—and school leaders—need to thrive in a shifting world. As external factors like AI, global instability, and polarization continue to change education, we’re turning to experts from inside and outside independent schools to help chart a positive, purpose-driven path forward.

Co-hosts Debra P. Wilson and Morva McDonald dive deep into the opportunities and challenges that rapidly evolving technology presents for schools, and they speak to experts like Vriti Saraf and Peter Nilsson about how to approach the changing landscape. They examine how to make learning meaningful and neurologically enriching, guided by new research from Mary Helen Immordino-Yang and her team at USC CANDLE. Authors Jenny Anderson and Rebecca Winthrop provide insight into engaging adolescents in the learning process while caring for their well-being, and Eleanor Daugherty and George Abalekpor from Georgetown share how centering student voices and perspectives creates the conditions for thriving in higher education and beyond.

Conversations with Jason Craige Harris and Kenji Yoshino bring in the bigger picture for school leaders this season, as they discuss how to grapple with questions about leadership, human dignity, and maintaining inclusive and welcoming environments in a tumultuous moment. And Jeff Selingo returns to help make sense of what these years of ongoing cultural and educational shifts mean for college admission and our students’ futures.

Packed with insights and steady, future-focused guidance, Season 9 of New View EDU is not to be missed.

Hosted on Acast. See acast.com/privacy for more information.

Copyright: © National Association of Independent Schools

Latest Episodes:

Strategic Accountability in Schools with Jim Honan May 02, 2023

Show notes

Episode 38: Strategic Accountability in Education

Planning for the future of our schools isn’t easy. In recent years, we’ve seen firsthand how even the best-laid plans can go badly awry, and schools have been left grappling with issues that no one could have predicted. So how can we continue to embrace strategy and future thinking in a way that allows us to not only make plans, but execute on them, in the midst of an ever-changing landscape?

Guest: Dr. Jim Honan

Resources, Transcript, and Expanded Show Notes

In This Episode:

“As we move forward, it's that sense of connection among team members, among various people in various roles, be it teachers or staff members, et cetera. And then creating that sense of connectivity and belonging to show people there's some common purpose in the work. So sure. Call it what you will, playing well with others or understanding what the people in your organization need to do their best work and you being attuned to that. That's a team sport.” (7:27)
“I'm not a big fan of chasing bright shiny objects. I think the caveat in the innovation space is we're not, I told my teams this, we're not just gonna do this cuz it looks cool. That, wouldn't it be neat if we did this? It probably would be, and that would be awesome. We haven't done it before. It would be cool and neat, but on the other hand, it's not driven by some educational purpose.” (11:10)
“Occasionally someone will say, you know, have you ever seen a mission like this? Isn't this unique? And with deep respect, the answer is, there's like ten other places who say they're doing that. So that can't be the uniqueness. I think there's this added expectation and burden, if you will, in independent schools, on the point you made, to really be crisp and clear about that. This is what's distinctive about us, and this is how we're gonna execute on it. And we have data to show that we execute on that unique, call it what you will, mission or value proposition.” (24:51)

Related Episodes: 36, 29, 25, 14, 9

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The Dignity Lens in Education with Beth-Sarah Wright Apr 25, 2023

Show notes

Episode 37: The Dignity Lens in Education

Schools are first and foremost communities of people. When we plan for the future of those communities, how can we do so in a way that takes into account the dignity of every human being? How does strategy intersect with who we are and who we aspire to be? Dr. Beth-Sarah Wright’s Dignity Lens challenges schools to look at themselves with clear eyes and identify the gap between who we say we are, and who we truly want to become.

Guest: Dr. Beth-Sarah Wright

Resources, Transcript, and Expanded Show Notes

In This Episode:

“People make up these communities, people do. And people have emotions. People have these gut feelings, especially around some sort of challenge they might be having as a community. You know, we have these things. That's the explosive part. It's a very sensitive part. So the adaptive challenges are, they reside in that very messy, emotional, that part of us where we are gonna experience some loss.” (6:35)
“What is in our founding DNA? Who are we? And that is just information… We can look back on our history and we can surface all sorts of things about who we are, when we were founded, why we were founded, or what we've come to be or all of that. But all of that is important. It's nothing to be, to throw away. It's nothing to discard. It's something. All of it is important and we need to be able to parse through that.” (11:27)
“Caught up in all of that is some sort of fear. And really at the root of that is dignity. One might feel, you know, violated. A dignity violation. But hold on. But my voice is not being heard here. Or I, I just don't understand. I don't get it. I, whatever it may be, I don't, you know. I think at the root of that is loss. And we can look at that even at a national scale. We can look at that all over. We can see it in our communities. That's part of progress, making progress.” (19:33)
“We have lots of stories that can be told, and that's very important too. We have this level of experiences, people sharing their experiences…and then there is the sort of raw data that we can actually gather from our community. And sometimes just depending on what community we're talking with, some people might be very intimidated by getting data. Data can be overwhelming and, and scary, and sometimes what I try to say to people is, well, you know that stories are the currency for dignity.” (27:36)

Related Episodes: 32, 30, 15, 7

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Reinventing Education beyond 2020 with Michael Horn Apr 18, 2023

Show notes

Episode 36: Reinventing Education Beyond 2020

No one can deny that the events of 2020 changed education in America, and arguably, worldwide. But three years after COVID closed schools, what is the actual state of our educational system? What lessons did we really learn, and what mistakes have we made? What opportunity lies ahead for transformation? Michael Horn returns to New View EDU to share the findings from his new book about education after the pandemic, From Reopen to Reinvent.

Guest: Michael Horn

Resources, Transcript, and Expanded Show Notes

In This Episode:

“And I did not want this to be a book that just says, oh yeah, we poorly serve low income kids, but you know Michael's mom in Montgomery County, you're okay, right? I want Michael's mom in Montgomery County to be like, oh. You mean what I thought is rigorous is not in fact rigorous? You mean what I thought is unleashing his potential is actually hurting his sense of growth mindset and not preparing him for the executive function skills that he's gonna need in the world of work, and is just causing him to sit there trying to compete on a very narrow metric of success and not figure out his purpose in life? Oh, I don't want that. And I hope everyone walks away from it and says, Wow. This is not like a ‘some’ problem. This is everyone. We can be doing better.” (14:46)
“And then the part that I would require then comes back to where you started, which is to me the habits of success. Curiosity, executive function, agency, growth mindset, grit, perseverance, a sense of self-efficacy and self-esteem. A sense of attachment. Like those things I would say are the baseline. And I wouldn't call them social emotional learning, although that's a common phrase for them…I think some of the fights that we have in communities right now are, they're like, you know, there's truly some like weird stuff being pedaled under each of those monikers, but I don't know any parent that doesn't want their kids to be curious about the world.” (25:09)
“We framed schools for kids as this zero sum experience. I win. I get the seat in the precious college, you lose. You don't. Or I, you know, you get the A, I got the C. We're doling out scarcity. And I want us to shift to a positive sum system where the goal is not for you to beat me on some narrow yardstick, but instead for you to be the best version of Tim Fish that there is, to be the most unique version of you that has a place to contribute in the world.” (39:58)

Related Episodes: 29, 27, 14, 10, 8, 1

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The Relationship Between Emotions and Learning with Dr. Mary Helen Immordino-Yang Apr 11, 2023

Show notes

Episode 35: The Relationship Between Emotions and Learning

Social-emotional learning and student wellbeing are increasingly showing up as priorities for schools. But what if research could prove that looking out for the emotional components of teaching and learning aren’t just important for mental health, but actually essential for academic growth? That’s the central premise of Dr. Mary Helen Immordino-Yang’s research, and she’s ready to make the case that emotions are vitally linked to our ability to learn.

Guest: Dr. Mary Helen Immordino-Yang

Resources, Transcript, and Expanded Show Notes

In This Episode:

“The whole rest of the brain, the deeper thinking, the emotion regulation, the engaging with other people, the social meaning making, the sense of self. All of these kinds of very basic systems that are fundamental to being a good human are not predicted by, or even associated with, IQ. They are predicted by this, this what we're calling transcendent thinking… So how do we get kids to think that way?” (9:50)
“It's literally neurobiologically impossible to think deeply about information for which you have no emotional reason or context to engage.” (12:09)
“We're not installing information into a person like a squirrel, like, stashing away its nuts, right? What we're doing is inviting a person to engage actively with an orchestrated set of materials and content in a way that will help facilitate them naturally coming to realize what matters there, and the power of those tools for understanding something important about ideas and the world.” (21:12)

Related Episodes: 32, 18, 16, 5, 3

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Supercharging Project-Based Learning Design with Saeed Arida Apr 04, 2023

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Episode 34: Supercharging Project-Based Learning Design

What if offering to work on a few projects with a homeschooled student sparked the idea to partner with a school? And what if then, groups of students started asking to make that project-based learning model their entire high school experience? That’s what happened when Saeed Arida, a PhD student in the Architecture department at MIT, tried running a design studio with a handful of kids. The result was NuVu, a unique studio education model that’s catching on worldwide.

Guest: Saeed Arida

Resources, Transcript, and Expanded Show Notes

In This Episode:

“I have not figured out exactly why this happens, but their expectation is that when they are working on this idea, is that you give them only the technical feedback. They don't want you to talk about the conceptual framing of the idea. My explanation for this is that, you know, in our kind of traditional schooling system, the only thing that we give the students is content. We never really talk about ideas and their ideas, and it feels very personal and vulnerable.” (8:47)

“To assume that they're gonna, like, you know, by the end of the four years that they're gonna learn everything that is, that's being kind of taught in these textbooks, it's not gonna happen..there are a lot of studies about these subjects and like after six months, basically a lot of the kids fail on them anyway. A lot of that info is not sticking anyway. You know, so it's like, why are we committing to this idea that we need to learn all of that stuff in four years? If at the end of the day none of the, like, not, or a big part of it is not sticking.” (31:27)
“For me, it still does not really address the central question whether this tool is ultimately helping the students or not, which is for me why we are doing-- like there, there is no reason to do any tracking or an assessment unless it becomes a really empowering tool that would help the students kind of grow.” (41:28)

Related Episodes: 31, 29, 27, 26, 21, 6

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Innovating For the Youngest Learners with Orly Friedman Mar 28, 2023

Show notes

Episode 33: Innovating for the Youngest Learners

Orly Friedman was in the fifth grade when she read the book that changed her life. The story, about a child who floundered in traditional school environments but thrived in an unconventional setting, inspired Orly to dream of opening her own non-traditional school one day. In this episode, she shares her successful journey as the founder of Red Bridge School, an innovative educational setting for young learners that centers around student agency and autonomy.

Guest: Orly Friedman

Resources, Transcript, and Expanded Show Notes

In This Episode:

“If you think about traditional grade levels, they are very passive for the student. So you sit in a seat for 180 days and you move on to the next grade level when you show up in September and there's basically nothing you have to do to make that happen. … And so if you want to flip that and turn it into a system that supports agency, then you need to put the promotion process in the hands of the students.” (11:49)
“We are really teaching students how to know themselves well enough and develop the habits of self-advocacy to be successful in any environment. … And so I don't worry who their teacher will be in the future or what happens if they go to another school, because they know themselves well enough and they have enough experience going through that learning cycle and setting goals for themselves and making a plan and working through it that they're gonna be successful anywhere. And really I think that is the result of what we're doing, that we're creating more flexible learners.” (28:28)
“I think the thing that is a bit scary also about this kind of a model is, if you are going to give students agency over their success and ownership over their success, you also have to be willing to do that for their failures. And so sometimes you have to give students enough space for them not to be successful.” (36:24)

Related Episodes: 23, 21,15,13, 3

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Restoring Humanity in Education with Chris McNutt Mar 21, 2023

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Episode 32: Restoring Humanity in Education

Trust Kids. That’s the takeaway from public school educator-turned nonprofit founder Chris McNutt, whose work at the Human Restoration Project aims to revolutionize teacher and student wellbeing. What would schools look like if we designed an educational system around trust? How could student agency and teacher creativity become pillars of a progressive, future-focused education? And how do we get there?

Guest: Chris McNutt

Resources, Transcript, and Expanded Show Notes

In This Episode:

“So much of teaching the teacher has become seeing teachers as technicians, right. It's become, how can I tell teachers exactly what to do and keep firm control over the sequential pace of the curriculum? And as a result, that's how many teachers see their own classrooms…many teachers and teaching curriculums look at cognitive science and they go, oh, well it says right here that if you give kids X number of questions and talk to them for X amount of time, that is like, the perfect amount of time to talk to them about this concept. Therefore, let's do that over and over again until they improve their test scores.” (14:23)
“No one's coming to save us. That top down reforms from government organizations or from districts rarely lead to any type of solution. In fact, they often lead to more problems than they attempt to solve. For example, someone might come in and offer a new set of standards for us to look at and analyze and incorporate into our classrooms, which has happened, I felt like when I was teaching, every two years, there was some kind of new initiative to push for. And ultimately nothing changed, and it burnt a lot of people out.” (24:49)
“If I walk into the room and think that kids are gonna try to get away with something, I'm gonna start pushing toward more carceral practices. I'm gonna ban things. I'm gonna tell kids what they can and can't do. And that's what leads us to schools where kids aren't allowed to talk in the hallway, or they're not allowed to have water bottles in classrooms, and these ridiculous things that I would never wanna subject another person to at all.” (45:08)

Related Episodes: 27, 23, 19, 11, 2022 Bonus Episode, 7

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AI and the Future of Education with Christina Lewellen and Paul Turnbull Mar 14, 2023

Show notes

Episode 31: AI and the Future of Education

The hottest conversation in education right now revolves around ChatGPT. What is it, how is it being used, and what does it mean for our traditional systems of teaching and learning? Season Four of New View EDU begins with a discussion about the rapid evolution of Artificial Intelligence and the impact ChatGPT and other AI innovations will have on the future of schools.

Guests: Christina Lewellen and Paul Turnbull

Resources, Transcript, and Expanded Show Notes

In This Episode:

“Where does ChatGPT show up in this conversation? Where do I show up in the conversation and what's my voice? Because schools should be about voice, right? Especially student voice. So that's the thing I like the most, we're, we're sort of keeping that North star in place, you know, what's best for students and how do we help the helpers.” (18:23)

“I understand that a lot of schools, as they're dealing with ChatGPT, are making sure that teachers are kind of coming at it and saying, this is a tool. I am not forcing you to use it. I'm not advocating that you use it, but if you do use it, you need to understand the implications of using it. Because at the end of the day, while that account can be deleted, sort of like we all had to teach our students about social media, you know, you can delete your account, but that doesn't mean the content that you put there is gone.” (23:47)

“This is a big change agent in our schools. it is time to take a brief moment to reflect on what that means, because rather than being afraid of what it means, I think looking at the opportunities that it brings to really weave technology into how we accomplish our missions, there's some cool opportunity, especially for the schools that have been a little hesitant to, to, you know, bring that into their world. It's time. There's not, there's no ostrich situation, head in the sand situation that's gonna let us get out of this. We, we're gonna have to think about it and be proactive.” (41:42)

Related Episodes:#28, #26, #21, #12, #7

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Roundtable 3 Nov 15, 2022

Show notes

Episode 30: How Equity and Wellbeing Work Together in Our Schools

Schools exist to help prepare students for the future. But in a society that prides itself on equality, how can we create equitable schools that prepare students to enter a world where inclusion is crucial? And how does focusing on the wellbeing of our school communities go hand-in-hand with building inclusive environments? In this episode of New View EDU, two school heads with deep expertise in DEI work join host Tim Fish and special co-host Caroline Blackwell for a conversation about equity, wellbeing, and the future of inclusion efforts in independent schools.

Guests: Kalyan Balaven and Dr. Jessie Barrie

Resources, Transcript, and Expanded Show Notes

In This Episode:

“We compete in speech and debate, we compete in sports. We can compete in all these different ways, but we can't compete in inclusion cuz when we compete in inclusion, that's exclusion by nature.” (6:29)

“I think the nature of this work is so foundational to everything we're trying to accomplish, whether it's, you know, student academic outcomes, whether it's, you know, student social-emotional health and wellness throughout the day. That the only way to really effectively do equity work is to ensure that it's embedded in the foundational documents, philosophies, values of your school, and in every element of how you lens everything, from assessment to book selections, to hiring practices, to evaluation practices.” (8:41)

“Oftentimes you'll find students at schools. You actually find them on the brochure. You'll find 'em on the website, because they represent some sort of visible diversity. And if you really interview some students…who are visual representations of difference at a school and say, Did you take full advantage of it? Did you, did you participate in that outdoor ed program? Did you go on that international trip? Did you go on the college visits and the college tours? And the answers that we get back are not the answers we wanna see. That's not inclusion. Inclusion is all those students thriving and finding a way for themselves, to see themselves in the mission of the school as achieving those things that are the promise of the school in relationship to the world they're entering.” (16:15)

“The first definition of discriminate is to differentiate, to distinguish, to discern, to see difference between each other. Seeing difference is not a bad thing, inherently. The bad thing is when a school, and I imagine, imagine the school has a view of all the students, and in the view shared of all the students, certain students are getting lost.” (22:16)

“We can only learn by opening our hearts and opening our ears to the experience of others and to the realization that we never will truly be able to understand the experience of others. All we can do is have the gift of someone's trust to share with us their experience, and to be able to try and listen really intently to that experience and look for the opportunities within our own biases, within our own defensive reactions for growth.” (39:53)

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Jeff Selingo and Adam Weinberg Nov 08, 2022

Show notes

Episode 29: The Future of Higher Ed

Much of the work of K-12 schools is focused on getting students to the “next step,” which, for many of them, is college readiness. But increasingly, it feels like we’re not working on college readiness so much as we’re working on college admissions. Preparing kids to successfully apply to college, in the hyper-competitive admissions landscape, is almost a full-time job of its own. What should schools be doing to help students with college (and college application) readiness? When we focus on gaining admission to selective schools, what are we missing in the K-12 experience? And what do colleges actually want K-12 educators to know?

Guests: Jeff Selingo and Dr. Adam Weinberg

Resources, Transcript, and Expanded Show Notes

In This Episode:

“More selective institutions like Denison and others that are really trying to decide between applicants. They're looking for that difference. They're, they cherish what is rare. And increasingly, to be honest with you, what is rare are those students who are not over-curated, over-programmed. I feel like, especially because of social media now, we have to curate our lives to be perfect. And we see this manifest itself in applications.” (11:41)
“I think there's so much about the college application process that... forces is too strong a word. That shapes the high school experience of too many students, where they're not able to do either one of those, right? They're not able to ask who they want to be because they're too busy asking, What do I need to be to get into the college of my choice? And the second is, we're so worried that if they experience any bit of failure, they won't get into good college, that we're not giving them the space to learn that actually failure's the only way to develop the kind of resiliency you're gonna need to be successful in life.” (17:41)
“ I think this is where advising comes in and helping students understand-- and maybe this is where there's a role for K through 12, because I think every student should graduate from high school understanding what kind of learner they are. So that when they do go to college, they're making those better choices. You know, am I a better visual learner? You know, how do I read, you know, should I do online? Should I do hybrid, whatever it might be, so that when they get to college, they're making those choices in a better way.” (33:00)
“I think one thing that we could be and should be doing with students during their junior, senior years, at least level setting expectations so they don't arrive at college assuming that everything's gonna be perfect and they're gonna be happy all the time…And don't make the mistake when you're, have that moment of unhappiness, that moment of not sure you can make it, of looking around and assuming that everybody else is doing great and you're not.” (35:28)
“This may be our last chance, or one of our last chances, where we have a community of people, similar in age, together in one place. And we should be preparing them, K through 12 and higher ed, for that moment afterwards, where they are going to be in communities, at school board meetings, in in, in community associations, and volunteer organizations. And they're going to have to have these very tough debates and they're gonna have to do it in person using those facts.” (43:35)

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