New Fork, NY—Responding to the lack of innovation in some schools, and the multiple definitions of innovation in others, the New Fork Department of Education has ordered all schools to follow a streamlined, data-driven innovation rubric that spells out precisely what an innovative school and classroom should look like.
“It’s time for every school in this district to become innovative,” said schools chief Frank Lubie. “There is no excuse for doing the ‘same old, same old,’ or dibbly-dabbling in your own special thing. Innovation is research-driven, we know what it is, and it’s time for everyone to get on board with it.” Any school in the district that has not become innovative by 2015–2016 will lose fifty percent of its funding.
What does an innovative school look like? First, its bulletin boards must look innovative. “Every bulletin board must have a task, a Common Core State Standard, and a rubric, along with graded student work with a recent date,” said Lubie. “Not one of those items can be missing.” Just how is this innovative? “Research has shown that innovative schools have bulletin boards that conform to this standard,” he replied. “That’s why we call them innovative schools.”
Next, all classrooms must have a four-square chart on the wall. “It can serve various purposes,” said Literacy and Innovation Coach (LIC) Sally Onwys, “but it must be clearly visible, and it must be used.” One purpose was to show students how to write a paragraph. “In the middle, you’ve got your topic sentence,” she said, “but it’s in a diamond, so it’s still a four-square chart. Then you have an opening supportive sentence, two more supportive sentences with evidence—that’s the most innovative part, since no one used evidence in the past—and a summary sentence. Do that for four more paragraphs, and you’ve got an innovative essay in an innovative classroom, all thanks to the innovative chart.”
What if a student finds that a summary sentence is not needed, or that two supportive sentences do the trick? “That student will still have to follow instructions,” Onwys replied. “What’s good for one is good for all. To summarize: Even a student who sees no need for a summary sentence should write one, for the sake of our collective innovation rating.”
Speaking of collective innovation, all desks in an innovative classroom must be arranged in pods, until the neo-furniture arrives. “There should be no detectable front of the room,” said Onwys. “Students should have nowhere in particular to look except at each other. This will stimulate collaboration and group thinking.” In addition, all students would wear RFID tags so that they could be tracked at any time, for greater success. Additional monitoring might include discussion tracking (by computer programs that detect keywords), engagement measurement by means of skin conductance bracelets, and other items.
As for content, every innovative classroom must focus on informational texts. “We’ve got to catch up with the information age,” said Lubie. “Literature’s all very nice, and we’ll still teach it. But those kids have to be reading informational text every day.” To eliminate the cost of photocopying, and to provide texts at each student’s instructional level, schools would give each student an iPad with an interactive reading comprehension program. There would be no need to waste precious instructional time with class discussion; instead, teachers could circulate around the room and make sure students were on task. A typical check-in might sound like this:
Teacher: So, what strategy is Flubby teaching you today? [Flubby is an empathic animated tutor.]
Student: Today Flubby is teaching me the strategy of finding the main idea.
Teacher: Are you applying that strategy to an informational text?
Teacher: Let’s see.
Student (pointing to a highlighted sentence on the screen): Here’s the main idea.
The teacher then makes a mark on a checklist and proceeds to the next student.
For Lubie, a strength of the innovative classroom is its lack of ambiguity. “We don’t have to worry about being misrated and misjudged,” he said, “because it’s obvious who’s innovative and who isn’t.” Nor is it necessarily time-consuming; the district has purchased five thousand Innovative Learning Packages that meet all of the specifications. A school need only set it up and use it. “If the district becomes entirely innovative, as we require,” he added proudly, “the time soon will come when it knows no other way.”