As the former
Coordinator of Middle School Initiatives for the City of New York, much of my
work revolved around addressing the low 4 year graduation rates of our H.S.
students by strategically targeting the quality of “middle level schooling”.
Today in NYC, “achievement/access gap data” continues to reflect low level outcomes
in addition to disproportionate numbers relative to high school graduation and
college readiness.
This week I
will travel with a cohort of eight colleagues to Finland to spend time with
Pasi Sahlberg, faculty from the University of Helsinki, school leaders,
teachers, students and parents. My
overarching objective is to gain a glimpse into the systemic practices that
have enabled Finland to so effectively transform the face of education
throughout the country. The PISA report
of 2006 concluded that the success of Finish education occurred largely due to
“effective teacher education” and a systemic model of design that employs the
following:
- Flexibility and Diversity relative to school-based curriculum development informed and supported by relevant data (quantitative and qualitative)
- Emphasis on Broad Knowledge placing an equal degree of emphasis across developmental pathways considerate of the acquisition of knowledge, skills, creativity, personality, morality, etc.
- Trust through Professionalism creating and maintaining a practice of belief that teachers and administrators are professional practitioners with requisite skills and a clear sense of mission to effectively teach/lead.
During my time
abroad, I intend to specifically explore and better understand the emphasis
Finland places on the facilitation of “Broad Knowledge Learning”
and how the country’s policies, practices and protocols facilitate a holistic
approach to student development. Although
time will be limited (seven days), I intend to forge a focus within my focus looking
at student diversity and the manner in which Finland explicitly/implicitly
addresses diversity (considering curricular and instructional implications).
The question to which I would want to find answers would be; what
strategies/approaches can we as educators educating in a system of significant
diversity employ to more effectively facilitate learning across racial,
socio-economic, gender and special learner lines?
Officially, my
contribution to this collective University of Pennsylvania study will offer
insight into the broad based and school level curricular/instructional
practices within the context of the country’s diverse population of learners.
On a more personal note, I am interested in chronicling curricular and
pedagogical practice throughout middle level grades. It has always been my
contention that much of our focus on learning in the middle grades should be
informed by deeper understandings of curricular designs focused on early
adolescent developmental needs. Finland’s emphasis on “Broad Knowledge” offers
a promising perspective by which we can forge (in some cases revisit) “a
learner centered conversation”.
I invite you
to join me as I set out on this odyssey.
My invitation to you is not a request for passive reading. Quite the contrary, I am requesting that you
actively engage in this study by sharing relevant thoughts, ideas and personal
experiences. If you elect to join in, prior
to posting, I encourage you to take twenty minutes to view the Pasi Sahlberg
TED.com presentation. Simply click onto
the copy of the book to the left of this post where you will be redirected to
our cohort’s itinerary postings. If you
find yourself wanting to learn more about Finnish education, feel free to
acquire a copy of Sahlberg’s “Finnish Lessons”.
Welcome to what I believe will be a productive experience and a rare opportunity
to engage in relevant and transformative discourse.
That is sure to be an amazing experience. Wishing you safe travels and an open mind for what you will endure. Can't wait to hear all about it.
ReplyDeleteJillian Snediker
Jillian, thanks for initiating contact. In Randy Pasch's "The Last Lecture" he cited his practice of acknowledging and highly affirming the person willing to step out and do for the sake of forging "progress". He called that person "The First Penguin". Ms. S, you have the distinction of being the "first" and for your courageous "ice breaking act . . . I thank you.
DeleteHello Mr. Kennedy,
ReplyDeleteI hope that you arrive safely and have a wonderful experience! I have two questions in particular about the Finnish education system in comparison to America. First, how are public schools funded in Finland? I raise this question because in the US, property taxes fund schools. This can be a negative thing (that perpetuates inequality), depending on the economic status of neighborhoods in which schools are located (I think particularly of the schools described in Kozol's Savage Inequalities, a book which I know you are familiar with). Traditional public schools in the US are funded unfairly in my opinion, and this makes it harder for children from struggling areas to succeed and escape a cycle of poverty. Simply put: poor areas = poorly funded schools, while rich areas = richly funded schools. Although that is more of a "macrolevel" question regarding education, I am very interested in the answer. I feel personally that the ways in which public schools are funded in the US, contribute significantly to the failures of our education system and the inequalities we see within it. Second, Do you think that comparing a culturally homogenous country such as Finland, to such a culturally heterogeneous country like America is truly a fair comparison? I always feel although it is somewhat unfair to compare the United States education system to other countries, because I feel as though America is the land of "new-comers" and immigrants. No where else in the world will you find a place as cultural heterogeneous and diverse as America. This however, brings with it many challenges. Many students in America are ELL and are challenged to acclimate to a new culture, language, and education system when they come to the United States. Also, students who arrive to America at an older age may not have received a quality education up until their arrival to the US. In addition, it may be harder for immigrant parents to support their children because of (perhaps) their lack of education. Although I may be wrong, I am under the impression that Finland is a culturally homogenous place. These are just some of the things I have been pondering over ever since I found out that you would be taking a trip to Finland. I cannot wait to hear all about it Mr. Kennedy!
-Lisa Amato
Excellent point about funding Lisa. It makes such a difference, having education the responsibility of the states. When you look back on the establishment of the Constitution and balance of power, it was a huge concern for the Founding Fathers that the Fed have balanced autonomy with the states. I think that the founding of this country in the way it took place speaks a lot to many of the issues we deal with today that also deal with the balance between the Fed and the States.
DeleteYou also make a fair assessment when you reference Kozol’s Savage Inequalities, though his approach is one-side (and you also allude to that). I’m not sure that there is any comparison to be made, but rather, there are, pun intended, lessons to be learned, wouldn’t you agree?
Point well taken Lisa! Your insightful questions concerning issues relative to equity and privilege are key as we entered the country with a clear understanding of the 90+% homogeneity vs the high percentage of diversity (across numerous categories) in the US. Many of our daily debrief sessions center around the question: How much of their success can be attributed to demographic sameness? While the jury is still out in my mind, over the next three days (during our elementary and middle school visits) I will continue to address this supposition with a clear understanding that diversity extends well beyond the construct of race and ethnicity. As for your question about the funding of education, I received (as far as i'm concerned) a partial response and intend to do a little more probing prior to articulating a formal response.
DeleteWell expressed Kate. During my tenure in the NYC Leadership Academy one of my great "take aways" admonished me to remain ever cognizant of the fact that even in the midst of ineffective/ineffectual practice, at the very least, I can sieze that opportunity to analyze specific realitied, circumstances, dynamics and outcomes. While performing such analyses, I can then begin to launch deeper inquiries and pose questions like; how can I improve upon the observed practice (deconstruction/reconstruction)? What is it about the particular practice that proves promising and what would I need to strip away to ensure effectiveness? How can I objectively assess that which is observed (with an open mind), taking into account previous experiences/understandings in order to synthesize new understandings, strategies and or approaches which would prove more suitible for our demographic of community learners?
DeleteThis experience was less about a comparative analysis and more about an investigative study of the claims made in many books and articles written about the Finnish Educational System. As a supporter of Kozol, Delpit, Linda-Darling Hammond and many others, the words equity, access, opportunity and diversity remain on the forefront of my mind at all times. Because of my insatiable desire to level the playing field for all, I am always eager to observe and glean take-aways from wherever opportunity leads me. Last week in Finland, we observed qualitative practices of which I/we most certainly believe our nation can benefit, if we would only better develop "eyes to see and a resolve to do". Thank Lisa and Kate for your thoughtful posts. I would have loved to have had you with me in Helsinki.
Dear Mr. Kennedy,
ReplyDeleteI wish you a safe and impressionable trip to Finland. My challenge as a testing grade teacher is successfully getting through the curriculum in an, "even keel" manner. Upon viewing Pasi's film last week, a lightbulb went off in my mind. It was the moment when we were calculating the sum. As a math major it struck me hard when I too, miscalculated the value. I said to myself, "WOW, you are too busy finding the end result that you failed to apply the strategy". Yes, I am guilty of what I constantly fault my students for. This year, I have placed a greater emphasis on "process" rather than "product" I find that by implementing/practicing strategies the end result will follow. I would be open to hear of any other approaches that can be made in getting through the curriculum in the most effective manner.
Thank You,
Amanda Maroulis
Amanda, your reflective posting is so aligned with the goals of this blog project. As for your inquiry, today during our time in a secondary school, we observed instruction that was more "traditional" than what we anticipated. The learning environment was noticeably sterile and the degree of "engagement" throughout classrooms was good at best (far from exemplary). What was clear however was that students were highly respectful and compliant. Teachers were clear about the overarching mission and worked with a degree of ownership and purpose to meet the "ends". As we debriefed at days end with teachers, administrators and University professors, we became clearer that the success of the students in Finnish schools in general has less to do with a collective set of comprehensive strategies and more to do with culture. attention to the holistic development of their learners, particularly at the elementary school level which we will see tomorrow. Ms. M, be confident that I will keep your inquiry about strategic instruction (focusing on instructional competencies concerning process which will in turn yield a successful product/outcome) in the forefront of my mind.
DeleteThis comment has been removed by the author.
DeleteHello Boss
ReplyDeleteHave a TERRIFIC EXPERIENCE in Finland. I pray for safe travel for you and look forward to seeing you on the 3rd. What are the requirements for Administrative work in Findland?
"Thank you", for your connection and expressed concern. I'm learning quite a bit and already find my thinking and perceptions about global teaching/learning significantly expanding. As for your request . . . I'm on it!
DeleteWishing for a safe and insightful trip in Finland. As I watched the video on TED last week, I began to view on classroom differently and reverted back to my old practie which was focusing on the process. The video clip enhanced my understanding in learning that we focus too much on the finished product and less reward to the rigorous process. I know you will come back with strategies that will not only help our scholars but also our staff.
ReplyDeleteCarlens, I commend you for your rethinking and newfound commitment to "the process of learning", for it is the empowering process of thinking, doing and reflecting that will lead to student autonomy. Last week, I had an indepth conversation with the Principal of what turned out to be a very special learning community. The school is called SYK and is a 3rd-12th grade learning community that has long maintained a reputation for taking a "holistic" approach to student development. The Principal, Jukka Pekka shared his belief (which is similar to many of his colleagues). After inquiring about assessments and the ranking of Finish and his local school (one of the top in the country) he responded as follows: While it is flattering to be perceived by the world as being number one, that is not the goal. As he sees it, schools in Finland have one objective, which is to nurture student learning by providing relevant and relational learning opportunities. If we do these things, achievement will follow. I could not agree more !!!!!
DeleteHi Mr. Kennedy!
ReplyDeleteI hope that you are enjoying your journey in Finland. I have been following the Finnish system for a few years now and am particularly intrigued by the preception of teachers in the Finnish culture. It is my understanding that teaching is held as a very prestigious career choice there and that teachers are highly compensated for their work. This has resulted in making the field highly competitive and allowed schools to recruit the most talented candidates for positions. I'm curious to hear what you have learned about the Finnish system of teacher evaluation and retention practices. How are they recruiting and rewarding top performing teachers?
Mr. Kennedy,
ReplyDeleteIt sounds as if you are really taking advantage of the opportunity you have to study the educational system of another country which many of us might not get the opportunity to do. As I am getting ready to come back from my maternity leave, it is exciting me to know that you will be coming back with an abundance of information and experiences to share with us. I look forward to seeing you when we come back from the break.
Lisa Cangialosi
Hey Lisa,
DeleteYou are absolutely correct. My experience extended to me a "once in a lifetime" learning opportunity. Last week, I explored (and grew) alongside some of the most insightful and committed educators. I am speaking of both my UPENN colleagues as well as the leadership of The University of Helsinki and the educators of the three schools we visited. At the heart of it all "Trust" was the most prevailing feature. It existed everywhere and impacted everything. This visit made it easy to see (practically) what Lencioni so eloquently expressed in highlighting "TRUST" as the number one component of any team (classroom level, school level, district level, community level, national level, etc.) If you would like to learn more about our spared experiences and lessons learned, please feel free to log onto http://pennfinn13.wordpress.com/. Welcome Back! Enjoy and Thank you for sharing your thoughts.
Hello Mr. Kennedy,
ReplyDeleteIt is evident that you are having amazing experiences in Finland. I look forward to hearing about all of the insights and take-aways that you will continue to acquire within the next couple of days!
After watching the video you shared with us from last week, I was curious about Finland's take on Special Education and what policies/procedures are in place regarding their Special Education system? I understand that Finland's educational system focuses fully on equity and I am wondering what they do to ensure that students with special needs are receiving the same quality education as their peers?
Safe travels!
Jaime
Good Afternoon Jaime!
DeleteAs I'm sure you know, Finland does not have a significant measure of ethnic diversity. However, what it does have is a significant number of learners across a spectrum of special needs (across the grade level continuum). Last Thursday I visited a school whose demographics indicated 25% of its students were in need of/received special services. Those services ranged from speech/language supports to addressing large numbers of students with attention deficit disorder. Similar to our practice in the U.S. the Finnish system finds itself modifying its previous practice of isolating/containing those “who differed from the norm”. As a result, the collaborative team teaching model/strategy which we observed with regularity provided a clear indication that the Finnish are working to eradicate the stigma married to the diagnosis and simultaneously address the specific needs of the individual learners.
The unfortunate practice of misdiagnosis was briefly discussed and subsequently became clear to us that the “rush to judgment” is not exclusive to our country. In previous days, some students (namely an increasing subgroup of students whose mother language is other than Finnish) were evaluated and diagnosed as slow or mentally challenged because of their difficulty learning to speak Finnish. In recent years, schools have moved towards assessing each student’s ability to think, solve problems, determine potentially etc. As such, the “self-contained special educational classroom” is diminishing in Finland. By all accounts, via questioning and the search for visual evidence, I feel comfortable in saying; there is a shift of practice in identifying student strengths and challenges possessing learning strengths and challenges. All, of the schools we visited have in place “student welfare teams” consisting of Psychologists, Guidance Counselors, Administrators, Teachers, etc. all working collaboratively to support the development of each child. To read a bit more about special education in Finland, I encourage you to read my colleague’s blogpost: “Adding Up Special Education” by Mardi Richmond. Her sentiments can be found on the PennFinn Blogsite at http://pennfinn13.wordpress.com/ Enjoy!
Soon to be Dr. Kennedy-
ReplyDeleteEnjoy some Finnish learning! After watching the TED talk about Finland's great successes and approach, I am curious about their wonderful levels of teacher autonomy. What does that look like? What guidance is given via curriculum/data/assessment? I read in a recent Marshall Memo that the country's systems was very tight and directive in the 1980s and 1990s and then after growth in success, autonomy was phased in. Is this true?
Rock it!
Eric Nelson
Hey Eric, thanks for checking in! This week has yielded multiple learning experiences. Our research, conversations and reflections have already changed much of the way we see the future of teaching and learning in our respective school districts. Here in Finland, all schools adhere to National Common Core Standards (both public and private schools). Finland's success has much less to do with curriculum and much more to do with the actual “process of delivering” teaching and learning. You are absolutely right in stating that there was a shift of practice from the 80's to the 90's, however the one intangible that cannot be measured quantitatively, has probably turned out to be the most significant factor of all. “Trust” and the building of relational capacity (throughout the four schools we visited) is most apparent and in the words of all stakeholders . . . paramount. This trust is not a blind or perceived “trust” it is however "an act of mutual engagement" reciprocated by the engaged party members.
DeleteYesterday afternoon while speaking with a 9th grader named Ana, she expressed her degree of trust in and appreciation for her teachers. She described her sentiments as such: "teachers are like parents, they take the time to help you, whether in your schoolwork of when you have a problem, if someone is having a problem, they won’t keep going, they help”. These articulated testimonies of care, support and trust were observed and discussed by my doctoral colleagues each during our debrief each and every day. Pasi Sahlberg referenced this “tangible intangible” during his TED presentation, throughout the pages of Finish Lessons and during our Monday evening dinner. Subsequently, we observed high levels of student motivation, engagement, and achievement during our time in the schools. The same type of sentiments were expressed by numerous teachers as the majority of these unionized professionals expressed their appreciation for being treated with professional consideration and expressed understanding that good-intentions and the will to meet student needs are truly at the heart of the largest percentage of the teaching corp.
In the final analysis (for me) after observing four days of curricular and instructional practice I have determined that Finland’s curricular and instructional practices while impressive have not exposed to me anything I haven’t seen in many of our high quality/student centered schools in America. The bottom line, as I see it, is that teachers are recruited (highly qualified) and considered to be skilled professionals. Students are empowered and nurtured (from Kindergarten to High School) and parents are confident that the system/school in which they’ve placed their children has the good will and expertise to adequately educate their children.
Hey Boss!
DeleteI could not help but to impart on this exchange between yourself and Eric. Two points that I feel are ones we refer to almost every day at Riverton and commonalities between our conversations and the Finish Education System- the upmost importance of building relational capacity and the "delivery of teaching and learning" and not just the curriculum and standards. Without that trust and upbringing through such a nurtured environment within our schools, it is difficult to truly reach a level of impact in each and every one of our scholars. I am curious to know what the relationships between administration and teachers looked like as well as the relationships between parents and faculty. How involved are parents in their child's education?
A side note, but something I've been thinking about- what did you observe of project based learning opportunities?
I cannot wait to hear all about the experience in the days to come!
Brianne
I hope you are enjoying your exploration of such an intriguing educational system. I can't wait to hear about your experiences and all of the knowledge you have/will acquire. This is surely an opportunity of a lifetime!
ReplyDeleteI must admit that sometimes I think my role in educational reform in our country might be futile . According to research, Finland states the educational reform they made began 40 years ago. What was there vision? How did they execute these plans? How have they sustained this goal/vision? What challenges have they faced and overcome?
I have read that "it's simple, by going against the evaluation-driven, centralized model that the Western world uses today", (Business Insider). As I am sure you agree, this is certainly not a clear explanation of an educational world phenomenon. There must be more to this! Any insight would be appreciated.
I also found it extremely interesting how Pasi, compared the profession of an educator, to that of a doctor or lawyer. How has the educational field in their country become so highly regarded? Does the level of respect the teachers receive impact the education provided?
I appreciate any and all insight you can share. Enjoy the rest of your your educational pilgrimage!
In partnership,
Jillian
Dr. Kennedy,
ReplyDelete*le sigh* We have so far to go…and after the lament, a praise:
I was so excited to come on here and mention that I saw the link in my Edutopia email to Penn-Finn learnings. I still am excited I just realized that I’m late on that announcement after reading your email from yesterday at length.
I could sit here in my bed and read all day. It’s what I would prefer to do. Boxes and clothes and dishes are still waiting to be packed and moved, so I’ll be brief:
As someone who spent 4 years studying the history, development, and management of organizations and unions, I continually fight off the temptation to become overly calloused about the way teachers are viewed here in the US. From the day I became a NYC Public School teacher I contended that if teachers were treated better, students would do better. I think Riverton is a great reflection of this idea but there are so many other variables to consider.
Just one is your focus: Broad Knowledge Learning. The fact the middle school student in Finland design their own learning program speaks evidences that FInland ED recognizes that young people of a certain age have developed to a certain point and have difference needs than younger people (hello Yardsticks!). There’s more to be said but the boxes are waiting. I’ll check back in on Monday when the major stuff is down. I’m following you on twitter though, and posts show up on the side of my screen so I excitedly wait to hear from you. Please sleep at some point tonight…hopefully your body has adjusted by now. Good night!
Love the posts and the inquiry from my fellow colleagues! My burning question is mainly about technology. How is it being used effectively in the classroom? Are the students reading books online or are they reading hard copies? Is there an emphasis on differentiated instruction or are all students reading books based on their grade level? Can't wait to hear all you've learned and experienced Mr. Kennedy!
ReplyDeleteHello Mr. Kennedy,
ReplyDeletePasi did a thorough job in educating viewers on Finland's educational system, but I'd like to hear information on their version of a PTA. Does the Finnish school offer its own parent involvement program? And, are parents encouraged to volunteer in the classroom? Enjoy the rest of your trip!
Hello Mr. Kennedy,
ReplyDeleteI know you are enjoying all of your experiences in Finland. I pray you return safely.
Sahlberg and Garcia caught my attention when daycare was mentioned. I was impressed to read that the children start school at the age of seven. Daycares are really putting in the work and effort to have their children prepared for second grade. I'm curious to know how they group the children more so when they reach age 5 in daycare. In NY once the children reach age 5 they are considered "after-school" so these children could actually learn and do homework in the same classroom with school age children even though the age ranges are wide. I would like to know if the children are grouped for learning by age from ages 5-7 or are they transitioned according to maturity as we would? For example if a 18 month old was potty trained and speaking well we would transition them into a classroom with children who are considered to be "young 2 year olds" and the transitions are done within that same year. Does the same apply in Finland if a 5 year old can read and compute on a 1st grade level? Would they then transition that child into a 1st grade classroom within that same year or does the child have to wait until the end of the year as our public schools do? Can't wait to hear more and see pictures!
Hello Mr. Kennedy,
ReplyDeleteI hope you are having a safe and outstanding experience. I cannot wait to hear all the insightful information that you have been gathering! As I sit here on my iPhone this spring break using it to read, research and communicate, I cannot help but to think about Finland's minimal use technology within the classroom. Technology is key in my classroom. I use it to play videos, music, and even use educational games for differentiated instruction. Not to mention, many of my scholars go home to play these educational games on the computer. On the other hand, in the US technology is also used as the focal part of most people's lives. We have all forgotten our cell phones at home and felt that a part of us is missing all day. Also, there are five or six year olds with cell phones, iPads, and all types of video game systems that absorb their lives. In response, my questions are: How does Finland view technology as a whole? What is the role of technology in education? Also, in an after school setting, what is the role of technology in a child's life?
-Carolyn Voelker
Verone - I love your posts! What a great learning experience. I was struck by Finland's "trust" of their teachers and administrators. However, I think this trust is rooted in the fact that the process of becoming a teacher is so rigorous. The society in general seems to hold the teaching profession in very high regard. What are your thoughts? What parts of this trust factor can we begin to learn from?
ReplyDelete