Grant Lichtman - #EdJourney: A Roadmap to the Future of Education
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#EdJourney: A Roadmap to the Future of Education is a refreshing change from the negativity so common in the world of education today. Over the course of a 3-month solo road trip across the United States, author Grant Lichtman discovered that there is much to be positive about in todays K-12 schools. Lichtman, one of the countrys leading experts in educational innovation, interviewed over 600 teachers, administrators, students, parents, and trustees to find out what kind of innovations theyre doing rightand how others can leverage their successes.
Innovation in education takes hard work, planning, and cooperation. With examples from around the country and findings from the latest education research, #EdJourney maps out how administrators and teachers can embrace the innovation process that schools and learners need now. Todays 21st century education presents unique challenges and opportunities to students, and this is a trailblazing practical guide to making sure education is ready for the future. #EdJourney focuses on four key questions:
- What new learning strategies are the top schools implementing to prepare our students for their future rather than for our past?
- How do teachers and administrators manage transitions to new types of teaching and learning?
- What are the key obstacles to shifting away from the assembly line model of education?
- How can we all leverage the lessons of success from the most innovative schools?
The concrete examples and advice in this book will help you bring innovation and educational design concepts into your school. #EdJourney goes beyond the theoretical need for changeby now a familiar topic to almost everyoneand takes a real-world approach to achieving transformative education in any school.
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Grant Lichtman
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Copyright 2014 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-Bass
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Library of Congress Cataloging-in-Publication Data
Lichtman, Grant, 1956
EdJourney : a roadmap to the future of education/Grant Lichtman.
pages cm
Includes bibliographical references and index.
ISBN 978-1-118-89858-1 (cloth)
ISBN 978-1-118-89887-1 (ebk.)
ISBN 978-1-118-89888-8 (ebk.)
1. School improvement programs. I. Title.
LB2822.8.L54 2014
371.2'07dc23
2014013590
Grant Lichtman has thought, taught, and written about transformational education for more than 20 years. His first book, The Falconer: What We Wish We Had Learned in School, is based on his seminar in problem solving, strategy, and creational thinking in which he and his students explore a novel interpretation of The Art of War. Grant spent fifteen years as a senior administrator, trustee, and teacher at Francis Parker School in San Diego, one of the largest independent schools in the United States. He consults with, keynotes, and facilitates workshops with both private and public schools and school groups. He is currently senior fellow of the Martin Institute for Teaching Excellence, a Memphis-based public-private partnership for educational professional growth, and a collaborating consultant with the National Business Officers Association.
Before working in education, Grant directed business ventures in the oil and gas industry in the former Soviet Union, South America, and the US Gulf Coast. Grant graduated from Stanford University with a BS and MS in geology and studied the deep ocean basins of the Atlantic and Pacific Oceans and the Bering Sea. Grant and his wife, Julie, live in Poway, twenty miles north of downtown San Diego. Their son, Josh, is a PhD candidate in systems biology at Stanford. Their daughter, Cassidy, graduated with her BA in political science and MA in history from Stanford, and is currently a member of the USA National Volleyball Team.
Grants Prius is in fine shape, with just over 115,000 miles on the odometer as of this writing.
For Julie, Josh, and Cassidy, without whom my journeys dont exist
I am grateful to the faculty, students, and administrators, many of whom I had not met in advance, who took time out of their busy days to facilitate my visits to their schools on this trip, or who have talked to me via phone and video chat; and for the even larger number who have attended subsequent workshops and events where we have exchanged and refined ideas. This book is a representation of their work, every day, in the service of our students.
My trip was sponsored by generous donations from the Martin Institute for Teaching Excellence, WhippleHill, Lake/Flato Architects, and Bickmore Risk Management Services. I am thankful to those who took me into their homes or provided a nights lodging at a local hotel. A number of the schools I visited were kind enough to donate small stipends to help cover trip expenses.
Having met with and interviewed more than six hundred people on this trip, it is impossible to thank all of those who have contributed to my thinking. Many are cited in the narratives that fill these chapters, but many more contributed, and I am equally indebted to all who took the time to meet and talk with me.
Both along the way and in many other ways before and after this journey, I have been supported by a remarkable network of educators who freely share their ideas in pursuit of a transformed learning experience for our children. Two friends and colleagues in particular supported my work over a number of years, well before anyone else thought that some of these ideas had value. Bo Adams urged me to take this journey and spent hours each week conducting and uploading video interviews with me to chart my progress. Jill Gough has been one of my most passionate supporters for years, especially as an advocate and practitioner of the art of questioning. Bo, Jill, and Alyssa Gallagher read a preview of the manuscript and contributed very helpful comments.
Other educational thought leaders who are not cited in the book but who have greatly contributed to and directed my thinking include Jamie Baker, Greg Bamford, Pat Bassett, Jennifer Bjornstad, Suzie Boss, Don Buckley, Holly Chesser, Earl Cleope, Laura Deisley, Bill Dunkel, Michael Ebeling, Keith Evans, Peter Gow, Lee-Anne Grey, Scott Griggs, Chris Harrington, Josie Holford, Megan Howard, Ken Kay, Brad Lichtman, Jonathan Martin, Bob Ogle, Dave Ostroff, Billy Peebles, Jay Rainey, Meenoo Rami, Gretchen Reed, Will Richardson, Diane Ryan, Jeff Shields, Thomas Steele-Maley, Chris Thinnes, John Thorsen, Bernie Trilling, Sonya Wrisley and the Design 39 Campus team, Laura Vetter, and Yong Zhao. In addition to those named are the hundreds of educators who have participated in many workshops where we have generated ideas for the future success of schools, many of whom have contributed to the synthesized suggestions I am now putting forward.
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