Michael B. Horn - From Reopen to Reinvent

2 2. Sarah Carr, “For Schoolchildren Struggling to Read, COVID-19 Has Been a Wrecking Ball,” Boston Globe, January 19, 2021, https://www.bostonglobe.com/2021/01/19/magazine/schoolchildren-struggling-read-covid-19-has-been-wrecking-ball/?p1=StaffPage.

3 3. Clark Gilbert, “Unbundling the Structure of Inertia: Resource versus Routine Rigidity,” Academy of Management Journal 48, no. 5 (October 1, 2005), https://journals.aom.org/doi/10.5465/amj.2005.18803920.

4 4. Amanda Ripley, “Complicating the Narratives,” Solutions Journalism, June 27, 2018, https://thewholestory.solutionsjournalism.org/complicating-the-narratives-b91ea06ddf63(updated January 11, 2019).

5 5. Gilbert, “Unbundling the Structure of Inertia.”

6 6. Stephen Covey, The 7 Habits of Highly Effective People (Miami, FL: Mango, 2017), p. 206.

7 7. A more complete rendering of this idea showcases that organizations have four components that make up their core operating model–their value proposition, resources, processes, and revenue formula—how they bring in dollars to support their resources and processes, which allow them to deliver on their value proposition. Although it would be ideal for educators to also be able to revisit their revenue formula and focus on models that don't just allocate money based on the number of students who enroll and/or show up to class in the form of average daily attendance or other such measures of seat time and instead paid some portion for the actual learning progress students made, the ability to directly create these models is not one most public schools possess. There are experiments along these lines—like New Hampshire's Virtual Learning Academy Charter School (VLACS)—but it is largely the exception that proves the rule.

8 8. Scott D. Anthony, Clark Gilbert, and Mark W. Johnson, Dual Transformation: How to Reposition Today's Business While Creating the Future (Boston, MA: Harvard Business Review Press, 2017). In Chapter 4, the authors describe the concept of a “capabilities link,” which connects the efforts of the autonomous group to the parent. The link should contain three things: capabilities that will help the new, transformational effort but not burden it; a way to manage interferences through clear decision rules; and a leader there to protect the new group and arbitrate disagreements.

9 9. To be clear, the team designing the Prius didn't have the freedom to rethink Toyota's priorities, so the result was still a car for which they were able to charge higher prices than their traditional automobiles. In other research, we call this a heavyweight team.

10 10. Clayton M. Christensen, Taddy Hall, Karen Dillon, and David S. Duncan, Competing Against Luck: The Story of Innovation and Customer Choice (New York: HarperCollins, 2016), pp. 50–56, 156.

11 11. Bob Moesta with Greg Engle, Demand-Side Sales 101 (Carson City, NV: Lioncrest, 2020), p. 54.

12 12. According to the National Center for Education Statistics, college enrollment rates rise for those who believe their family can afford college. “College Affordability Views and College Enrollment,” U.S. Department of Education National Center for Education Statistics, January 2022, https://nces.ed.gov/pubs2022/2022057/index.asp?utm_medium=email&_hsmi=200841088&_hsenc=p2ANqtz-8XWSHcWPCXwpBBo6TQE0JP60FrQYbAtC07jTTOoPniZbEUOL8JYNMtnwcJpk8rD5Pj6rFgsDuJrDs82eeZQutd-XDr6g&utm_content=200841088&utm_source=hs_email.

13 13. Natalie Schwartz, “Southern New Hampshire Sets Annual Tuition at $10K and $15K for In-Person Degrees,” Higher Ed Dive, December 16, 2020, https://www.highereddive.com/news/southern-new-hampshire-sets-annual-tuition-at-10k-and-15k-for-in-person-d/592310/.

14 14. “Transcending Today's Schools through Design,” Class Disrupted, Season 2, Episode 16, April 6, 2021, https://classdisrupted.wordpress.com/2021/04/06/season-2-episode-16-transcending-todays-schools-through-design/.

15 15. Gilbert, “Unbundling the Structure of Inertia: Resource versus Routine Rigidity.”

16 16. Ibid.

17 17. Across the schools, Kettle Moraine has embraced interdisciplinary learning and a focus on developing students' ability to drive their learning, communicate, collaborate, think creatively and critically as they work through academic content, engage actively as a citizen, and be resilient.

18 18. Kettle Moraine School District, GreatSchools.org, https://www.greatschools.org/wisconsin/wales/kettle-moraine-school-district/#students, accessed August 9, 2021. Learning Without Boundaries, Kettle Moraine School District, https://www.kmsd.edu/domain/479, Accessed August 5, 2021. Chris Sturgis, “Kettle Moraine: How They Got Here and Where They Are Going,” CompetencyWorks blog, December 4, 2017, https://aurora-institute.org/cw_post/kettle-moraine-how-they-got-here-and-where-they-are-going/. Michele Molnar, “Personalized Learning in Practice: How a Risk-Taker Tailored Learning in Her District,” Education Week, February 22, 2017. https://www.edweek.org/leaders/2017/personalized-learning-in-practice-how-a-risk-taker-tailored-learning-in-her-district.

19 19. Michael B. Horn, “Schools Squandered Virtual Learning,” Education Next 21, no. 3 (Spring 2021).

20 20. Michael B. Horn, “Some Pods Will Outlast the Pandemic,” Education Next 21, no. 4 (Fall 2021), https://www.educationnext.org/some-pods-will-outlast-pandemic-students-parents-appreciate-support/.

21 21. Thomas Arnett, “Carpe Diem: Convert Pandemic Struggles into Student-Centered Learning,” Clayton Christensen Institute, August 2021.

22 22. “We Will Never Return Back to the Old Normal: District- and Community-Driven Learning Pods,” Center for Reinventing Public Education, https://www.crpe.org/current-research/community-of-practice(accessed November 13, 2021).

23 23. Horn, “Some Pods Will Outlast the Pandemic.”

24 24. “Transcending Today's Schools through Design,” Class Disrupted.

Julia's parents didn't match Dr. Ball's smile. From the looks of it, they were in no mood for pleasantries .

Par for the course, Ball thought .

Mrs. Owens started talking first. “Hi, Dr. Ball. Thanks for seeing us on such short notice.”

“Of course,” Ball said. “Have a seat. What's on your mind?”

“It's been a year since Julia got vaccinated. You think normal would have returned by now, but we're still hearing stories of fights on the playground from Julia. She's scared sometimes to go outside after lunch. That's not normal,” Mrs. Owens said .

Ball nodded. Mrs. Owens wasn't wrong. The return from the time at home had created a lot of challenges that schools hadn't been prepared to meet. She chose not to say anything or defend the school. Five years in the job had trained her to listen and affirm .

Meanwhile, Mr. Owens twisted in his seat. His lips were pursed. Then he unloaded .

“How are you going to ever get the kids back on track, Dr. Ball? I'm hearing stories from my colleagues whose children go to Bradley Mountain Elementary. Their kids are already doing work light years ahead of where Julia is in her classes. I'm thinking of starting Julia on some educational software again in the evenings, but I can't even figure out what you all are trying to prepare Julia for here. Things feel all over the map.”

“And what about helping the children be kind and stop all this fighting?” Mrs. Owens chimed in .

“It's a good question. I can barely make sure all the children are fed properly and have the right glasses to read books clearly. And some young scholars clearly have extra energy they need a way to channel,” Ball said .

She instantly regretted speaking. Her jumbled thoughts of self-pity did her no favors .