Practical Guide to Transforming Our Schools

¶ … revolutionary book, Wagner et al. (2012) have provided a highly effective reasoning for creating an innovation-driven economic system. They have examined what parents, instructors, and companies must do to create the capabilities of the youth to become innovators. The concept of social and economic transformation of schools as spearheaded by all stakeholders is largely evident in this book. Perhaps, this informed by the inherent problems facing many American schools where reforms are rarely being implemented while obsolesce carry the day.

In this book, I have appreciated the importance of various invaluable diagnostic tools that stakeholders can use in detecting the needs of the schools in terms of organizational transformation. This evident from the experiences and examples from the individuals used. Wagner et al. (2012) recognized a trend: a childhood innovative play result in deep-seated passions, which in adolescence and maturity flourish into a further reason for career and life objectives. Play, purpose, and passion: These drivers generate young innovators (Wagner et al., 2012). Wagner et al.

(2012) noted, "The formula for success contains some mix of committed teachers, strong leadership, a combined curriculum, and the desire to challenge the usual understanding of our kids" (Wagner, 2012). In fact, no single solution will resolve the dilemmas in our education system; instead, commitment and cooperation to generate change while also keeping speed with the technical changes that we face is mandatory. In their opinion, quality educating is lacking in the current educational system.

The book advises teachers to reduce the mediocrity within the industry and take action to enhance the lives of kids. The objective of the educator is not simply to digest the externally designed information, but to use the information to create competence and understanding. While reflecting on the book, I believe highly in the growth attitude, for young and adult learners. I have an interest in studying and I consider myself, as a trainer and an innovator, to be an advocate of studying and information acquisition.

For instructors with a fixed attitude, I think that information is a fixed point, and failing is still a damaging term. In case we desire to change our curriculum, we must view failures as wrong steps towards new knowledge, as part of the educational journey as to be expected and natural, which promote a growth attitude (Wagner et al., 2012). The process of modifying and creating instructional contents within schools in order to meet the needs of all stakeholders can be challenging.

In this book, I have appreciated the value of the seven principles of strengthening the methods used to impart knowledge to students. It is always important to have a vision that is shared by all the stakeholders. This will always enhance the learning and instructional models adopted by an institution (Wagner et al., 2012). While the book does not directly reveal the role of family members, it contains vital implications targeting family members' involvement in education and learning. Currently, I am interested in enhancing my individual practice in engaging family members.

Therefore, I have developed ways to implement lessons acquired from the book to family involvement. The book portrays learning as a "serious fun," which helped me brainstorm about the part of close relatives in creating positive learning surroundings for kids. The importance of democratically run educational institutions is emphasized especially where learners and instructors have a stake in the school and have a feeling of shared ownership, guided by mutual respect.

In this view, educators must expand this concept to incorporate the involvement of students' families: In order for educational institutions to reflect the imaginations of the author, close family members play a prime role in the process. Besides teachers working with learners, they must also work with their families, to create surroundings that foster learning and excellence among students (Wagner et al., 2012). Wagner et al. (2012) have emphasized on the need of teacher retention in the form of parental involvement.

In case teacher training was complicated, and if teachers were given attractive compensation, respected for their expertise and instructors were given possibilities to work together and enhance, there would be no shortage of teachers. I would extend their assertions by arguing that if instructors were also trained how to interact with family members and their initiatives supported, instructors would be a happy working lot. In my opinion, the book contains invaluable information relating to one's professional development. In.