The “small steps” I am recommending in this ongoing series take on increased urgency with the spread of Education Savings Accounts, which now provide money for private school tuition in nine states.  Even though the dollars are nowhere enough to pay the full tuition and even though most recipients are already enrolled in private schools, the ESA dollars come from public school budgets. And pro-ESA campaigns generally use inflammatory language about giving parents “the chance to escape failing schools….”

While most public schools aren’t failing, they simply aren’t doing enough to nurture ‘the uniqueness of every child.’  Simply put, public education needs to fight back. All of the ‘small steps’ in this series are simple–although not always easy–to take.

Here’s the next one…..

The problem with the truism “It Takes a Village to Raise a Child” is that most villagers have no direct connection to children or to the schools they go to. Only about 25 percent of homes have school age children, and in some communities that number drops into the teens. Even if one includes households with grandparents, the percentage probably won’t reach 40.  And although support for local public schools is at an all-time high (54%), that may not be high enough to withstand the vicious attacks on the institution by “Moms for Liberty” and other radical right groups.  Educators need to do more to win the support of ‘outsiders.’

The 60-80% of households without a strong connection to public education will determine the future of public schools.  Because they vote on school budgets, their opinion of schools, teachers, and students matter.  That’s why educators must develop and adopt strategies to win their support.  It’s not enough for good things to be happening in schools; ‘the outsiders’ need to be supportive, and a good way to win their support is to get them involved.

Because students who are engaged in their work are the best advertisement for public education, adults need to do two things:  1) Make sure the work is engaging and 2) that it involves the world outside the classroom.  Substitute “Production” (meaning that students are actually producing knowledge) for “Regurgitation” (where students parrot back what their teachers have told them).

Start with a public website and a YouTube Channel that features student productions done outside of school–in their community.  Whatever their ages, kids should work in teams, because it’s safer and it’s also how the adult world functions.  Every smartphone is also a great video camera, and so young people can interview adults in their community, then edit those interviews to create oral histories of people and places in their neighborhood–a sure crowd pleaser because everyone loves talking about themselves. When students know that their work is going to be out there for everyone to see, they will go the extra mile to make them as good as possible.  Adults can help set high standards, of course.  

The possibilities are endless:

*Students can create a photo gallery of the residents of their apartment building or their street and then post portraits on the web for all to see and talk about. Include photos of how the neighborhoods have changed over time.

*Art students can sketch portraits of business storefronts, or workers and bosses, also to be posted on the web.

*The school’s jazz quintet can perform at community centers and post the recordings on the YouTube channel.

*Video teams can interview adults in senior citizen centers around a chosen theme (best job, favorite trip, et cetera), to be edited into a short video for the web. Producing short biographies of ordinary citizens will teach all sorts of valuable skills like clear writing, teamwork and meeting deadlines.

*Music and drama students can rehearse and then present their productions at retirement homes and senior centers — but with a twist: involve some of the adults in the process (a small part in the play, a role in selecting the music, and so on).

Projects like these will help adults without connections to public schools appreciate the value of supporting public education. At the same time, young people will be developing skills that will serve them well throughout their lives:

1) working together with peers;

2) communicating across generations;

3) making value-based judgments, and;

4) meeting ‘real world’ professional high standards.

Real work makes school more valuable and interesting, and students’ enthusiasm will carry over into other aspects of their school experience. They will become better and more discerning consumers of education precisely because they are now producers.  And because “We are what we repeatedly do,” these young people will be well on the way to becoming productive adults.

The fun–and the rewards–ramp up when productions are posted on the school’s YouTube channel–and perhaps broadcast on local news as well.  That’s when these adults who do not have kids in school will start talking, sharing the link, and pulling out their smartphones and showing it to friends and customers.  They’ll be saying, “Did you know what they’re doing in school these days? Sure makes me wish I could go to school all over again.”

That’s one way to turn outsiders into strong supporters of public education.  

Please take a look at Steps One, Two, Three, and Four, which endorse Looping, Play,  Democracy, and Business Cards for Teachers.  Share them with others if you are so inclined.  

And please stay tuned for more steps….