The Classroom

HIGH EXPECTATIONS AND GOALS FOR ALL NON-SPECIAL EDUCATION STUDENTS One can not assess the future job prospects of Wisconsin children if there is no benchmarking of global education performance. Wisconsin, unlike only North Carolina and Massachusetts through 2017, did not / do not take the PISA international test.** Thus, Wisconsin schools with its new and even lower state standards for achievement, growth and graduation proudly if naively reported “no school districts had failed to meet expectations” in late 2025. So as these comparisons are made usually within Wisconsin’s socioeconomic and racial strata, with even such low standards, at most only half or less of our 4th & 8th grade kids are so-called “proficient.” And with no references to other states. Certainly, gaps in these areas exist, far more so in Wisconsin than say Texas and many other states. (See ‘Resources’ page.) But recent OECD comparisons of the three main socioeconomic groups in 30 First World Countries have clearly shown that not only do America’s (& arguably Wisconsin’s) poorest students place last or near last among their poor counterparts in math, and likely still reading; but our “brightest and best” also place last vs. the best students in the other countries. So, “Stretch Targets” is for all of our children and all of our WI districts; though some will find it easier to globally catch up than others.

** = PISA tests were taken through 2017 by two WI school districts, Kettle Moraine & Pewaukee.

STRONG INDIVIDUAL SCHOOL LEADERSHIP Should not our local public school boards as well as choice school boards be elected largely from a pool of principals and other seasoned educational professionals recommended by a non-partisan State board with veto power? To be fair to our kids, these leaders must establish goals and very high expectations based on the STRETCH TARGET for both the children and their teachers and then measure progress over the long haul. The key is to keep up with their international peers, not just make incremental improvements. Teams, not only individual teachers, are crucial within a consistent school culture that indeed believes and insists that our Wisconsin kids can be as well trained as any in the world. Yes, it takes a team…or several teams through the grades and years to reach “success”.

RECRUITMENT AND PLACEMENT OF MOTIVATED TEACHERS The main task of these highly qualified school board members who are intensely committed to student “success” is to maintain, recruit, place, and help coach & encourage highly motivated and certified principals AND teachers in their classroom performance. And as those teachers pass the required MTEL-type tests (see below) and complete the required courses for K-12 student “enjoyment & fun” within the classroom learning, and then receive 30% increases in their current salaries plus minimum CPI-level annual adjustments, teaching jobs should become more attractive to many veteran teachers as well as to young women & men.

FOCUS ON THE CLASSROOM Teachers that support and reinforce each other with regular stimulation, collegial teacher meetings/peer reviews that share insights and best practices from around the state, nation and world for global level targets, are critical. Teachers in Japan employ a practice like this called jugyokenkyu whereby teachers listen to colleagues practicing classroom presentations to hone their craft. School bureaucracies that can be both simplified and minimized but made more focused and directly supportive of urgent classroom “success”, are so very important. Hey, the name of the game is THE KIDS and their future citizenship and livelihood! How do we all “stretch” and get “much better” (kaizen) as we focus our thoughts and conversations on the classroom and the very high targets for our students?

INNOVATION Radical and fruitful change does not happen without ample experimentation. Whether it is “successful” charter schools, choice schools or a major reorientation of teacher union priorities to the classroom, BIG CHANGES come from dire need AND from the examples of other “successful” efforts in the United States and abroad. This innovation is generated from both experienced practitioners “within” the system and from outside groups like the Gates Foundation’s Next Generation Learning Challenges, successful startup schools such as the Uncommon Schools, non-profit support groups like City Forward Collective, or teacher union think tanks. Why, for example were TN, IN, and HI moving so much faster than the rest of country in 2017? (Arne Duncan 12/15/14 Forbes). Or in 2026, what were the rapidly improving states of MS, LA, AL and still TN doing well? (Learning Policy Institute). Why had only Massachusetts soared in achievement levels above all other states and had now achieved global levels? We have much to learn…and implement!

REPLICATION Experimental programs in a given school or district or around the state that result in radical improvement should be copied with local refinements and adaptations wherever possible. Regular public education schools should view those very high achieving charter or choice schools not with cynicism or fear, but with curiosity and as possible models for innovations to learn from! What are they doing right!?

See more on how we can create this change!