Eileen

And let me be very clear, this is not code speak for lowering standards.

or making less content available to kids.

This means we teach and we learn in a fundamentally different orientation.

We start with the human being at the center, their experience of the process, and we think not about the learning as the outcome, but the learning as the means, the outcome as the human development.

Well, Charles, thank you for your service to kids and for your hard work now in a nonprofit.

And sadly, your story is not a unique one.

I hear this kind of story a lot where there's one unique sort of unicorn teacher who has designed all these amazing experiences for kids.

And as soon as they step away from it, others can't sustain it and it peters out and or they are told this can't scale.

This is something special and unique.

What we really need to do is go back and change the ways in which we train and support our teachers and then the ways in which we assess our young people in our classrooms.

You can't scale what you don't understand.

And the ultimate problem, I think, and the reason maybe why your amazing lessons were lost after you moved to a different career line is that

your colleagues around you could appreciate the amazing things you were doing, but they didn't actually have the skill to understand why and how you developed it that way.

What we really need to do is help teachers to understand that the nature of their work is to be like scientists in the classroom, developmental scientists.

You move through your class as an observer.

You're

inquiring, you're wondering, you're trying to figure out how are young people thinking and feeling here?

How are they understanding things?

How are they experiencing the learning process?

And how might I, given what I'm witnessing, working together with them, build out inviting opportunities for them to experience things in a way that both promotes high-level thinking and learning and enables them to own it in the way your lessons had.