 | Framework for the Future, March 2011
Key Message: Schools
of the future require a vision and framework that focus on academic success,
create adequate and sustainable funding, provide flexibility, and attract and maximize
the potential of high quality educators.
Ninety percent of
school-age children in Minnesota attend public schools. Unfortunately, the
system that exists to educate those children and prepare them for the future is
in trouble. The demands on schools have grown and diversified, while the support
to meet those demands has not.
Minnesota is facing a $6.2
billion deficit. Twenty-seven percent of the state funding designated for
schools this biennium has been shifted into the next biennium and is not
guaranteed to be repaid. Even if the state increases the shift to 50 percent of
funding, adds racino money, cuts local government aid completely, puts a sales
tax on clothing, taxes the rich more, cuts $1 billion from human services and
cuts $500 from the funding of each pupil in K-12 education, Minnesota would
still have a $600 million problem that will require a large adjustment by
almost all state systems.
Some of Minnesota’s future
will be guided by the limitations we face. More of Minnesota’s future will be
the result of the people’s ability to have a vision, see the potential, and
make a commitment.
Minnesotans
know that the foundation of a successful system of public education requires a focus on academic success, rigor and
standards; adequate and stable funding (including local levy
authority), flexibility to optimize
staff resources, highest quality
educators; and creativity and
innovation.
“The course of the world will be changed by those with
the courage to do the patient work of listening, the hard work of thinking, and
the risky work of speaking…. the only uncertainty is whether it will be changed for
better or worse,and therein lies the opportunity for greatness.” --Anonymous
Minnesotans will determine if our kids and the futures they create really matter most.
- Is society willing to accept
and support change?
- Are educators, parents,
and students willing to give up the way things are—including some programs, conveniences
and amenities—to focus limited resources on academic achievement?
- How will Minnesotans
demonstrate their commitment?
Schools may become significantly different to meet the challenges they
face.
- Discussion, exploration,
planning, and implementation of innovation in education is currently going on
around the state.
- New partnerships are being
formed; calendars, contracts, teachers, administrations, transportation, and
sports are being shared between districts.
- echnology is being used
to increase personalized learning, expand curriculum, and improve both
achievement and efficiency.
- Greater recognition is
being given to the importance of the learning continuum from birth and early
childhood through higher education.
Educators, parents, students and communities will need to step up and
collaborate in ways not previously experienced.
- Schools have had responsibility
for the complete child: getting them to and from school; providing meals; and
providing after-school and co-curricular programming, all in addition to
meeting expectations of academic excellence. That responsibility has been
diligently carried forth but the capacity of schools is increasingly limited.
- The continued success of
schools will depend more heavily than ever on Minnesotans’ willingness to
vision, plan, and implement collaboratively—sharing risks, costs, and
successes.
“Things which matter most
must never be at the mercy of things which matter least.” --Johann Wolfgang von
Goethe
Educational leaders across
the state of Minnesota are working collaboratively in their school districts,
schools, communities, regions and the state to ensure that what is best about
Minnesota gets even better. Success will be the result of all Minnesota
stakeholders’ commitment to kids, quality, and the future they will share.
Framework_for_the_Future.pdf
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