Five Impediments to Innovation in K 12 Education
There are numerous obstacles which impede innovation in the field of education. Harnessing education with technology does not suffice. Thereâs no denying the fact that technology has helped in the advancement of classroom learning, but there are several other factors which need to be taken into consideration when it comes to ingredients which are hindering K-12 Education. Educational stakeholders have a crucial role to play in this regard. Some of the barriers to innovation in K 12 education are as follows:
The modern lifestyle makes our lives so busy that parents hardly have the time to look into their childâs curriculum. Most parents are acquainted with only one way of learning- the way they we taught in school in their times. Novel and innovative learning forms are on the rise, while the parents are still latching on to the old ways. The parents often remain muddled about the newly emerging learning forms which is why they canât fully support the children.
The site based decision making councils and local school councils are a good attempt at managing schools. These councils comprise of teacher and parent representatives who vote and decide on important issues such as school policies, curriculum adoption, hiring new teachers etc.
But most of these meetings are poorly attended and the councils have limited representation. Also, educators remain too busy to attend the meetings. Passive participation of educators in the council meetings can slow down the innovation. Small meetings with a handful of passive educators is not the ideal situation for innovation.
Learning is strongly hindered by teacher turnover. Innovation requires building up of clout, trust, organization and communication. Constantly replacing teachers only creates wasted resources and stagnant thinking conditioned by systems, tradition, policies and protocol.
School and Community Climate
Most of the K 12 schools donât justify the tall claims they make as their mission statements on the website, during committee and board meetings.
Overly-Rigid Professional Learning Communities (PLCâs)
In many countries, authorities believe overly rigid professional learning to be the key to school improvement. What PLC does is gets teachers to agree on standards and share instructional strategies. Professional collaboration is a requisite but the problem is that PLCâs mingle teaching and instructional design styles so much that it ceases to remain distinct.
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