Is it possible to implement the "input-based accountability" proposal in this chapter? Why and why not? How do the different perspectives from the additional readings impact your view on Yong Zhao’s suggestions for making education into a global enterprise?Zhao’s book is a nice reading attracts me. I and Zhao’s life experience are very alike, born and raised in China, went to America for further study, I agree with a lot of Zhao’s viewpoint on the comparison between eastern and western education system. In my opinion, they all have their advantages and disadvantages. We need to view education as a global enterprise. Globalization is a trend, we need to think about how to educate our next generation to suit more for the enterprise as a global product.
I like the “input-based” accountability proposal and I believe it is possible to implement it. As to the trend of global enterprise, “input-based” assessment and other accountability system measure students’ success by PLP (personal learning profile) but not by tests only. The input-oriented accountability system measures the quality of schools by looking at the quality of educational resources and opportunities they provided for each student. The input oriented accountability system doesn’t hold schools accountable for raising test scores, but rather for ensuring that all students have the high-quality educational opportunity such as physical environment, facilities, teachers, curriculum, leadership, innovation and opportunities. (Zhao, 2009) To implement the “input-based” accountability needs the educational system to be focused on expanding the definition of success which should not limited to only outcome measures because there are many factors affect students learning, we cannot just simply use students’ performance on tests to judge the degree on their and a school’s success. A more just and useful way to judge the quality of schools is to assess the quality of input and hold schools accountable for providing the best educational environment for all students. As a public school teacher for seven years, I believe most American educational system is input oriented where students and school success is not just measured by the tests but also by a lot of factors. Although the public schools I have worked for hasn’t adopted the PLP, I like how all American school always have talent show, ASA as personalized learnings and a lot of performance based measurement to show students and school success. Zhao also suggested to view schools as global enterprises. Then we can learn several things from global businesses. First, from what we consider what kind of products we want to make to meet the needs of the global market, to compete with other products, then we can reconsider what curriculum we offer, what talents we want to focus on. The author listed the EGC curriculum reflects this spirit in that it prepares the leaders for globalization because it prepares individuals who are truly bilingual and bicultural. Second, we can learn from global enterprises is making use of global resources. Global enterprises look for resources, natural and human, globally. The school needs to look outside if it doesn’t have certain resources such as a necessary teacher. Another example is that research shows there’s no significant difference in terms of effectiveness between online and face-to-face instruction. It reminds me 8 years ago when bilingual education just started in San Diego, a school has talked with me to open the online Mandarin class because of lack of qualified Mandarin teachers. Third is to consider what we can offer and who we can serve. Schools should consider themselves as resources and assists to other schools, including schools throughout the world. I like Zhao’s suggestions for making education into a global enterprise. At this 21st century, now all the schools are making so much effort to make its students have 21st century skills, which is to better prepare students for the global world. We should see schools/education as a global enterprise, then we as educators and leaders know better about our products (students) what kinds of products we need to make, how to make and better serve the customer. In this process, some important spirit is necessary. E.g. some spirit such as “the power of yet”, “the power of belief”, “how to overcome fear” and develop a “listening mentality,” a readiness to listen to the world is a must to help us build education into the global enterprise. The additional readings provide me different perspectives regarding making education into a global enterprise. Carol Dweck’s, “The Power of Yet” (2014) talked about the power of the word “yet”/ “not yet”, I believe it’s more powerful than “failed” or “passed”. It praises the process, the resilience and rewards effort, progress and more engagement. It also talked about the importance of the growth mind-set rather than a fixed mind set. Eduardo Briceno’s, “The Power of Belief” (2012) first talked about Josh Waitzkin’s life experience of being a growth mindset to change from a chess champion to the marshall arts master. People like Josh focus on changing their own ability and what they could do better next time and tried very hard. The speech also talked about the importance of process and we can change our mindsets. Olympia LePoint’s “Reprogramming your brain to overcome fear” (2014) talked about as a rocket scientist, how she overcome her fear using three key strategies: 1. name your fear and reject it. 2. reprogram your brain with different thoughts. 3. rebuild new engine of your brain and do the action. Those short videoclips show all the good examples of how to educate our kids to a global citizen, what characteristics a global citizen should have and how to cultivate it. “The Good, Bad, and Ugly Dimensions of Chinese Education”, a review of Zhao’s another book, talked about the author’s agreement on some of Zhao’ s views; however, the author argues his different opinions on Zhao’s many views especially on his negative reviews on Chinese educational system. Regarding to make education into global enterprise, Zha argued that “If we adopt Zhao’s view, it will not be realistic to achieve his concluding wish—to create one education model “that will meet the needs of a global future.” (2015). He also thought in an era of globalization, a new education model needs to be built upon a wide array of human experiences. For this reason, we must develop a “listening mentality,” a readiness to listen to other narratives and take lessons from the distinctive threads of culture and tradition. What I liked about this article is that it provides us the opinion that “What I really want is to push any reader of this book to think beyond a PK challenge between Chinese and the US approaches to education and raise awareness to the fact that global issues require global solutions.” In other words, we need to think about global cooperation, beyond competition. That goes back to my opinion: We need to view education as a global enterprise. Globalization is a trend. As educational leaders, we should always have “listening mentality”, a readiness to pick and choose from other culture and tradition to educate our kids to become a better global citizen. References: Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD. (2014). The power of yet | Carol S Dweck | TEDxNorrköping - YouTube. Retrieved July 27, 2016, from https://www.youtube.com/watch?v=J-swZaKN2Ic. (2012) Briseno, E. The Power of Belief. Retrieved July 27, 2016, from https://www.youtube.com/watch?v=pN34FNbOKXc (2014) Dweck, C. S. The Power of Yet. Retrieved July 27, 2016, from https://www.youtube.com/watch?v=J-swZaKN2Ic (2014) LePoint, O. Reprogramming Your Brain to Overcome Fear. Retrieved July 27, 2016, from https://www.youtube.com/watch?v=1PV7Hy_8fhA (2015) Qiang Zha, The Good, Bad, and Ugly Dimensions of Chinese Education. Retrieved July 27, from https://www.insidehighered.com/blogs/world-view/good-bad-and-ugly-dimensions-chinese-education
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