This document discusses reforming education through a digitalized optimized one room schoolhouse (DOORS) model. It begins by providing historical context on the evolution of public education in America. This includes the origins of the one-room schoolhouse model and how the current system developed from the industrialized factory model of the mid-1800s. The document then introduces the DOORS concept, which aims to modernize the one-room schoolhouse approach through technology and personalized learning. Several key factors are examined for implementing this reform approach successfully, such as the needs of modern students, teacher training, support systems, and addressing issues beyond traditional models like ensuring internet access.

1. One Room School
House Revisited:
A model for school reform
_
Riley J. Justis

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rjustis@excellenceined.org
907-299-8403

4. 27 States
And Washington DC
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5. Goals for Today
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Challenge Conventional Thinking
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6. What Does Reform Mean?
What is Your Number?
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8. “The future is
not what it used
to be.”
— Yogi Berra,
Baseball Hall of Famer

10. REFORM
Schools
Learning
≠

12. History of
Public Education

13. History of Public Education
• The colonial period of education was influenced and
founded in the practices of religion and “great
societies”
• Greek
• Athens
• Reformation
• In colonial states the teaching of children was limited
to the wealthy and in what we would consider today
to be private schools
• Boston Latin School- Change and the first form of
education reform was introduced to the American
educational system

14. History of Public Education
• The one-room schoolhouse served multiple ages and
each student was taught according to where he/she
was academically and progressed at his/her own
pace.
• Advancements in instruction and curriculum pacing
were established but done so as related to students
individual learning needs and progress through the
curricula.
• The school that included all ages in one classroom
allowed older or more advanced students to support
younger or struggling students (Reese 2011)
• Swidler (2000) submits one unique benefit of the one-
room schoolhouse is that it offers a chance to avoid
the current youth culture.

15. History of Public Education
• Thomas Jefferson proposes a two-track
educational system, with different tracks in his
words for "the laboring and the learned.”
• Scholarship would allow a very few of the
laboring class to advance, Jefferson says, by
"raking a few geniuses from the rubbish.”
• Northwest Territory- Township model and the
inclusion of publicly funding schools as a
mandate by law.

16. History of Public Education
• The current system of schooling is the byproduct
of the industrialization of the United States in the
mid-1800s (Darling-Hammond, 1995).
• The factory model of education was developed
with students divided into age-based classrooms
and curriculum becoming formalized and
standardized. This system was efficient and
effective at sorting and selecting students,
which was its intent, but is unequal to the mission
of educating all students to high standards
(Lezotte and McKee, 2011).

17. History of Public Education
• A survey of 150 school districts reveals that
three quarters of them are using so-called
intelligence testing to place students in different
academic tracks.
• Separate but equal education across the nation
• Chinese and Native American populations
of learners.
• 1948 Establishment of college entrance
examinations.
• SAT vs. Immigrants

18. History of Public Education
• In schools, for example, the main problem is
not the absence of innovations but the
presence of too many disconnected, episodic,
piecemeal, superficially adorned projects.
Rather than contributing to substantial
improvements, adopting improvement
programs may also add to the endless cycle of
initiatives that seem to sap the strength and
spirit of schools and their communities. (Fullan
2001)
• Milliken v. Bradley. 1974 defacto segregation

19. History of Public Education
• We know that the system-in-place
known as the public school system
was never designed to successfully
teach a high-standards curriculum to
ever-more diverse students.” (Fullan,
2001)
• “local school organizations have
grown more complex and fragmented
as they responded to various state
and federal interventions, and to a
more demanding political
environment” (Cohen, 1982)

20. History of Public Education
• Where does that leave us
today?
• What is the current trend in
reform and what is the focus of
those reforms?
• What is the WHY?

22. “““Good is the enemy
of great.”
Jim Collins

24. Collins’ Good to Great Framework
OUTPUT RESULTS
STAGE 1: DISCIPLINED PEOPLE
INPUT PRINCIPLES
Level 5 Leadership
First Who, Then What
STAGE 2: DISCIPLINED THOUGHT
Confront the Brutal Facts
The Hedgehog Concept
STAGE 3: DISCIPLINED ACTION
Culture of Discipline
The Flywheel
STAGE 4: BUILDING GREATNESS
TO LAST
Clock Building,
Not Time Telling
Preserve Core,
Stimulate Progress
DELIVERS SUPERIOR
PERFORMANCE
MAKES A DISTINCTIVE IMPACT
ACHIEVES LASTING ENDURANCE
Beyond Any Leader,
Idea or Setback
On the Communities
It Touches
Relative to Its Mission

25. Building for Breakthrough
Preserve Core,
Stimulate Progress

26. The Flywheel
Preserve Core,
Stimulate Progress

27. Preserve Core,
Stimulate Progress
What Do We Want Our
Hedgehog to Be?
How Will It Fuel Our
Resource Engine?
&

28. DOORS
Digitalized Optimized One Room School House

29. Technology can improve student performance when the
application:
§ Directly supports the curriculum objectives being assessed.
§ Provides opportunities for student collaboration.
§ Adjusts for student ability and prior experience, and provides
feedback to the student and teacher about student
performance or progress with the application.
§ Is integrated into the typical instructional day.
§ Provides opportunities for students to design and implement
projects that extend the curriculum content (e.g., student-
created products, multimedia, and video streaming).
§ When used in environments where teachers, the school
community, and school and district administrators support
the use of technology.
DOORS
Digitalized Optimized One Room School House

30. Teacher Factors that Influence Innovative Behavior
§ Openness
§ Curiosity
§ Positive Attitudes and Beliefs About:
§ Students Ability to Learn
§ The usefulness of Technology
§ Continuous Earning
§ Learning Goal Orientation
§ Self Efficacy
§ Problem Solving Approach
§ Persistence
§ Ability to Recognize and Evaluate Opportunity
§ Strong content and Pedagogical Knowledge
DOORS
Digitalized Optimized One Room School House

31. § Questions must be answered to identify the
“new” student in the new ORSH:
§ Where are these learners?
§ Who are these learners?
§ If and How do they differ from convention?
§ Concepts of recruitment must be identified:
§ Break from convention
§ On going support
§ What are wrap around services?
§ College, Work and Life
DOORS
Digitalized Optimized One Room School House

32. DOORS
Digitalized Optimized One Room School House

33. DOORS
Digitalized Optimized One Room School House

34. The model of teaching
and learning in the ORSH
must be thought of as a
continuum rather than
between two fixed points
DOORS
Digitalized Optimized One Room School House

35. § The challenge of effective professional development
must be considered:
§ Who is involved in the professional learning?
§ What level are they engaged in their own learning
an growth as a reflection of their ability to teach
effectively?
§ Focus must be shifted toward development of the
competence in the skills of technology usage
rather than application delivery.
§ Development of a robust and all inclusive support
program for hardware and software but also for
teachers.
§ Average time to frustration is less than 30
seconds and that increase with both age and
knowledge level.
DOORS
Digitalized Optimized One Room School House

36. DOORS
Digitalized Optimized One Room School House

37. § Beyond Maslow’s:
§ Internet and Hardware Access
DOORS
Digitalized Optimized One Room School House

40. THANK YOU!
RJUSTIS@EXCELLENCEINED.ORG
WWW.EXCELLENCEINED.ORG