A NEW DAY FOR LEARNING, A REPORT FROM THE TIME, LEARNING, AND AFTERscHOOL TAsK FORcE
Dr. Vincent L. Ferrandino
Executive Director, National Associationo Elementary School Principals Chair, Time, Learning, and Aterschool Task Force
o one believes that when the bell rings at the end o the school day, children stoplearning. Curiosity bubbles inside the minds o children rom the moment they wake in the morningto when they go to bed at night.Our challenge is to encourage, connect, and oster learning throughout a child’s day. How do wehelp children make sense o all the inormation and experiences in their lives? In dierent words, itis the same challenge beore policymakers: How do we ensure that all children have opportunities toreach their ull potential in a competitive world where thinking skills are the most important asset o asociety? We can start by envisioning the new day orlearning proposed in this report and considering what each o us can do. The idea o organizingtime more eectively or learning isn’t new, but theparadigm in this report is unique. It requires us tothink beyond our individual responsibilities andconsider the organizational, policy, and traditionalbarriers we impose on creating a seamless learningday or children. It asks us to consider the evidenceand look beyond the obvious. Two years ago the C.S. Mott Foundationbrought together leaders in education andaterschool to create a new vision and consider theelements o “time,” “learning,” and “aterschool.”It was harder than we thought. At our rst meetings, we explored how in- and out-o-school learningare dierent but also can complement and enhance each other. Over time, our ideas began toconverge and we saw how dierent approaches to learning should co-exist in a child’s day.Ultimately we realized we needed to push urther and consider a system that would support a“New Day or Learning”—a comprehensive, seamless approach to learning that values the distinctexperiences that amilies, schools, aterschool programs, and communities provide or children. Thisdocument is designed to catalyze conversations, raise awareness, and initiate the development o specic next steps. We know this is the rst step towards the kind o change that will require a long,deliberate, and intentional process. The school leaders I represent understand that learning is holistic; we need to osterdevelopment o the whole child. We also operate in a context where our eorts are measured by test scores. We believe in high expectations and we know many children need more time to reachthem. Time is a key actor to reconsider as we proceed in our work. And partnering in new ways withcommunities, business, social services and others can help us all make the most o learning time.I urge you to read this report and think about a new day or learning through the eyes o children you know. How might they see the world as a place o wonder? How might they develop skills andtalents in extraordinary ways? How might they be engaged in learning every minute o the day? Whatcan you do to make it possible?
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rst step towards the kind
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