From the Superintendent of Public Instruction

It is hard to believe that only three years ago, Tom Friedman’s book, The World is Flat, was released and crystallized the connection between advancing technology and the globalization of jobs.

While we knew the world was changing, not everyone grasped the fact that American students would be competing for jobs with people around the globe, who may have equal or greater skills, and who are willing to earn significantly less money.

These events, combined with the decline of U.S. manufacturing jobs and increased need for workers more proficient in math and science, set the stage for essential national and state education reform.

While the need for policy changes on important issues like education are being discussed seemingly everywhere these days, some have pointed out that talk and action are two very different things.

Abraham Lincoln once said, “The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, so we must think anew and act anew.”

In Michigan, thanks to our vast reservoir of public and private education leaders, knowledgeable about education and communicating about the need for education change, we have moved soundly from the discussion stage to the action stage.

Over the past three years, Michigan has significantly reformed education to better prepare students for college and work. Academic standards, or learning goals, have been strengthened for preschool through high school. These standards provide the educational foundation to build strong school curriculum and instruction.

A “Framework” supporting building and district school improvement efforts has been developed, implemented, and embedded into the state’s accreditation system. New state graduation requirements, designed to prepare students for the global workplace, went into effect this year for students beginning 9th grade. Opportunities for students to participate in early college credit programs and career and technical education have increased. Also, reporting and data systems, as well as meaningful training and supports systems for high priority schools, have been enhanced.

Managing school and systems change is one of the most complex tasks of school leadership. However, Michigan school administrators understand that they are not alone in their role as leaders. Leaders also abound on school boards, where policies are established; in classrooms, where teachers and students lead others toward improved achievement; in the community, where parents, business owners, senior citizens, and others share in the work to make schools and students the best they can be; and in the offices and lunchrooms of school buildings, where dedicated school staff work to support rigorous, healthy, and safe environments for Michigan students.