Running head: FUTURE VISION OF EDUCATION

Future Vision of Education Case Study

Lisa A. Debany
Post University

FUTURE VISION OF EDUCATION CASE STUDY

Future Vision of Education Case Study

Introduction
This case study will focus on Torrington High School, (THS). THS is a public school that
serves the City of Torrington in Connecticut. The school district serves 4,087 students across five
elementary schools, one middle school, and one high school. According to the Connecticut
Economic Resource Center (CERC, 2014), the population of Torrington Connecticut in 2012 was
32,329. The Torrington population is composed of 90% White, 1.8% Black, and 7.9 % Hispanic.
Educational reports for 2012 stated that out of the total population in Torrington, 36 % of the
population are high school graduates, 9 % obtained associates degrees and 19% earned
Bachelors degrees. The state average for individuals with a bachelors degree is 36%. The Citys
major sector of employment is healthcare. Charlotte Hungerford Hospital and various nursing
homes in the city employ approximate 10% of the population. The median household income in
Torrington is $50,548. The poverty rate for Torrington was reported as 11.2% which was above
the state poverty rate by 1.2 % in 2012 (CERC, 2014).
The age distribution of school age children ages 5-17 was reported to be 15%. The Strategic
School Profile 2012-2013, produced by the Connecticut State Department of Education (2013),
indicates the high school diversity statistics as 28.2% minority. Students eligible for free or
reduced lunch was 40.6% Students that are not fluent in English make up 4.1% of the population
and students identified as talented and gifted compose 8.2 % of the high school population. In
addition, students that have been categorized as having disabilities were 15.2%. THS students
scored below the state averages in 2012 on the Connecticut Academic Performance Test (CAPT)
and Scholastic Aptitude Test (SAT). The graduation rate for the high school was 80%; however,
there is a large gap in the graduation rate for African American students (CERC, 2014). In

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addition, the State Department of Education (2013), has identified the school population as
chronically absent. The rate of absenteeism is 17% with a 23.7% rate among SPED, ED, and
ELL students.

History: Past and Present

Torrington High School was founded in 1963. The school was renovated in 2000. The
renovation included a new Library Media Center and Guidance Offices. The renovation
connected two sides of the school with a walkway making it easier to access both buildings.
There were no other renovations made to the older parts of the building. In 2014, with state
grant funding, a new track and field was added that improved the school grounds.
The infrastructure of the school building remains outdated. The classrooms remain in
outdated conditions. The classrooms contain an eclectic array of desks in different degree of
disrepair. The original windows are not energy efficient and are drafty. Several classrooms have
blinds that are not functional or missing. Teachers are not able to block sunlight when necessary
to maintain an adequate learning environment. Ceiling tiles show water damage and are in need
of replacement. The science rooms/laboratories are not equipped with proper lab stations
necessary to perform experiments that meet the needs of students. Each classroom contains an
updated computer for teacher use. A television with DVD and VHS access are in each
classroom. In the past two years, interactive white board technology has been purchased and
installed in many but not all classrooms. Currently the Computer to student ratio is 2.6:1(CERC,
2014). At this time, technology devices are inadequate for the student population. The Library
Media Center has two traveling carts with a total of 23 laptops that teachers can sign out. Also
available are, 5 First Generation iPads, and 11 tablets. There are two classrooms for computer

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use with approximately 25 computers in each classroom. These rooms are not available at certain
times of day due to classes that use them daily. Software and internet based resources available
for students include, Turnitin, Grolier database, and on-line text books. (Connecticut State
(Department of Education, Strategic School Profile report, 2012-2103). As of January 25, 2016,
the school will adopt a Bring Your Own Device (BYOD) policy. Students will be allowed to use
cell phones in school during study halls, passing time, and in the cafeteria. Cell phones and other
forms of devices can be used in the classroom with teacher permission.
It is important to note that the leadership of the high school has undergone changes and
restructuring over the past ten years. There have been six different superintendents or interim
superintendent in the past ten year. The high school has experienced either changes in leadership
or redefining of leadership roles almost yearly.
The average number of years of experience in education among the staff in 2012 was 17.5
years. This is approximately a 20% increase from the state average. Many teachers are using
traditional methods of teaching models. A few teachers are using Flipped Classroom models of
teaching. Most teachers work independently and do not have common planning time to discuss
student progress or curriculum modifications. The Faculty Leadership Committee at the high
school is composed of teachers, administrators and support staff. The goal of the committee is to
address concerns of faculty and administration, review policies, and overall improvements of the
school climate. An On-line Learning program was adopted to assist students that need credits for
recovery or additional credits to graduate.
The mission of THS is to provide all learners with an equal opportunity to succeed
academically and to acquire the necessary life skills to become productive members of the
society. (Connecticut Department of Education, 2012-2013, 1). To achieve this mission, THS

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offers programs for students to become involved with the community and complete community
service hours. In addition, THS offers a competitive JROTC program and partners with the
community to offer courses at a nearby community college. The Torrington Police Department
offers a Criminal Justice course, also available is Emergency Medical Technician (EMT) training
with certification. Currently, the number of students benefiting from these programs only
represents a small portion of the school population. Translators are available for non-English
speaking students and teachers in an attempt to provide equal opportunity. The school counseling
department continues to work with the at- risk student population to offer support and services.
Trends in Education
Historical and Political Events
Political trends that informs this future vision of education is the recent enactment of the
Every Student Succeed Act (ESSA) signed by President Obama in 2015. This act replaces the No
Child Left Behind Act (NCLB). The NCLB Act although well intentioned, was restrictive to
state and local agencies. The culture of the school shifted further away from student centered
learning because of the numerous testing requirements and reporting. The ESSA gives state and
school districts more power to improve learning. States can set their own goals in areas such as
testing, graduation rate, and English language proficiency. With the implementation of
educational technology, curriculum could be written to address student improvement strategies
and the data that is collected can inform instruction (Klein, 2016).
Technology
Current technologies that will inform this future vision of education are Bring Your Own
Devices (BYOD), and Blended Learning Models. Both of these technologies complement each
other and would be suitable for this institution. The Board of Education has recently adopted

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BYOD policy. THS has limited resources and insufficient funds for future technology purchases.
The BYOD policy will be cost effective for the district and students will benefit with a 1:1
device program.

In addition, both of these technologies offer methods of making learning more

personal. The NMC Horizon Report:K-12 Edition has identified BYOD technology as one that
will be adopted my most schools within the next year. According the NMC report, there are
many benefits to this technology. One positive outcome from implementing this technology is
the improvement of student centered learning (NMC Horizon Report: K-12 edition, 2015). With
proper planning and implementation, teachers can develop new lessons to incorporate technology
that results in a more blended teaching environment. Allowing technology such as cell phones
into the classroom could allow for the development of soft skills such as responsibility and selfcontrol. Teachers would have the opportunity to have conversations about proper use of
technology. Discussion of what constitutes harassment today and in the future could be
instrumental to students. Employers can now uses sophisticated software to develop a profile of
a potential employee based on everything that was ever posted (Sterner, 2015). Developing this
life skill would align with the mission of THS. Another benefit to learning is students are able to
use devices that they are familiar with, therefore they may be more apt to participate in class.
Teachers can develop interactive lessons and use the technology to produce videos and other
collaborative assignments that cannot currently be done (Bruder, 2014). One positive aspect
from implementing BYOD technology is the improvement of student centered learning. Student
centered learning can be effective with students at different levels of ability. By allowing
students to be more active in the education process they will be more engaged.
With the new adoption of BYOD and more student centered learning, another technology that
would fit THS would be the Flipped Classroom Method. This method is a type of blended

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learning model. Blended learning methods utilize on-line with face to face learning. This model
could lead to increased student engagement by allowing students to contribute to the learning
process, resulting in personalized learning (NMC Horizon Report: K-12 Edition). Many
proponents of the flipped classroom have experienced more collaboration in the classroom,
increased learning, and more active learning between teachers, students, and peers (Solochek,
2015). The 21st century learning and innovation skills as outlined by The Partnership for 21st
Century Skills are, critical thinking, collaboration, communication, and creativity. (Partners for
21st Century Skills, 2016). Blended Learning Models allow students to strengthen these
important skills necessary for success. A study of high school students was conducted to
determine if there was a difference in the academic success of traditional learning methods and
blended learning method. The results showed that the students who have studied in blended
learning environment are academically more successful than the students who have studied in
traditional learning environment (Kazua,& Demirkolb, 2014). The blended model of learning
can transform the classroom in different ways depending on the discipline. Teachers could
deliver lessons face-to face and then have students visit a virtual classroom for a follow-up
lesson. Another approach is for students to receive primary lessons using a virtual classroom and
class time could be spent extending the lesson to gain fluency, answer questions for
understanding, and practice problems. This allows students to work at their own pace, review
materials several times before class, and be prepared to receive specific clarification in class
(Motteram & Sharma, 2009). Since the blending learnings approach is adaptable, it may be an
easy transition for THS teachers that do not have experience with these new approaches.
Research has now focused on how student creating a self-directed model that incorporates

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internships and transferring skills learned into the workforce (Heckman, Osterlund, &
Saltz,2015).
Economics and Demographics
Demographic changes can inform educators of what the population of the school will be in the
future and provide an opportunity to plan for resources. For example, a growing immigrant
population may require the addition of bilingual classes and other methods of preparation to
adequately support this population. It is projected that the number of non -Hispanic students will
be surpassed by Latino, African American, and Asian students in public education. The majority
of the increase is due to the increase in Latino students. It is imperative that the school districts
ensure the positive outcome of these students for the benefit of the nation as a whole (Maxwell,
2014). To ensure the resources are available when needed, administrators need to budget
accordingly.
Other than accommodating bilingual classes, demographic trends inform educators about the
cognitive and physical skills of the population based on demographic differences. Although
students need a set of technical skills to be competitive, not all students will require the same
skills to be successful. Equality in studies may not provide the best service to all students.
Combining self -directed learning models and understanding the culture of the population could
provide equitable education options for students (Eng, 2013).
A concern of changing demographics is the potential to create cultural divides between
teachers and students. Language barriers and cultural misunderstanding could result in lack of
engagement and academic success. The population demographics of THS has seen an increase
in Latino populations over the past several years and planning for future increases is necessary to

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address the concerns mentioned above (Irizary,2015). The gap in graduation rate among the
minority population may improve with more culturally responsive teaching.
Futuring Techniques
Futuring is a tool used in decision-making and planning processes. The practice of futuring
allows members of the educational setting to prepare for changes in the future by developing
strategies. Futuring is critical in the educational setting to ensure that students are receiving an
education that will prepare them for the global workforce. The world in which students are
entering is changing. Over the past ten years, technology has grown significantly. Companies
like Google have transformed industries and the workplace. Yet technology has had little impact
on learning (George, 2013). If education does not plan for the future, students will not be
prepared to become productive members of our society. Two futuring techniques, scenarios and
scanning, will be used for this case study.
Scenarios are tools in futuring that attempt to tell a story about the future based on currently
available information. This process is not meant to predict or forecast the future but to create a
picture that will allow planners to develop strategies for all possible outcomes. According to
Mietzner and Reger (2005), scenarios can provide planners with foresight into the future and
determine what resources will be needed. Anticipating the changes that may occur in the future
and developing scenarios of the possible outcome will result in strategic decision- making.
According to Sobrero (2014), scanning involves both observational and research-based data
(2014, para 6). Scanning involves collecting all necessary information that is needed to make
informed decisions. In an educational setting, scanning could include observations of students or
teachers, survey of stakeholders, collecting statistical data, and researching past or current trends
of the institution. Once the information is compiled, it has to be analyzed and applied in the

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futuring process. Now informed, data driven decisions can be made. In the process of scanning,
experts in particular areas may need to be consulted; therefore it is important to have
representation from all parties involved. Scanning is a continuous process that should be used to
make informed decisions. Evaluations of trends and demographics as well as perceptions need
to be monitored on a regular basis to ensure that the decisions made through the futuring process
do not need to be shifted. Continuous and ongoing monitoring could pose a problem for the
educational institution. Allocating resources for the time consuming process of scanning and
other techniques used in the futuring process may not be possible. If monitoring is not possible
long term, then the work done may be futile.
Vision/Plan
It will be important to prepare a scenario for Torrington High School over the next five years.
Many changes that are beyond the control of administration could occur anticipating and
planning for these changes will help minimize disruption. For example, changes in the
demographics of the school could affect the usefulness of the curriculum and cause it to quickly
be outdated. Over the next five years, Torrington High School will continue to see increases in
Latino population as well as students with English as their second language.
The vision for Torrington High School over the next five years is to first address the climate
and culture of the school. I believe that with positive, collaborative, and committed stakeholders,
changes will be more successful. Currently there is a sense of negativity about changes proposed
by the administration among teachers. This could be a result of the almost yearly changes in
superintendent and principals over the past ten years, leading to a lack of trust. The high student
absentee rate also contributes to the negative school climate. There is also a lack of
understanding and cooperation between educators and the Board of Education. Students,

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11

teachers, administrator, parents, and board of education members need to understand the purpose
for the future vision of education and be active members in the planning and implementation
process. By involving all stakeholders in the decision and implementation process, leadership
responsibilities can be shared. Currently, teachers work mostly in isolation and the design of the
building is not conducive to creating an environment that would foster interaction. To improve
school climate and foster a more collaborative environment, the following steps should be taken.

Teachers should be given common planning time to develop, revise, and adapt

curriculum to meet the needs of the student population.

Expand the Faculty Leadership Committee to include parents, community members, and
Board of Education members. Utilize this committee to monitor perceptions on school

climate by implementing scanning techniques such as surveys.

Develop the courtyard into an arena to foster creativity and innovation. Distribute
leadership responsibilities to students by allowing them to plan and implement the
project. The project should include gardens and an outdoor classroom. This could be an
ideal cross curricular project. Community partners could be utilized to further reduce

costs.
Provide professional development opportunities and use tools such as, The Skinny on
Creativity: Thinking Outside the box, by Jim Randall will help develop the creative and

innovative mindset (Randall, 2010).

Promote multicultural awareness through assemblies and extracurricular activities.
Another vision for the future of Torrington High School is to continue with the BYOD

policy and develop curriculum that embeds technology and other blended learning models
such as flipping the classroom. These technologies will be a positive move for the future of
THS. It will allow all students to appropriately use technology to improve learning.
Teachers can develop interactive lessons and use the technology to produce videos and other

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12

collaborative assignments that cannot currently be done (Bruder, 2014). To successfully

continue with this technology, teachers need to be provided with professional development
on using technology in the classroom. As was mentioned above, the schedule should allow
for common planning time for teachers with the same discipline and also across disciplines
so that teachers can create technology embedded and problem-based models. Important
requirements to consider when implementing these technology are:

Evaluate the network capability to allow multiple and secure log-in.

Hire technical support that is present at the high school on a daily basis.
Investigate the use of cloud storage platforms such as Google classroom.
Develop rules for the proper use of technology in the classroom and clearly
outline consequences of improper use. This should be consistent among all

teachers.
Evaluate the amount of devices that need to be purchased to support students

without devices.
Provide professional development to teachers to understand how to prepare
lessons using BYOD including the Flipped Classroom model. Emphasis should
be on personalized learning and culturally responsive teaching. All teachers

should use technology in some way.

Provide resources to teachers for use in the classroom; align resources with

curriculum.
Provide webinars and on-line courses to teachers concerning effective teaching

practices for the Latino and ELL population.

Provide mentors to help support teachers that are not competent.
Visit exemplar schools as models of BYOD technology (Bruder, 2014).

With any new changes, there are likely to be both challenges along with opportunities. Some
opportunities that would result from this case study are:

Improvement of student centered learning.

Improved student engagement.

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Improved absentee rate.

Strengthen 21st century skills
Increase personalized learning for students.

Several challenges could arise as a result of this case study including:

Personal devices may be a distraction and students will use them inappropriately.
The effectiveness of the technology is only as good as the planned implementation. If
teachers are not supportive, positive outcomes for students will not be successful (Rivero,

2015).
Moving toward a student centered learning environment requires a change in mindset
which may be difficult for students. The dedication and hard work needed to self-direct
students own learning may require more effort than is accustomed. It may be a long
transition to change the mindset of students to be more self-directed in the learning

process.
The role of a teacher will shift from teacher driven to mentor and coach. This transition

may be difficult especially for veteran teachers.

Lack of adequate technology and support will cause frustration on the part of teacher and

student leading to abandonment of the technology.

In the self-directed learning model, teachers will need to juggle many different tasks
simultaneously as students will be at different places of learning. Time management and

support is necessary.
Consistency among teachers in evaluating and assessing students learning (Aslan &
Reigeluth, 2015).

In order to remain competitive and keep pace with other school districts, it is imperative that
these changes continue successfully. A consequence of not implementing these changes could
be continued increase of attendance rate due to lack of student engagement. Students will not
have a competitive advantage if technology is not implemented in the classroom. Education will
fail to prepare students with the global skills needed to enter the workforce. The increasing

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14

population of students with English as their second language will not be served fairly if the
traditional teaching approaches continue.
Call for change
To prepare for the above changes, THS should do the following:

Prepare a three year schedule of ongoing professional development for teachers that will
prepare teachers for using BYOD technology in the classroom and Flipped Classroom
instruction. The professional development time could also be used to exchange best
practices of teaching models, discuss consistency of assessments, and monitor progress.
All required professional developments should be designated for training and support on
implementing technology in the classroom and improving school climate.

Create a committee that can address the scheduling of common planning time so that
teachers can modify curriculum to support the technology.

Expand the Faculty Leadership Committee to include all stakeholders and utilize the
committee to identify immediate resources needed. The committee currently meets
once/month.

Administration identifies and applies for grants to implement technology.

Hire technology personnel and make all necessary updates to technology.

Call to action:

Torrington High School should begin by expanding the Faculty Leadership Committee currently
in place to include more teachers. The committee should meet to brainstorm ideas of
implementing the proposed technology that would increase student engagement and success.
The committee should present their ideas to entire faculty and discuss implementation plans.

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Finally, visits to exemplar schools should be scheduled for all faculty to view how this
technology is used successfully in the classroom.

Appendix

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