Who you know : unlocking innovations that expand students’ networks

195 Pages·2018·5.343 MB·English

by  Christensen, Clayton M., Fisher, Daniel, Fisher, Julia Freeland

Who
You
Know

WHO
YOU
KNOW
Unlocking Innovations That
’
Expand Students Networks
JULIA FREELAND FISHER
DANIEL FISHER
WITH
CLAYTON M. CHRISTENSEN
FOREWORD BY
Copyright©2018JuliaFreelandFisher.Allrightsreserved.
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FIRSTEDITION
HBPrinting 10 9 8 7 6 5 4 3 2 1
C O N T E N T S
F vii
OREWORD
ClaytonM. Christensen
▪ ▪ ▪
I 1
NTRODUCTION
1
T S S O : W R M
HE OCIAL IDE OF PPORTUNITY HY ELATIONSHIPS ATTER
M 17
TO ERITOCRACY
2
G L H O F : W
ETTING BY WITH A ITTLE ELP FROM UR RIENDS HAT
S N K S C 35
CHOOLS EED TO NOW ABOUT OCIAL APITAL
3
T ’ N A T : T P I
HERE S O PP FOR HAT HE OWER OF NTEGRATING
A S T C 53
CCESS TO TRONG IES AND ARE
4
E T C : H N T C
DTECH HAT ONNECTS OW EW ECHNOLOGIES AN
D S ’ N 69
ISRUPT TUDENTS ETWORKS
5
M S R : R S
AKING PACE FOR ELATIONSHIPS EDESIGNING CHOOL
C N H 89
AS A ARING AND ETWORKING UB
6
I Y B I , W T C ? E O
F OU UILD T ILL HEY ONNECT NGAGING UTSIDERS
S 111
INSIDE CHOOLS
v
vi
CONTENTS
7
W G M G D : S M
HAT ETS EASURED ETS ONE CHOOL ETRICS
P R 133
AND OLICIES ECONSIDERED
C : D N S ,
ONCLUSION ESIGNING FOR A ETWORKED OCIETY
L M , L 153
ABOR ARKET AND IFE
▪ ▪ ▪
A A 161
BOUT THE UTHORS
A 163
CKNOWLEDGMENTS
I 167
NDEX
F O R E W O R D
Clayton M. Christensen
M .G
ANAGERSANDEXECUTIVESINEVERYINDUSTRYHUNGERFORGROWTH ROWTHFORTHEIR
employees,growthfortheirbottomlines,andgrowthfortheircustomers
as they improve products and services over time. For a school leader the
quest is the same, though much more personal. How can we create an
environment that helps our students grow and fulfill their unique and
enormous potential?
For over twenty years, I have studied the puzzle of growth, trying to
understandwhereitcomesfromandwhathappenstoit.Duringthattime
the theory of disruptive innovation emerged, which asserts that massive
growth opportunities are available by developing simple solutions for
individuals who have historically not had access to existing offerings. As
disruptiveinnovationsimproveovertime,entireindustriesandsectorsare
transformed.
For the past ten years, we have been applying disruptive innovation
theory to our schools, and concluded that online and blended learning
stand to transform teaching and learning for every single student. And
althoughthistransformationservestodisrupttheforcesinfluencingwhat
our students know, Julia insightfully points out that there is perhaps an
even more powerful disruptive opportunity in our schools—one that will
dramatically impact whom our students know. This next wave of disrup­
tion has the potential to provide new and powerful relationships to
vii
viii
FOREWORD
millionsofstudentswhoareleftbehindinourschoolssimplybecauseof
the limits of their surroundings.
For school leaders searching for new growth opportunities for their
students, Julia’s work is groundbreaking. All the academic interventions
andsupportsintheworlddolittletochangetheopportunitiescontained
in a child’s inherited network—the collection of individuals in her home
and community given to her at birth. Fortunately, tools and services are
emerging that can change a child’s fate by giving her a chance to interact
and build relationships that expand her horizons, alter her perspectives,
andgenerateopportunities.Likealldisruptiveinnovations,thesesolutions
are simple applications targeting simple problems. Over time, however,
they stand to upend the ways students can access and capitalize on
meaningful relationships.
Ihavegainedsomanymarvelousinsightsfrommytimeworkingwith
Julia and watching her lead this important work. A large part of my
appreciation has come as I have reflected on the “strong ties” in my own
life. Growing up on the wrong side of the tracks in Salt Lake City, I was
fortunatetohavebeenborntoparentswhohadbothattendedcollege—an
outright anomaly in my community. My mother wrote and spoke
about politics and important issues in our home, and my father ran
for the Utah state legislature despite his simple background as a grocery
storemanager.Together,myparentsandcommunitygavemeavisionthat
Icouldbesomeoneimportantinthisworldandhaveanimpact—whichis
something every young person deserves, and every school should aim to
deliver.
Over the past twenty years as an educator, manager, and father, I’ve
realizedthatit’snotprofessionalaccoladesthatwillbethemeasureofmy
life. Instead, what will matter most is how I helped individual people
becomebetter.Thisbooksuggestsastructure ofschool thatwouldallow
more individuals—even those that we don’t think of as part of our
traditional education system—to mentor, support, and inspire young
people. In that vein, Julia’s research and vision are indispensable to
building a world in which individuals—even those from wildly different
backgrounds—can help one another.