A former high school science teacher in a small Northern California district, Cary Matsuoka eventually moved into administration and became superintendent in 2006 in Los Gatos-Saratoga Union school district with two high schools, one of which he had taught in for 13 years. After five years as superintendent, he applied for and was chosen superintendent of the larger Milpitas Unified School District (MUSD) in 2011. Milpitas then had 13 schools (nine elementary, two middle, and one high school) serving about 10,000 students, far more diverse than the smaller mostly white Los Gatos-Saratoga Union district. Matsuoka left MUSD in 2016 to serve the larger Santa Barbara district of 22 schools and over 15,000 students (see here and here).
But, oh what a five year run in technology integration it was for Milpitas.
A year after Matsuoka arrived, district voters approved a $95 million bond proposition for new buildings and technology infrastructure. In that year, the superintendent posed a question to district staff.
*”If you could design a school what would it look like?”
Taken with how contemporary designers pose problems and involve those who have to execute decisions in classrooms (see here), Matsuoka involved staff, the school board, and teacher union in answering this critical question. No top-down answers or direction from the board or superintendent. No command-and-control decisions. Answers would come from those who had to execute the designs. An unusual process in most districts.
He and Chin Song, director of technology, took groups of teachers, administrators, and board of education members to see about 50 schools throughout California. Also as Song explained, “We wanted to bring people to campus because it was easier timing-wise.Maybe it’ll be teachers from Rocketship, maybe Summit, maybe Santa Barbara… we like variety.”
[Matsuoka on left; Song, right]
The answers came slowly but clearly over the next school year driven by the widely shared truth of teaching in public schools: classrooms with 30-plus students in age-graded schools, tailoring instruction to meet differences among students and individualizing learning is very hard to do.
With construction and technology funding, district administrators asked schools to come up with designs, new models, for their schools. Matsuoka said that the models schools came up would be judged and a few selected to become pilots for the district. The designs had to meet these criteria:
“The models had to 1) integrate technology, 2) use data to inform instruction 3) be student-centered and 4) be flexible in how they used space, time, and student grouping.” (see here)
District committees chose two elementary schools to be pilots. By the end of 2013, the direction was clear. The pilots and work at one middle school showed that a newly designed school could integrate technology into daily lessons. All district schools would have blended learning with special spaces set aside for newly constructed Learning Labs.
By 2013, with money from the approved bond proposition, nearly 5,000 Chromebooks had been purchased and distributed across the district. By 2015, six elementary schools, one middle school and the one district high school had been remodeled to include Learning Labs (Matsuoka letter to Milpitas Post, September 2014).
In the primary grades of elementary schools teachers would rotate learning stations during a lesson: students would move from small groups in reading, to math, and then tablet computers to work individually). In the upper elementary grades, rotation of classes through the Learning Lab would occur. In middle and high schools, the newly built Learning Labs became centers for technology integration. Individual teachers and departments scheduled their classes to use the new spaces. This became the blended learning model that MUSD gradually–not in one fell swoop–spread through the district (see here and here).
This also became the district version of “personalized learning.” As the Superintendent put it in a letter to the Milpitas Post in September 2014:
What does personalized learning look like? It begins by looking at education as both acquisition of information and application of information. Then we must create learning environments that nurture a strong relationship between the teacher and the student, and a strong sense of community within each classroom. Students should have opportunities for collaboration and learning with and from their peers. Students should have more choice about what they learn, more control over time and pacing, and use technology to create a personalized learning pathway
In the Fall of 2016, I visited two of the elementary schools that have been involved in the redesign of their schools, one of which had been selected as a pilot for blended learning, and spent two mornings each observing primary and upper-grade lessons and interviewing teachers. The following posts will describe what I saw and heard.