In the realm of education innovation, Project Ember stands as a beacon of creativity and experiential learning. Founded by Katie Richmond and Joshua Rothhaas, Project Ember blends art, engineering, and social-emotional learning to empower children aged 6-17 to explore their imagination and build tangible creations. My collaboration with Project Ember has been transformative, shaping my approach to education and fostering a deep appreciation for student-led learning.
I first crossed paths with Josh while he was working at Brightworks, an innovative school in San Francisco led by Gever Tulley. As a part of the research and design phase at KLS, I visited Brightworks several times and often my team and I met with Josh to study the large scale building that they engaged in with young students. Josh played a pivotal role in bringing Gever Tulley’s visionary educational concepts to life in its summer camp, Tinkering School and at Brightworks, its K-8 school. Josh was also instrumental in growing both programs. Drawn to Josh’s expertise and passion for hands-on learning, I gained a relationship that would profoundly impact my career.
At Project Ember Katie and Josh meant to cultivate a summer camp experience that challenged conventional notions of education. Through immersive group experiences and engaging prompts like “build a summer camp for dogs designed by cats,” campers took on collaborative projects that went way beyond traditional boundaries of learning together by allowing all campers to use real power tools. From constructing a car wash-equipped with a car on a track to building towering rollercoasters, the possibilities at Project Ember’s summer overnight and day camps were endless. Campers are immediately empowered by the massive capabilities that are inherited with power tools and the visceral danger that they are entrusted to work safely with. It is a stunning sight and to date with skill and planning project Ember has never had a major accident.
Inspired by Project Ember’s ethos, I volunteered my time and resources to support their endeavors from the first time Josh told me that he and Katie were starting on the project. I witnessed firsthand the transformative power of student-driven exploration, so I invited Project Ember to hold its first summer camp at RAFT’s headquarters in San Jose, CA.
I continued to give my time and support to Project Ember through its early growth, both to support the program but also to reinforce my teaching practice. I spent several weeks building amazing and huge flying-unicorn-treehouses or whatever kids could imagine at Project Ember. Each one taught me valuable lessons about understanding the experience of a kid attempting a daunting new task, and new strategies for pushing students’ imaginations and engagement beyond what they expect in a traditional classroom. My experience working with campers at Project Ember not only enriched my understanding of educational pedagogy but also equipped me with valuable skills that I could later apply in the classroom.
I had sensed a growing desire to reconnect with the direct interactions and transformative experiences that teaching offers. It was during this time that I spent several weeks immersing myself in the world of Project Ember, guiding campers as they brought their imaginative visions to life.
Working alongside these young innovators provided me with a fresh perspective on education, one rooted in hands-on, experiential learning and student-driven exploration. Through collaborative projects and creative challenges, I witnessed the power of fostering curiosity, resilience, and ingenuity in young learners.
The campers’ boundless enthusiasm and innovative spirit inspired me to tap into my own creativity and adaptability as an educator. I learned to embrace uncertainty, think outside the box, and cultivate a supportive learning environment where students felt empowered to take risks and pursue their passions.
The experience of guiding campers through the process of realizing their dreams instilled in me a deep sense of fulfillment and purpose. It reaffirmed my belief in the profound impact that educators can have on shaping the aspirations and aspirations of the next generation.
Later in my career, around 2021, as the COVID-19 pandemic had prompted a significant exodus of teachers from the profession, I felt a strong pull to return to the classroom and make a meaningful impact on students’ lives. I continued to volunteer and work with Project Ember as I transitioned back to the classroom amid the challenges of the pandemic, I carried with me the lessons and insights gleaned from my time at Project Ember.
In 2019 I was asked by the Projcet Ember leadership team to consider joining them in creating a roadmap for Project Ember’s Future. As I transitioned from my role at the Monterey County Office of Education to join Project Ember’s leadership team in 2020, I was energized by the prospect of expanding the camp’s offerings and securing long-term resources including real estate that would provide a permanent home for the overnight camp.
Project Ember’s Build Together @ Home online camp
Build Together @ Home
The onset of the COVID-19 pandemic presented unforeseen challenges. Project Ember faced the daunting task of adapting its operations to continue serving its community of young learners. With traditional in-person camps and events no longer viable, the team rallied together to innovate and create new opportunities for engagement with existing customers ad.
One of the pivotal responses to the pandemic was the launch of Build Together at Home, an online camp designed to bring the magic of Project Ember directly into the homes of campers. Through virtual platforms like Zoom, students were able to participate in hands-on activities, creative challenges, and collaborative projects, all while staying connected with their peers and mentors. Build Together at Home provided a much-needed sense of normalcy and excitement during uncertain times, fostering a supportive and engaging environment for young learners to explore their interests and unleash their creativity.
In addition to the online camp, Project Ember expanded its offerings into the digital realm with the introduction of a Minecraft after school program. What began as a solution to continue engagement during the pandemic quickly evolved into a full-fledged program that transcended geographical barriers. The Minecraft platform provided an immersive and interactive space for students to collaborate, problem-solve, and unleash their imagination. What started as an adaptation to challenging circumstances became a powerful tool for learning and community-building, ultimately expanding to become an after school offering for an entire school district.
As part of Project Ember’s commitment to innovation and educational excellence, the team also created two additional new products directly serving students and teachers. The team attended online meetings with the Region 5 STEAM steering committee to uncover needs and pain points schools, teachers, and students were experiencing. We found plenty. Teachers were inexperienced using the tools and had few practices or strategies for creating engagement online. Many students turned off cameras and microphones for a variety of reasons and disengaged from the zoom calls.
Overwhelmingly the team observed that educators were reporting a lack of engagement with their students and classroom communities. Students frequently turned off their cameras and microphones. technology problems were rampant, and many families had to quickly redesign their living spaces to acommodate several new needs for space and sound. The team had a very differnt experience during our summer Build Together @ Home camps
Through free-for-teachers online workshops, Project Ember provided educators with essential skills and resources to effectively conduct their classes over platforms like Zoom. These workshops covered a wide range of topics, including utilizing Zoom’s features to enhance virtual instruction, fostering student engagement through interactive activities, and creating dynamic and inclusive learning environments online.
One key focus of the workshops was on introducing teachers to innovative and engaging activities designed specifically for online settings. From interactive online games to community meeting activities that promote connection and collaboration among students, Project Ember equipped educators with a diverse toolkit of strategies to keep students actively engaged and motivated in virtual learning environments.
Project Ember’s workshops also delved into the realm of creative expression, offering guidance on facilitating collaborative online artmaking activities. These activities not only provided students with an outlet for self-expression but also fostered a sense of community and teamwork, even in virtual settings.
By empowering teachers with the knowledge and resources needed to effectively navigate online instruction, Project Ember played a vital role in supporting educators during a time of unprecedented challenges. Through its commitment to providing high-quality training and support, Project Ember demonstrated its dedication to advancing education and empowering teachers to thrive in virtual learning environments.
Sciencepalooza
After a meeting with the Region 5 STEAM steering committee we were approached by an organization that helps to put on an annual science fair in the East Bay Science Fair named Sciencepalooza. The event would be cancelled as no in-person location existed for a large event supporting multiple high schools during the outset of the COVID pandemic. Interested in our presentations about engaging students with our Build Together @ Home, the group asked us for ideas that could allow the Sciencepalooza to occur as an engaging online event. Our team proposed a This virtual event brought together students from across the region to showcase their scientific prowess and creativity in a digital format. Participants had the opportunity to design and present their projects within the virtual world of Minecraft, fostering a sense of excitement and discovery despite the limitations imposed by the pandemic. Sciencepalooza not only provided a platform for students to share their work but also highlighted the resilience and adaptability of Project Ember in the face of adversity.
Return to In-Person Camps
Despite the uncertainty of the times, Project Ember remained steadfast in its commitment to student-centered learning and safety. We invested heavily in COVID safety measures, ensuring that testing and PPE were readily available for all participants. Our resilience and adaptability not only sustained us through the pandemic but also expanded our reach, forging partnerships with school districts to deliver online learning experiences.
As I reflect on my journey with Project Ember, I am filled with gratitude for the opportunity to collaborate with such a visionary organization. Together, we have demonstrated the boundless potential of hands-on learning and fostered a community of creative thinkers. As we navigate the challenges of the future, let us continue to embrace innovation and empower the next generation of builders and dreamers.
As the STEAM (Science, Technology, Engineering, Arts, and Mathematics) Director for the Monterey County Office of Education, I had the unique opportunity to lead a multifaceted curriculum while also taking on the role of Art Director for the MCAET (Media Center for Art, Education, and Technology) TV station. Located in Salinas, CA, MCAET has been a unique and innovative educational resource, broadcasting over the air and via cable TV stations throughout Monterey County, CA.
Building the Team
When I assumed responsibility for the TV station, I faced significant challenges. The founding director had recently retired, and key engineering staff had also departed, leaving the station’s infrastructure in a complicated transition. Compounding the issue, wiring connections were mistakenly disassembled during a renovation, rendering the station unable to transmit its signal to cable stations or its over-the-air tower.
To address this, I spearheaded a local and national search for engineers and enlisted the expertise of a retired national network veteran engineer to restore functionality to the station. I was also able to recruit former students and interns from MCEAT’s past who had history and experience with the station and would be able to help MCAET get back on track.
FCC Re-Banding
The Federal Communications Commission (FCC) initiated a sweeping endeavor known as spectrum repurposing around 2018. This strategic initiative aimed to optimize the utilization of the radio frequency spectrum, a finite and valuable resource, by reallocating certain frequencies for alternative purposes.
The rationale behind spectrum repurposing stemmed from the burgeoning demand for wireless services, driven by the proliferation of mobile devices, IoT (Internet of Things) applications, and emerging technologies like 5G. By reallocating spectrum from legacy uses to more efficient and high-demand applications, the FCC sought to foster innovation, enhance spectrum efficiency, and meet the evolving needs of consumers and businesses.
One significant aspect of spectrum repurposing involved the rebanding of television stations’ frequencies, particularly in the UHF (Ultra High Frequency) band. This rebanding initiative aimed to consolidate television broadcasters into a more compact frequency range, thereby creating additional spectrum for wireless broadband services and other critical communications needs. However, the process of spectrum repurposing posed logistical and financial challenges for affected stakeholders, including TV broadcasters, who needed to adjust their equipment and operations to comply with the new frequency assignments. Additionally, the FCC provided financial assistance to mitigate the costs associated with spectrum repurposing, particularly for smaller broadcasters and public service entities.
As a TV station operating under a county office of education, we faced many financial and logistical constraints. I collaborated with departments throughout MCOE as well as several outside FCC specialist law firms to navigate the regulatory landscape and ensure the station’s compliance while securing reimbursement for incurred expenses from the government.
Classes at MCAET
MCEAT is an innovative partnership between broadcasting and education and was once home to a magnet high school for students in Monterey County pursuing media arts, performing, and broadcast careers. I introduced a program offering college courses and in-studio experiences in partnership with local colleges and universities. Through these courses, students gained valuable hands-on experience in television production while earning college credits, bridging the gap between education and industry.
Bringing college courses to the MCAET studio was a significant milestone in our efforts to enhance educational opportunities. By partnering with local colleges and universities, we were able to offer students the chance to earn college credit while gaining hands-on experience in television production. These courses provided valuable real-world skills and insights, preparing students for future careers in the media industry.
Designing a Streaming Service Website for MCAET
In addition to offering college courses, I also designed and launched a new website for MCAET that served as a streaming service for all of our programming. This website not only modernized MCAET’s platform but also provided students with relevant experience in navigating digital media platforms. With 24-hour internet streaming channels on Twitch and YouTube, we expanded our reach and accessibility, ensuring that our educational content could reach a wider audience.
By bringing MCAET up to date in broadcast technology, we also created more relevant learning for students in media arts courses throughout Monterey County. I developed lesson plans that allowed high school and college students served by MCOE to create 30-second Station ID promotional spots for MCAET. These hands-on projects empowered students to apply their knowledge and creativity to real-world scenarios, fostering a relevant understanding of modern media production concepts while promoting MCAET’s mission and services to the community. Through these initiatives, we aimed to inspire and equip the next generation of media professionals while enhancing MCAET’s impact and visibility in Monterey County.
In essence, my tenure at MCAET was characterized by a commitment to overcoming operational challenges, forging strategic partnerships, and embracing emerging technologies. We transformed MCAET into a dynamic educational hub, empowering students and communities across Monterey County.
As the newly appointed Director of Learning, I was entrusted with the task of reigniting donor and teacher enthusiasm for RAFT’s offerings. At the helm of this endeavor was a dedicated leader, Kipp Lanman first my executive coach as director and later my mentor and friend as CEO of RAFT, whose innovative spirit and unwavering commitment propelled RAFT to new heights. Our challenge was clear: to refocus on RAFT’s core mission of providing high quality low cost up-cycled materials to educators while introducing innovative products and services to meet the evolving needs of learners.
I hope to document the evolution of RAFT and the visionary initiatives that have reshaped its trajectory. From the redesign of products and rejuvenation of the brand to fostering community involvement through immersive events and a renovation of its teacher store, RAFT experienced a significant evolution from 2015-2017. These endeavors expanded the horizons of my educational resourcefulness as well. As a result, my aspiration in writing this article is that educators and communities will discover within these words a source of inspiration to envision the future of learning.
Brand and Product Redesign
One of our first initiatives was to address the financial strain caused by the depletion of large material donations. We observed that when these donations ran out, RAFT resorted to purchasing items to sustain its product offerings, resulting in increased overhead costs and decreased interest from both customers and donors. To tackle this issue, my team and I created the makerspace-in-a-box kit, a flexible product that could be assembled using a variety of donated materials. This kit not only reduced expenses but also provided comprehensive lesson plans aligned with educational standards, offering teachers a valuable resource for hands-on learning experiences. Additionally RAFT needed to move its packaging away from plastics, as it packaged most kits in plastic bags. Certain donors were unwilling to sponsor kits unless the packaging was biodegradable, sustainable and responsible.
Students use a RAFT Makerspace-in-a-Box to create a map of California’s regions.
The introduction of the Makerspace-in-a-Box kit marked a pivotal moment for RAFT, not just in terms of product innovation, but also in redefining its brand identity and opening doors to new services.
As the demand for sustainable packaging grew among RAFT’s donors, it became imperative to revamp the packaging materials. Plastic bags, once used for kit packaging, were no longer acceptable to donors concerned about environmental impact. In response, the Makerspace-in-a-Box kit was packaged using recycled cardboard, setting a new standard for sustainability in RAFT’s product offerings.
However, the shift towards sustainability wasn’t limited to packaging alone. It catalyzed a broader rebranding effort, encompassing a logo redesign, website overhaul, and new product packaging. The original RAFT logo, harkening back to its math tessellations kit, no longer aligned with the organization’s evolving focus. It was intricate and overloaded with information, failing to convey a cohesive brand message. The new logo needed to be streamlined, modern, and instantly recognizable. My redesign of RAFT’s logo removing the teassalating hands pattern refining letterforms and using the justified full company name.
Simultaneously, the website needed a transformation to enhance the online shopping experience and showcase RAFT’s expanded services. With a background in website design as my first business, I redesigned RAFT’s teacher facing website myself, emphasizing online product sales and the introduction of a redesigned lesson plan system, the lesson pages featured collapsible sections to make lesson plans more accessible and user-friendly. I trained RAFT’s education team to use a content management system and some light design resulting in a seamless pipeline of new content on our website from RAFT’s lesson design team.
Through these strategic changes, RAFT not only addressed donor concerns about sustainability but also redefined its visual identity and online presence. The makerspace in a box kit served as a catalyst for broader organizational evolution, signaling RAFT’s commitment to innovation and sustainability in education.
The Makerspace-in-a-Box’s alignment with educational standards and wide variety of comprehensive K-8 lesson plans made it an ideal choice for schools looking to incorporate hands-on learning experiences into their curriculum. Its modular design and adaptable nature allowed educators to tailor makerspace activities to meet the specific needs and interests of their students, fostering creativity, critical thinking, and collaboration.
Later when we began serving schools with direct resupply through our in school makerspace program, integrating the Makerspace-in-a-Box into school makerspace builds, we not only expanded its reach but also maximized its impact. Schools across the region embraced this innovative approach, transforming traditional learning spaces into hubs of innovation and exploration. The Campbell Union School District purchased a kit for every classroom teacher it employed. The Makerspace-in-a-Box became more than just a product; it became a catalyst for change, empowering educators to reimagine the possibilities of hands-on learning.
Jason Pittman leading a small group of parents, students, teachers and RAFT staff during an in-school build event
Makerspace Build Days for Familes and School Communities.
Building on that possibility, we launched immersive school events aimed at engaging parents, teachers, students, and staff in the construction of outdoor classrooms. These events fostered strong bonds between RAFT and school communities, demonstrating our commitment to collaborative learning experiences.
My experience as a teacher with school-wide garden building events played a pivotal role in shaping these initiatives. Drawing from the Saturday garden building events that I helped lead in DC area schools, I understood the transformative power of community engagement. These events not only brought together students, teachers, and parents but also instilled a sense of ownership and pride in the school environment. It was this spirit of collaboration and hands-on learning that we sought to replicate in our outdoor classroom events.
The prototype makerspace at Synapse School in Menlo Park.
To share our vision and recuit stakeholders, we first created prototype spaces to showcase the potential of mobile in-school makerspaces. Partnering with Synapse School, we embarked on a transformative journey to design and build a state-of-the-art makerspace that would serve as a model for future educational environments. With a generous recommendation from Larry Page, cofounder of Google, to Synapse’s principal, we began to discuss vision and philosophy of learning and found that we had exciting overlap. Within one month, we transformed a vision into reality, creating a dynamic hub of creativity and innovation for the Synapse community that grew to become a central part of the Synapse school curriculum.
The Synapse makerspace project was a collaborative effort, not just between RAFT and Synapse, but also drawing upon the expertise of Project Ember, a trusted partner with a proven track record in designing hands-on learning experiences. Project Ember’s cofounder Joshua Rothhaas helped me prototype and demonstrate the first major project of the Khan Lab School, a full sized go kart race track on Google’s campus built by students. I knew Josh shared this vision and would be a great fit with the Synapse philosophy. Together, we created a space that not only inspired students but also provided teachers with valuable insights into best practices and strategies in hands-on education. A completed makerspace build at the end of a Saturday event in CUSD
Kipp Lanman, RAFT’s CEO and a former intel executive, played a pivotal role in expanding the makerspace program, leveraging his expertise and network to garner support from key stakeholders. His strategic guidance and unwavering commitment were instrumental in securing funding and resources to scale up the program, enabling RAFT to reach hundreds of schools across the region.
Kipp’s next challenge was to help the program grow ten times larger. After creating the first six in school makerspaces and organizing those in school events, RAFT could demonstrate both the value to school communities and had excited donors with a new opportunity to support schools directly. RAFT had existing relationships with several school districts as well as several county offices in the region, so I began reaching out to explore the interests and needs of those partners to find potential good fits for our program. Public school entities were very excited by the low cost and high engagement offered to students and well as the year round support, training and material resupply that was included at one flat cost with our service.
Within a few months we bagen planning a year of builds and support for the majority of schools in the Berressa and Ravenswood school districts as well as the entire Orchard and Campbell Union School District. Within a year we were training the leadership at the Sacramento County Office of Education to run the entire program themselves offering our suppliers and contractors direct relationships with Sacramento in order to see the philosophy within the project expand without limitation throughout the region.
Remodeling the Store
The hand-built remodel of RAFT’s flagship store in San Jose stands as a testament to the power of vision, collaboration, and craftsmanship. Spearheaded by Kipp Lanman and myself, this ambitious project aimed to redefine the shopping experience for educators while showcasing RAFT’s commitment to innovation and excellence.
Kipp’s expertise as both a leader and a skilled woodworker played a pivotal role in bringing our vision to life. Together, we embarked on a journey to reimagine every aspect of the store, from layout and design to functionality and aesthetics. Our goal was to create an immersive environment that would inspire and empower educators while showcasing RAFT’s extensive range of products and services.
To optimize the shopping experience, we analyzed and addressed pain points in the retail environment, leveraging modern technologies and innovative design solutions. Small-scale prototypes and mock-ups allowed us to fine-tune our ideas and gain consensus throught the company before implementing them on a larger scale. We incorporated large round shelving units with laser-cut “living hinge” patterns, providing ample space for product display and organization. Strategic placement of banners and signage guided customers to subject-specific products, ensuring a seamless shopping experience tailored to educators’ needs.
The highlight of the remodel was the creation of massive eight and ten-foot structures that transformed the store into a captivating and dynamic space. Crafted with care and attention to detail, these structures evoked a sense of grandeur and excitement, setting the stage for an unforgettable shopping experience. Video screens came to life with product demos and student learning experiences, adding a multimedia dimension to the store’s ambiance.
As customers entered the remodeled store, they were greeted by an atmosphere reminiscent of a grand circus tent, teeming with energy and possibility. The remodel not only revitalized the physical space but also reinvigorated RAFT’s mission to empower educators and inspire learning. It was a testament to the transformative power of collaboration, creativity, and dedication to excellence.
An Inspiring Legacy
Despite Kipp’s untimely passing, his legacy continues to inspire us to push the boundaries of innovation and collaboration. As we look to the future, we remain dedicated to realizing Kipp’s vision of transforming education and making a lasting impact on the lives of teachers and students.
Reflecting on the remarkable transformation of RAFT and its profound impact on education, I am deeply grateful for the invaluable mentorship and friendship of Kipp Lanman. Kipp’s visionary leadership and unwavering commitment propelled RAFT to new heights, leaving his mark on the landscape of educational innovation.
At the core of our collaboration was Kipp’s steadfast belief in the potential of hands on experiences to open doors to passion for learning. Our commitment to using up-cycled materials to revolutionize learning environments and alleviate educational costs, gave me a deep sense of pride and satisfaction in our work. Together, we not only developed groundbreaking products and services but also cultivated a sense of community and empowerment among educators and students alike.
Looking ahead, Kipp’s legacy serves as a beacon of inspiration for educators, donors, and community members. By embracing the principles of sustainability, creativity, and collaboration, we unlock endless possibilities for enriching learning experiences and strengthening the bonds between schools and their communities.
I hope to continue to honor Kipp’s enduring legacy by continuing to push the boundaries of innovation and excellence in education. Together, we can forge a path towards a brighter future where every learner has the opportunity to thrive and succeed.
From Pixels to Pedagogy: A Journey into Education Reform
In the early 1980s, when I first stepped into a Houston classroom, the national spotlight shone on schools using corporal punishment after the Supreme Court ruled the practice was exempt from the Constitutional ban on cruel and unusual punishment,in a case in Florida. The overwhelming atmosphere of fear and anger, coupled with undiagnosed ADHD, made my early education a daunting experience. Seeking solace, I found refuge slipping away from class for extended periods to a reliably empty computer lab, teaching myself programming and laying the foundation for a lifelong passion.
My artistic inclinations led me to art school, where I delved into painting at VCU, reveling in the thrill of creating art for art’s sake led by a desire to study in their renowned program founded by the abstract expressionist painter, Clifford Still. Yet, the digital realm beckoned, and I ventured into the world of computer technology. As the internet unfolded, I foresaw the potential for pursuing my artistic endeavors online, creating a unique intersection of art and technology.
This juncture introduced me to the fast-paced world of web startups and media broadcasting, where my learning thrived in real-world applications. Instead of registering for studio classes, I landed two internships one at an internet design and dial-up provider and the other at a local TV affiliate making local TV ads. By senior year, I declined an offer to teach a digital video production class in exchange for an easy A, choosing instead to leave school and start my own business.
However, a life-changing trip to Miami shifted my focus from pixels to people. While helping to build a facility for a youth program on this habitat-for-humanity-style trip, I discovered the desperate need for positive spaces for kids in impoverished neighborhoods. Moved by this experience, I dedicated six months to running after school and summer programs in “Little Haiti”, attempting to make a difference in the lives of families and children facing unseen challenges. I was inexperienced and after six months, I returned to Virginia to process and build on this new experience.
Returning to Virginia, all of my time was consumed with riding the early wave of constant innovation in website design and on the internet in general. It was an amazing time. My company created one of the early content management systems, and it sold like gangbusters for our clients.
After a few years we moved into a very hip stylish office in downtown Richmond. I loved the rise and feeling of success, but it was new territory. Soon the success brought with it a realization— As the tech boom transformed neighborhoods, I couldn’t ignore the impact on local families. I noticed that as many tech related business were popping up downtown (like mine) families who lived in the area were getting pushed out.
Kids were breaking the windows of business on my block. So I decided to invite the neighborhood kids into our studio one day and showed them how to take apart and put back together one of our old computers. They told me about the local YMCA community center where they sometimes get to use computers. I contacted the YMCA and connected my business to their computer lab and began teaching hardware and web design for kids. This led to partnerships with local organizations like the YMCA, where I dedicated company resources to support computer literacy programs.
Connecting with local community centers and teaching hardware and web design to children, I found a purpose that for me, exceeded the great feelings of excitement and success in the emerging internet industry. The turning point came when my business partners, recognizing my teaching passion, urged me to become a teacher. Initially resistant, I eventually embraced the idea, selling my business and pursuing a Master’s degree in education at JMU.
My journey into education reform was born out of a need to address the inadequacies I witnessed in the American school system. From a fearful Houston classroom to the vibrant graduate program experience of JMU, my journey is a testament to the transformative power of education. It’s not just a personal odyssey; it’s a call to action, an invitation to join a movement for change. As you walk with me, envision a world where unconventional paths lead to unforeseen impact. Education is not just a system; it’s a tapestry woven by individuals committed to nurturing minds and uplifting communities. It’s about rediscovering the joy in learning, embracing the unexpected, and finding inspiration in the most unusual places.
As readers, you’re not mere spectators but fellow architects of change. Let this journey resonate with your own experiences, ignite the passion within, and empower you to make a difference. Become the advocate your community needs, spark conversations about reform, and weave your narrative into the larger tapestry of educational change. By connecting to the heart of your community, you, too, can be the catalyst for transformative impact. Join the movement, defy the ordinary, and let the pixels of your unique story contribute to the grand canvas of education reform. Together, we can build a future where every student thrives, every teacher is empowered, and every community becomes a beacon of inspiration.
Learning from Nautilus, Sharing with Students, Inspiring Futures
Training with the ArgonautsMy adventure with the E/V Nautilus began with National Geographic’s Jason Project at an NSTA convention, where I was honored as an elementary science teacher of the year. Intrigued by the workshops conducted by National Geographic, I delved into their curriculum, finding it to be a perfect fit for my classroom in Washington DC. Little did I know that this encounter would mark the beginning of an extraordinary expedition.
Following encouragement from National Geographic representatives, I eagerly applied to become a Jason Project Argonaut. The following year, I was overjoyed to receive the news of my selection and commenced my training at the Mystic Aquarium. Situated alongside the headquarters of Dr. Robert Ballard’s Ocean Exploration Trust, the Mystic Aquarium provided an immersive backdrop for our preparation.
Training sessions were intensive, designed to equip us with the skills needed to lead students in real-world scientific endeavors. From mastering on-camera appearances to conducting experiments alongside seasoned scientists, each aspect of the training aimed to prepare us for the remarkable role of an Argonaut. Collaborating with educators from diverse backgrounds added depth to our learning, fostering a sense of camaraderie and shared purpose.
Paired with the renowned Dr. Ballard himself, I embarked on my inaugural expedition in the Mediterranean Sea aboard the EV Nautilus, his esteemed exploration vessel. The experience was nothing short of exhilarating as we set sail into endless blue, guided by the spirit of discovery. Onboard, I had the privilege of participating in live broadcasts streamed over YouTube, offering students worldwide a glimpse into the world of oceanic exploration. The interactive sessions allowed students to pose questions directly to us, fostering engagement and igniting their curiosity about the wonders of the deep.
Climate: Seas of Change Textbook created during my first voyage aboard NautilusOur voyage was punctuated by a series of experiments which would be filmed for production of an educational DVD. Students would be participating in assisting scientists with ocean related experiments ranging from measuring turbidity and ocean currents to studying weather patterns and marine life. These hands-on activities provided invaluable insights into the methods employed by ocean scientists. By putting students alongside real scientists, the Jason Project gave in-class students a representative asking questions and offering a tangible connection to the concepts taught in classrooms.
The culmination of my first expedition was marked by the creation of educational materials, including textbooks, workbooks, and online video lessons. Filming scenes for DVDs and documenting our findings allowed us to translate our experiences into valuable resources for educators worldwide. Through these materials, teachers could bring the spirit of exploration into their classrooms, inspiring a new generation of scientists and explorers.
Reflecting on my time as a National Geographic Jason Project Argonaut fills me with gratitude for the opportunity to blend education with adventure. It is a journey that has enriched my teaching practice, deepened my appreciation for the natural world, and instilled in me a lifelong passion for exploration. As I continue to share my experiences with students and educators, I hope to ignite the same sense of wonder and curiosity that fueled my own odyssey.
Returning to Nautilus as Teacher-at-Sea
Erathostenes Seamount (2011)
After my initial voyage as a National Geographic Jason Project Argonaut, I was presented with a unique opportunity to return to the high seas, this time as the Science Communications Officer (also know as Teacher at Sea) aboard the E/V Nautilus. Invited by the organization’s leadership, I embarked on a thrilling expedition alongside accomplished and renowned scientists and sailors.
Dr. Coleman and I during a safety training session.Our journey began in Istanbul, Turkey, where I had the privilege of meeting Dr. Cady Coleman, whose captivating presence and wealth of knowledge would enrich our voyage. Cady is an astronaut and will be serving as the guest navigator for the first few weeks of my time with the ship that season. As we set sail for the Eratosthenes Seamount, located at the edge of a subducting tectonic plate, anticipation ran high for the scientific discoveries that awaited us.
The Eratosthenes Seamount, nestled at the edge of a subducting tectonic plate in the Mediterranean Sea, stands as a time capsule of the geological forces that shape our planet’s landscape. This unique underwater mountain offers scientists a rare glimpse into the Earth’s geological history, presenting a unique opportunity to study the intricate processes that have shaped our planet over millennia. Unlike other seamounts that have been submerged through subduction, the Eratosthenes Seamount’s distinctive shape has prevented it from being drawn beneath the Earth’s crust, preserving its geological treasures for scientific study.
For researchers aboard the E/V Nautilus, exploring the Eratosthenes Seamount offers a chance to unravel the mysteries of Earth’s past. By examining sediment cores, collecting rock samples, and conducting geological surveys, scientists can reconstruct the seamount’s history and gain a deeper understanding of the tectonic processes that have shaped the Mediterranean basin.
Throughout our expedition, Dr. Coleman’s boundless enthusiasm and expertise in space physics captivated audiences worldwide. I was lucky to be on the same watch team as Dr. Coleman. together, we navigated the intricacies of deep-sea exploration, engaging online viewers and students with live broadcasts and interactive sessions. Dr. Coleman’s engaging storytelling and passion for science brought the wonders of the ocean depths to life, inspiring a new generation of explorers. And it was simply my job to interview her and sever as moderator for the questions and interests of the audience, who would send their questions through the website to my console in the custom broadcast station Dr. Ballard had designed for Nautilus.
One memorable highlight of our voyage was a once-in-a-lifetime opportunity to connect with astronauts aboard the International Space Station. Dr. Coleman orchestrated a remarkable phone call, allowing each member of our crew to converse with astronauts in space—an experience that left us all awestruck and inspired.
As we delved into the mysteries of the deep sea, Dr. Coleman’s multifaceted talents shone brightly. From her captivating flute performances at sunset to her insightful discussions on space toilets, she brought a sense of joy and camaraderie to our journey. Our evenings aboard the Nautilus were filled with music, laughter, and engaging conversations, fostering bonds among the international crew of sailors and scientists. In the years since our voyage, Dr. Coleman has remained a cherished friend and mentor, offering encouragement and support to my students as they embark on their STEAM learning journey. Her generosity knows no bounds, as she continues to inspire and uplift aspiring scientists and explorers around the world.
The Monterrey Wreck
Gulf of Mexico (2012)
The Monterey Shipwreck
During my third voyage aboard Nautilus, I assumed the role of Teacher-at-Sea once again, joining Bob Ballard’s Corps of Exploration once again. This time, our expedition was led by Dr. James Delgado, a seasoned veteran of over 100 shipwreck investigations and host of the TV show The Sea Hunters. Our mission was to investigate a deep-sea discovery made by an oil company exploring for oil in the Gulf.
With the Nautilus and its team, the Corps of Exploration, we set out to search the area using our tandem robot exploration technology, aiming to uncover the secrets hidden beneath the ocean’s depths. As we arrived at the site of the unknown sonar report, the Nautilus began sweeping the ocean in a systematic pattern, utilizing its advanced multi-directional electric engines.
Before long, we stumbled upon a shipwreck resting deep at the bottom of the Gulf, where the high salinity of the water prevents the growth of organisms that typically decompose wooden ships. Dubbed “the Monterrey wreck” for its location, this Civil War-era ship was remarkably well-preserved in the harsh underwater environment. Under the guidance of Dr. Delgado, ocean archaeologists recovered several artifacts, including an octant, a sealed jar of ginger, and several muskets. These artifacts would undergo a lengthy process of desalinization before being displayed at a museum in Texas, preserving a piece of history for future generations to explore and learn from.
Dr. Cady Coleman gives the Nautilus team a tour of the Johnson Space Center’s master control room.While in Houston, our port for the expedition, I contacted Dr. Cady Coleman again, and she graciously invited the team to join her for a tour of the Johnson Space center where she was stationed at the time. Visiting the Johnson Space Center as a transformative experience for me and my fellow educators who had the privilege of being hosted by Dr. Cady Coleman, an esteemed astronaut and science communicator. From the moment we stepped foot into this hallowed ground of space exploration, we were enveloped in an aura of scientific discovery and human ingenuity.
Dr. Coleman, with her characteristic warmth and enthusiasm, served as our guide through the inner workings of NASA’s premier astronaut training facility. We embarked on a journey through space history as we toured the Space Shuttle Trainer, an exact replica of the spacecraft that carried astronauts into orbit for three decades. Stepping inside this iconic vessel, we gained a firsthand understanding of the challenges and triumphs faced by astronauts as they ventured beyond Earth’s atmosphere.
Next, we ventured into the International Space Station (ISS) training facility, where astronauts prepare for missions aboard the orbiting laboratory. Surrounded by life-size mock-ups of the ISS modules, we marveled at the meticulous attention to detail and advanced technology that enables astronauts to live and work in space for extended periods.
Throughout our visit, Dr. Coleman shared personal anecdotes and insights from her own experiences as an astronaut living and working aboard the ISS. Her passion for space exploration was palpable as she regaled us with tales of weightlessness, scientific experiments conducted in microgravity, and the camaraderie shared among astronauts living in close quarters.
As the day drew to a close, Dr. Coleman treated us to a special experience at a local hotspot frequented by astronauts—an all-astronaut band performance. Surrounded by fellow educators and space enthusiasts, we soaked in the lively atmosphere and reveled in the opportunity to connect with individuals who had ventured beyond the confines of our planet.
A Lifelong Love of Adventure and Exploration
Since my time aboard Nautilus, my journey has been one of continued exploration and learning, both in the classroom and beyond. Integrating ocean and space science into my teaching has been a cornerstone of my educational approach, allowing students to engage with real-world phenomena and cutting-edge research.
Joining the Jason Project and Corps of Exploration led me to career long pursuits to inspire learning about the Earth’s oceans.Staying connected with Dr. Cady Coleman has been a source of inspiration for my students and me alike. Her passion for space exploration has ignited a similar enthusiasm in my classroom, encouraging students to pursue their interests in science and technology. In 2023, I had the privilege of leading a Zero Robotics team, a project close to Dr. Coleman’s heart. Her virtual conference with the team served as a powerful reminder of their significance in the realm of space exploration, instilling a sense of pride and purpose in each member.
Being part of the Corps of Exploration aboard Nautilus opened doors to countless opportunities and a lifetime of growth. The experiences I gained and the knowledge I acquired continue to shape my approach to teaching and learning, infusing my work with a sense of excitement and discovery. As I reflect on my time aboard Nautilus, I am reminded of the profound impact that exploration and scientific inquiry can have on both individuals and communities, inspiring curiosity and fostering a lifelong love of discovery.
The Shackles of Fear: Reforming the American Classroom
In 1977, the Supreme Court’s decision in Ingram v. Wright marked the formal legalization of corporal punishment in schools. The court stated that the Bill of Rights’ 8th amendment ban on cruel and unusual punishment applies only to convicted criminals and does not apply to public schools, nor the practice of corporeal punishment in schools. The court wrote, “The openness of the public school and its supervision by the community afford significant safeguards against the kinds of abuses from which that Amendment protects convicted criminals.”
Three years later, I entered a system spiraling out of control, where safeguards and openness failed to protect students like me from unimaginable abuses of power. The echoes of that traumatic era continue to reverberate, intertwining with my experiences as a teacher and propelling me toward a commitment to reform.
The school I entered was a breeding ground for fear and humiliation. A dodgeball game turned into a daily ritual of physical and verbal abuse, and the vice principal wielded a wooden paddle with disturbing enthusiasm, publicly spanking students while encouraging mockery from onlookers. Even at the 6th-grade dance, I fell victim to the arbitrary exercise of power, receiving a public spanking for a perceived dress code violation.
These traumatic events, etched into my memory, formed the backdrop of my decision to become a teacher. Despite my aversion to the traditional education system, I resolved to prove that it could be done better. Little did I know that the scars of my own experiences would resurface, shaping my approach to teaching.
In my classroom, the specter of power struggles loomed large. The need to control an overwhelming number of students amplified the fear of loss of control and inadequacy, reminiscent of the harsh tactics employed by my own tormentors. Studies have shown that power heightens existing conditions, and within the classroom, the historical experiences of teachers acting harshly are magnified.
The internal conflict was palpable, but I refused to succumb to the systemic obstacles that held teachers back from meaningful relationships with students. I embarked on a journey of self-coaching, finding alternative ways to give students attention and time beyond the constraints of the system. Regular home visits, afterschool programs, and even walking students home became integral to my teaching practice. While these efforts felt successful, the time commitment remained impractical for most teachers.
My commitment to reform faced its litmus test during a parent-teacher conference when a mother insisted I resort to corporal punishment to control her son. This moment crystallized the corruption inherent in the power struggle, prompting me to reject fear-based tactics. The echoes of my past experiences fueled a determination to build trust rather than perpetuate a cycle of fear.
As I stepped into my role as a teacher, I carried the weight of my past experiences, a heavy burden that fueled my determination to disrupt the vicious cycle of fear. Yet, within the confines of an overpopulated public school classroom, I faced the daunting reality of the power struggle. The system’s design, rooted in a teacher-to-student ratio exceeding 30:1, perpetuates a broken structure where individualized attention becomes an unattainable luxury.
This struggle, felt by educators across the nation, is not merely a personal challenge but a systemic flaw. The overwhelming number of students demands control, leaving little room for the nurturing relationships students need. It becomes a choice between maintaining order and losing oneself in the system or risking chaos and potentially failing as an educator.
The consequences of this power struggle extend beyond the classroom, seeping into the very psyche of teachers who grapple with the daily battle for control. Fear becomes the driving force, eclipsing the joy of teaching, and creating a chasm between educators and students. The strain is evident, but the fault lies not with the individuals caught in this struggle, but with a system that perpetuates a damaging status quo.
In the heart of education reform lies a fundamental truth: the overpopulated public school classroom, with its oppressive teacher-to-student ratio, serves as the epicenter of our broken practices. It is a crucible where the power struggle flourishes, leaving educators trapped between fearfully asserting control and losing themselves in a system that prioritizes quantity over quality.
As we navigate the complexities of reform, we must shift our focus to the root cause—the flawed system design. Blaming individual teachers, parents, students, or administrators is a diversion from the real battle. The call to action is not a condemnation of those caught in the struggle but a rallying cry for systemic change.
Our democracy, robust and resilient, grants citizens the power to demand reform. We must advocate for a shift in the paradigm, urging policymakers and educational leaders to prioritize smaller class sizes. By dismantling the barriers that prevent teachers from forming genuine connections with their students, we pave the way for a transformative education system.
In the quest for reform, let us remember that change is not only possible but imperative. It’s time to dismantle the power struggle, eliminate the 30+:1 teacher-student ratio, and usher in an era where every student receives the attention and mentorship they deserve. As we untangle the knots of the broken system, we rediscover the essence of teaching—being present, forging connections, and cultivating a love for learning that transcends the confines of a crowded classroom.
This journey is not without its challenges, but within the struggle lies the potential for transformation. Reforming education demands a shift toward healing relationships among teachers, students, parents, and administrators—a shift from fear to trust. As we navigate the overhaul of education on the horizon, this concept should guide our designs for new schools and inspire teachers to lead with their hearts, fostering a learning environment founded on trust, understanding, and the unwavering belief in the power of reform.
Crafting the Future of Education: Building the Khan Academy Lab School
In the ever-evolving landscape of education, my journey led me to a groundbreaking project that aimed to redefine the traditional school model. After a decade of teaching, national recognition, and tireless advocacy for education reform, I found myself at a crossroads. The culmination of a three-year salary freeze and futile attempts to secure adequate funding for our school pushed me to make a bold decision – quitting my teaching job without a clear path forward.
I made the announcement during an interview on an NPR program and my pivotal moment caught the attention of Sal Khan, the visionary behind Khan Academy, an online education platform. Fueled by a ‘This American Life’ listener’s persistent emails, Sal and I eventually met and engaged in conversations that would eventually lead to the birth of the Khan Lab School. As the first hire, my role was not only to recruit a team and design a school that addressed the failures of public education but also to navigate the constraints of a budget comparable to the median spending per student in the nation.
The initial phase involved assembling the team and collaborating with the real estate development efforts. Countless hours were spent in discussions with Sal Khan, exploring his ideas and weaving them into a first-year vision for the school. The beauty of this project lay in the freedom provided by Sal, allowing the team and I to push boundaries and create a system that broke away from the conventional mold.
Our prototype approach divided the day into distinct parts. Mornings were dedicated to small group and independent learning practice in core subjects like math, science, English language arts, and history. Afternoons were a canvas for creativity, with students embarking on collaborative large-scale, semester-long projects that responded to community-crafted prompts.
The design of the school itself was also a collaborative effort with students, involving them in mapping out the space and experimenting with room configurations. By gaining the power to decide upon the use of a classroom space, students more naturally and inherently took responsibility for creating organizational systems for materials and for keeping spaces clean and tidy. (Although it took time for this natural consequence to emerge!)
Sal Khan had a great interest in the concept of mastery based learning. He had focused much of his online Khan Academy platform’s learning philosophy on this concept and was eager to see how the data from reaserchers and his own platform would work in a real world school. Mastery based learning at KLS would be demonstrated in the same way Sal’s team had designed the online platform- consistent demonstration of ten in a row correct answers is the gate way to moving along to the next concept, especially in math. By moving those drill and practice learning excercises into independent practice, the focus for teachers shifted from traditional grading to portfolio-based assessments, emphasizing students’ ability to apply their knowledge rather than conforming to standardized tests.
The first year witnessed projects like “Racetrack Day,” where students designed and constructed wooden cars for a box car race track on Google’s campus. “Dinner Theater” followed, featuring students growing, cooking, and serving food for a pop-up dinner theater. The school’s emphasis on hands-on, real-world projects culminated in a camping trip where students took the lead in teaching each other and their teachers about their passions.
My tenure at the Khan Lab School was a testament to the transformative power of reimagining education. The freedom to innovate, the emphasis on real-world applications, and the collaborative approach to design marked a departure from the conventional, bringing joy and authenticity back to the classroom. This venture taught me valuable lessons about the potential for radical change in education and the importance of pushing the boundaries to craft a future where every student thrives.
However, in navigating the uncharted waters of education reform, the Khan Academy Lab School project brought forth challenges that forced us to confront deep-rooted perceptions about traditional education. Collaborating with progressive leaders, parents, and stakeholders, the initial enthusiasm to revolutionize every aspect of conventional education often transformed into a complex web of conflicting sentiments.
Progressive parents in every private school I have worked or partnered with, while initially vocal about discarding traditional elements like blackboards and classrooms, gradually become uneasy as the new educational experiences unfold. Their concerns reveal the delicate balance required when implementing change – a balance I explored through interactions with innovative school designers Larry Rosenstock and Jeff Sanderfer.
During insightful visits to High Tech High and Acton Academy, Rosenstock and Sanderfer emphasized the importance of shielding the design process from conflicts of interest and skepticism from stakeholders. Larry advocated for removing parents from the board and staff, citing their potential conflicts, while Jeff maintained a strict policy against parental involvement in the design or function of the system. The struggle to reconcile these perspectives with my belief in the value of parental input proved complex. Despite spending extensive time building relationships with families, the challenge lay in finding ways to communicate and steward evolving ideas to critical stakeholders effectively. In hindsight, I recognize the need for constant prototyping and visual aids to bridge the gap between visionary concepts and stakeholder buy-in and understanding.
Beyond the tension between designing a radically new school and preserving proven practices, the endeavor exposed the difficulty of effecting change in established educational systems. Hiring experienced teachers proved challenging, as many were resistant to altering grading practices and behavior strategies. Even attempts to recruit innovative, award-winning teachers yielded responses of appreciation but declined offers.
Moreover, the landscape of progressive education practices, spurred by national initiatives like “No Child Left Behind,” faced scrutiny. Some practices, initially supported by data, succumbed to pressures from profit-driven products, inadequate training, and a lack of educator support. As a result, adopting new ideas or discarding old ones became an intimidating prospect.
Despite these challenges, the Khan Academy Lab School embodied its “lab” moniker, acknowledging the discomfort of working in an active petri dish while tirelessly striving for innovative solutions. Lessons learned underscored the importance of balancing the pursuit of groundbreaking ideas with the need for stakeholder engagement, effective communication, and a nuanced understanding of the intricate dynamics within the realm of education reform.
Designing the Khan Academy Lab School
Philosophy
In shaping the educational philosophy and curriculum of the Khan Academy Lab School, we drew inspiration from a blend of innovative educational ideologies, each contributing to the school’s unique approach to learning. Sal Khan’s book, “The One World Schoolhouse,” served as a foundational guide, advocating for methodologies such as the flipped classroom, mixed-age learning environments, and a mastery-based approach where students simply needed to demonstrate proficiency to progress.
A crucial element of our design was the implementation of the flipped classroom model, allowing students to engage with instructional content at their own pace outside of traditional class time. This not only catered to individual learning styles but also facilitated more personalized interactions during in-person sessions.
Sal Khan sits on a chair I built with students during our “Who are we?” project to design the school’s space. Originally published in Wired magazine Oct 26, 2015
Sal Khan’s vision, as articulated in his book, emphasized the importance of leveraging technology to enable teachers to access real-time data on student progress through its mastery based practice system. The Khan Academy platform, provides teachers with instantaneous insights and allowing for the dynamic formation of flexible student groupings on the fly. Investigating this approach and its potential would for the basis for the first half of each day.
My collaboration with Larry Rosenstock, the founder of High Tech High, introduced key concepts that enriched the school’s original design philosophy. The adoption of student-operated playlists with individualized tracks of study curated by both teachers and students became a cornerstone. The Khan Academy team had also collaborated with area independant high schools who were using the playlist concept successfully allowing my team and I additional observations and strategies for implementing this approach.
Rosenstock’s emphasis on utilizing real-world audiences in assessments and fostering a deep trust in students aligned seamlessly with my vision, and led to the creation of public exhibitions as a goal for each of our semester long school-wide projects. I had led events and published an article on the value I held in my experiences with inviting the public to celebrate learning in schools, so I was excited to learn more from Larry and see how far this strategy could elevate student learning. This authenticity in evaluating learning formed the basis of collaboration in the school community, empowering students to actively participate in shaping their learning experiences with their teachers.
My background in the DC public school system brought forth valuable elements, including a focus on community events, outdoor education, bi-weekly walking field trips to various city resources, and the integration of student-led design into the learning process. These components, proven successful in my prior award-winning career, drove my input into the educational design philosophies at Khan Lab School.
Combining these diverse elements was an exhilarating challenge. We were fortunate to have the support of stakeholders who embraced this amalgamation of philosophies, creating an environment where our innovative ideas could flourish. The enthusiastic participation of our incredible students added an extra layer of excitement to this educational experiment, making the realization of our shared vision all the more rewarding.
Hiring and Training the Team
Embarking on the task of building the Khan Academy Lab School team, I drew inspiration from Google’s hiring philosophy, emphasizing the importance of finding individuals who aligned with the innovative vision. Google’s emphasis on cultural fit resonated with the unique challenges and aspirations of our project. Leveraging my networks within Khan Academy and Google, I began spreading the word and soliciting recommendations for educators ready to embrace the difficulties of creating something entirely new.
The founding KLS team on opening day
The recruitment process involved a series of interviews that allowed both parties to understand and align with the project’s ethos. I sought educators eager to jump into the unknown, ready to face the challenges of crafting a more effective learning system. Performance tasks became a key element in the interview rounds, requiring candidates to respond to creative prompts or immerse themselves in a day at the Khan Lab School. This approach aimed to identify individuals whose passion for creativity and a desire to contribute to transformative education were palpable. It was essential for candidates to experience firsthand the non-traditional nature of our school and confirm their commitment to the demanding yet rewarding journey of designing and teaching simultaneously.
Recognizing the significance of adopting new grading practices and behavior strategies, I facilitated enriching professional development opportunities for our teachers. Drawing from my experiences, I organized visits to High Tech High in San Diego, CA and Acton Academy in Austin TX, collaborating with staff at these institutions to explore effective learning strategies. These visits were not merely about acquiring new skills but empowering our teachers to see themselves as designers with meaningful input into our program’s evolution.
The freedom to create personalized learning experiences for students came with the challenge of managing an uncharted system. Patience and tenacity were identified as critical virtues to avoid teacher burnout. By immersing the team in the mindset of change at High Tech High, we aimed to instill a deep understanding of the transformative journey they were undertaking. These experiences were not just about learning practices but fostering a culture of adaptability and continuous improvement. Through these intentional efforts, our educators were not only equipped with new methodologies but also empowered to contribute actively to the ongoing evolution of the Khan Academy Lab School.
Parental Involvement and Communication at Khan Academy Lab School
Navigating Revolutionary Change:
Revolutionizing traditional education required a thoughtful approach to parental involvement and communication. In the early stages, Sal Khan recruited an initial group of parents through the Khan Academy network, seeking both financial support for the project and those aligned with the unique program’s focus on practice and skills, along with a dedication to performance and synthesis of learning across domains. The goal was not only to gather support but to create a diverse community that could provide valuable insights for designing a system applicable to public schools.
To ensure a diverse participant pool, I engaged with each family multiple times, emphasizing our experimental and rapidly evolving approach. The focus was on introducing the program rather than evaluating students or parents based on their abilities or achievements. While some families were drawn to the project’s experimental nature, others sought prestige for their child’s college applications.
The original plan was a balance between tuition-paying and scholarship-funded families, in an attempt to better mirror the social dynamics of public schools. The allure of a school on Google’s campus attracted Bay Area tech workers seeking a unique educational experience for their children. However, it became clear that not every family was ready to embrace the experimental nature of our program, leading to modifications or dropouts after the first year.
Ongoing Communication and Collaboration:
Monthly meetings with parents became a crucial element in keeping them informed about changes and the outcomes of our various experiments. These sessions served as platforms for open discussions, allowing parents to voice concerns or suggestions. However, to prevent these meetings from devolving into grounds for complaints, I underscored the importance of prioritizing relationships and positive experiences in our communication formats.
To foster more casual interactions between parents and the team, we introduced post-meeting dinners at nearby restaurants. This informal setting encouraged a more relaxed and collaborative atmosphere, reinforcing the idea that the relationship between parents and the school was a partnership.
While the experimental nature of the Khan Academy Lab School wasn’t a perfect fit for every parent, the ongoing communication channels ensured transparency and facilitated a sense of community. This continuous dialogue was essential in navigating the complexities of parental involvement and sustaining support for the revolutionary educational model.
School Design
Mixed-Age Groupings:
The concept of mixed-age groupings at Khan Lab School stemmed from Sal’s One World Schoolhouse, and it was a concept I was eager to explore and integrate into our educational approach. Inspired by our observations at Acton Academy and at Brightworks SF during the design and training phases of the KLS project, we were impressed by the maturity and responsibility that students developed in working with and mentoring younger peers.
We structured age bands as the foundation for groups of students, managed by the same teacher. These bands were based more on child development stages than strict age divisions, allowing for a nuanced approach to educational needs and group to group movement. We aimed to blend activities so that students on the younger end of a cohort had opportunities to lead and mentor younger peers, creating a dynamic and engaging learning environment. The age bands evolved organically, with younger cohorts having narrower developmental expectations, gradually widening for older cohorts. This intricate dance allowed us to balance the diverse needs of students through their developmental stages.
As a teacher with experience in a dedicated science lab and outdoor program for 700 pre-K to 6th graders, I felt comfortable navigating the educational code-switching required to accommodate varying developmental stages. Though challenging, it provided a unique opportunity to understand the intricacies of mixed-age groupings, a practice I firmly believe in for meeting the diverse needs of students seeking independence. I feel certain that this strategy requires training and experience in order for teachers to feel bought in, comfortable efficient and successful.
Community Meetings:
At the heart of KLS were two daily student-led whole-school community meetings that shaped the outline of the daily schedule and drove student led learning. The first meeting initiated the day with music, meditation, breakfast, and positive vibes, setting the tone for the school-wide project’s current status. This brief but impactful gathering also kicked off the daily cohort community meetings that preceded academic studies in the morning.
The daily experience was captured by our oldest student Malinia Kapoor then 12 (and now an accomplished writer and Stanford student. Her account of a day at KLS can be read here. She says, “We all, from the youngest kindergartner to the oldest middle schooler, decide our schedule and term goals, and help shape the new school with our ideas.”
Her description of the morning meeting illustrates the power of mixed age learning and student responsibility. She writes, “Every day the KLS community gets together to say good morning and get energized. My five-year-old friend Mylan slipped her hand into mine as we all turned to the student leader of the meeting, Isabella. This morning our greeting and energizer were blended into one—the snowball greeting. As a basket came around, I reached my hand in and drew out a crumpled-up piece of paper. Then, for one minute, we had a “snowball” fight. When time was up, the loud laughter ceased and everyone picked up a snowball, uncrumpled it, and went to shake hands with the person whose name was on their paper.”
Cohort community meetings empowered students with a democratic voice in the classroom, fostering responsibility and engagement. Student-led with a templated format, these meetings allowed every student an opportunity to share, respond, and address issues important to them. These meetings created a sense of investment in students’ educational experiences, keeping them motivated and engaged.
Afternoon meetings followed a similar structure, occurring after lunch and recess. These gatherings served as a platform to discuss cohort needs for the afternoon, aligning with the school-wide quarter-long project. The meeting format, though seemingly routine, required considerable training for students to lead effectively and for teachers to guide the process smoothly. The investment in teacher training was crucial to ensuring a successful implementation of this strategy, reflecting the broader ethos of KLS in student-centered and community-driven learning experiences.
School-wide Projects
Each term of the first year of the Khan Lab school was driven by a school wide project attached to driving questions or challenges: ‘Who Are We?’, ‘Can a School be ANYTHING we want it to be?’, ‘Carnival of Caring for the Bay’ and ‘Students Create School.’
Racetrack Day (Quarter 1): Prompt – Who Are We?
The inaugural quarter project, “Who Are We,” marked the beginning of a journey into hands-on, collaborative learning. Embracing the spirit of a well known inquiry-based project, the prompt challenged students to explore and represent aspects of their lives through collected data. Each student selected several categories of personal interest, posing questions like: How many goal kicks do I practice each week? How tall am I? Any question that could yield data became a canvas for self-exploration.
The open lab space became a hub for students to visually represent their collected data, fostering a deeper understanding of themselves and cultivating habits essential for independent learning. As a community, we delved into personal insights, student-led small groups and collaborative decision-making through class meetings, addressing meaningful issues within the school.
Drawing inspiration from educational visionaries like Larry Rosenstock and Joshua Rothhaas, co-founder of project Ember, the project took an ambitious turn towards large-scale building. With a keen interest in empowering students through meaningful work and hands-on experiences with real power tools, the aim was to instill excitement and responsibility in their educational pursuits. Collaborating with design assistant Alejandro Poler, we crafted innovative furniture and re-buildable wooden parts, allowing students to create their own desks or prototype imaginative ideas.
Amidst the tinkering with our space and the exploration of self, the focus shifted to the immediate surroundings, asking crucial questions: Who are we as a group, and how do we learn best together? In collaboration with Joshua Rothhaas and his team, we embarked on a journey of collaborative design sessions with students, culminating in the goal of designing a public exhibition—a response to the question, “Who Are We?”
The brainstorming sessions sparked the idea of “Racetrack Day,” an event where students would showcase their math, language, art, science, engineering, and technology learning. Curated by teachers, these learnings were transformed into small team-built box cars and grade-level projects. Younger students engaged in track design planning, testing lengths, and crafting wooden ramps. Middle-aged students focused on promotional media, writing, drawing, and recording messages, while older students coordinated the project and designed safe bleachers for audiences.
This transformative experience, blending academic disciplines with practical application, demonstrated the potential of project-based learning in fostering a holistic educational journey. The collaboration with Joshua Rothhaas solidified the belief that education could be an immersive and dynamic exploration, inspiring students to apply their skills in real-world contexts. “Racetrack Day” not only showcased their achievements but also laid the foundation for a year of innovative and student-driven projects at the Khan Academy Lab School.
Pop-Up Dinner Theater (Quarter 2): Prompt – Can a School be Anything We Want It To Be?
The second quarter embarked on an ambitious project eventually led by a challenge to create a “Pop-Up Dinner Theater” for 100 guests on a Google campus for one night. Guided by the principle of empowering students to shape their educational journey, I sought to lead the team in a direction where students would truly embrace their roles as architects of their learning experiences. Drawing inspiration from Joshua Rothhaas and his notion of “detox,” we aimed to break away from traditional habits, fostering a belief that students could lead and own their learning experiences within our school.
Embracing the ethos of Acton Academy, Brightworks, and High Tech High, I set the stage for students to tackle significant questions. As a precursor to this transformative quarter, we began by exploring individual identities with the question “Who am I?” This evolved into a collective inquiry: “Who are we as a community?” To deepen this exploration and solidify our commitment to a model for public education, I aimed to evoke a sense of wonder and curiosity through inspiring questions about school design. I hoped to inspire students by sharing the reigns of the mission of the school with them – to design a new model for public education. And I believed that the individual project questions should be inspired by this shared collaboration and meaningful power to shape their environemnt.
To accomplish this, I encouraged students to have conversations at home and scour the internet and beyond for intriguing and positive ideas that caught their interest. Our search spanned innovative technologies, Broadway sensations like Hamilton, and even pop-up restaurants pairing innovative chefs with unique locations for a single night. Students delved into the core question— ‘can our learning truly stem from any experience we enjoy or wish to pursue?’
The idea of a pop-up restaurant gained traction among students during school community meetings. Students initially expressed interest in helping the school to build its lunch program. Students asked questions about where food comes from, how it is prepared, how much it costs and the equity in our community of food availability. Student age bands sought early projects curated by teacher group leaders. Initially students chose to create a garden, a bakery and a vending machine to sell snacks grown in the garden (like sunflower seeds and dehydrated fruits). Allowing this investigation to grow in the community for a few weeks, we found our driving challenege, evolving into a large-scale project that encompassed a school-wide theater production and pop-up restaurant. We researched a San Francisco based organization that connected chefs with one night “pop-up” restaurants to promote creativity and social gathering around culinary art. Instead of reaching out myself, I prompted the older students to call via speakerphone to collectively pitch the concept to the pop-up organization. The pop-up team loved the idea, marking the beginning of a collaboration that would shape the rest of the quarter.
The interdisciplinary project involved multiple facets, including growing food, learning about soil and plant needs, and studying topics like photosynthesis. Older students curated mini-projects onto their playlists, covering everything from stage construction and lighting engineering to writing and composing music. Students who chose the play as their focus engaged in daily and weekly projects, contributing to the immersive experience.
On the night of the event, students showcased their culinary and artistic talents, serving dishes to 100 guests at a pop-up dinner theater on Google’s campus. The stage was a testament to their craftsmanship, featuring a musical written and performed by students. The entire school space transformed into a restaurant, stage, and gallery, showcasing a myriad of independent student projects, from garden plots and handcrafted vending machines to costume armor and a hovercraft.
This quarter was a pivotal moment, offering proof that education could be a dynamic, engaging, and successful endeavor. While we had much to figure out, it laid the foundation for our understanding of student learning and the culture we aimed to cultivate. My determination persisted—we were creating a model where teachers found fulfillment, parents had meaningful input, and students reveled in the joy of learning, setting the stage for a rewarding childhood experience.
Save the Bay Carnival at Google campus (Quarter 3): Prompt – Carnival of Caring
In the third term at Khan Lab School, our design team decided to pivot, placing the reins of leadership firmly in the hands of our students. Eager to tap into their empathy and passions, the team initiated a school-wide exploration of student interests, uncovering a shared concern for the environment and a love for animals.
Teacher leaders orchestrated group sessions during community meetings, allowing students to express their thoughts and ideas. This collective brainstorming session became the foundation for our unique project—a day-long carnival fundraiser held at one of Google’s Mountain View campuses, aptly named the “Carnival of Caring.” The ultimate goal? Raising funds for Save the Bay, a non-profit organization dedicated to the stewardship of the San Francisco Bay watershed.
During this term, teachers and students worked in tandem to organize field trips to volunteer for Save the Bay. Older students took on mentorship roles, guiding their younger counterparts in various activities such as clearing brush and invasive plants from the watershed. These field trips not only aligned with our commitment to community service but also nurtured a sense of responsibility and cooperation among the diverse age bands.
The heart of the Carnival of Caring was the challenge posed to student small groups: create a carnival booth that blends entertainment with education, ensuring maximum engagement and replayability for visitors. To infuse academic depth into their projects, teachers carefully curated playlists incorporating Common Core and NGSS performance expectations, linking the students’ passion for animals with structured learning experiences.
The result was an inspiring convergence of fun and education. Students worked tirelessly during the day, researching, writing, reading, and designing physical structures, all driven by their love for animals. The space transformed into a gallery of animal study projects, a vibrant testament to their dedication and creativity. The Carnival of Caring not only raised funds for a noble cause but also exemplified the power of student-led initiatives, demonstrating the depth of learning that can emerge when driven by passion and purpose.
We Built a School! Let’s Celebrate! (Quarter 4): Challenge – Students Lead a Day of School… in the Woods!
As we approached the final term of our inaugural year at Khan Lab School, excitement bubbled over among our students and teachers. The quarter’s long-term challenge was inspired by the prospect of creating a booth for the 2015 Bay Area Maker Faire, following an unofficial field trip to the 2014 Maker Faire that left us buzzing with inspiration. In just a year, we had transformed our vision into something tangible and significant—a school we were proud to showcase.
The students, eager to commemorate their year of learning and collaborative school building, expressed a desire for a special celebration. Camping resonated with many of them, and the idea evolved into a family camping trip culminating in a promotion ceremony held in a bonfire-style gathering. Teacher designers skillfully curated the students’ interests and playlists, weaving them into cohort and individual projects, as well as a school-wide challenge: to recreate a day of school entirely orchestrated by students. Lessons, activities, and even the final ceremony would be led by the students, marking the pinnacle of their independence and collaborative efforts.
The event took place on a Thursday, inviting families to join for as much or as little of the camping trip as they could. A culmination of the students’ efforts, the ceremony was followed by a laid-back PJs day at school dedicated to reading and napping, giving everyone a chance to recover without encroaching on precious weekend time.
Throughout the day, students assumed the roles of teachers, guiding lessons on their favorite subjects and leading activities during PE time. The schedule mirrored a typical school day, with each segment filled by the students’ independent or group-led creations. The final ceremony, however, stole the spotlight, becoming one of the most poignant and heartwarming promotion ceremonies witnessed.
Students showered each other with congratulations, superlatives, and heartfelt letters, acknowledging and celebrating each other’s growth throughout the year. It was a touching and meaningful finale, highlighting not just the academic achievements but the bonds and camaraderie forged during the journey of building a school from the ground up. The camping trip turned out to be the perfect backdrop for this grand celebration, a testament to the unique spirit and community we had cultivated at Khan Lab School.
Unforeseen Challenges:
The journey of establishing the Khan Academy Lab School on Google’s campus brought forth unforeseen challenges that tested the resilience of the team. The high-profile nature of the venture attracted significant attention in Silicon Valley, a region notorious for its competitive and sometimes ruthless private school culture. Competitors in the ed tech space, driven by self-interest, occasionally resorted to unscrupulous actions, requiring a low-key approach initially to secure a stable setup and allow the team to acclimate to San Francisco.
Rapid growth emerged as a double-edged sword. While expansion was a testament to the project’s success, managing it proved a formidable task. Drawing inspiration from High Tech High and Google, I learned that preserving a positive culture amid rapid growth was as critical as managing the expansion itself. Unfortunately, the education system often neglects the value of nurturing a strong cultural foundation.
A surprising challenge arose from students’ disbelief in the innovative system they now had access to. The level of freedom granted surpassed their previous experiences, leading to skepticism about the sustainability of this unique approach. The “detox” period, as described by a colleague Joshua Rothhaas, highlighted the struggle students and parents undergo when introduced to a genuinely innovative educational model.
Responding to Tensions:
The tension between implementing new ideas and preserving valuable practices was acknowledged during the first year. Instead of reacting hastily to criticism or conforming to traditional practices under pressure, the school opted to listen. Monthly meetings provided a platform to address concerns and demonstrate understanding, fostering a sense of unity within the founding team.
While the school eventually succumbed to some pressure for conformity as it rapidly expanded, the first year was characterized by holding onto this tension. Public events continually proved that students were having remarkable experiences, leading their learning at a young age. Imperfect yet profoundly satisfying, it was a year of experiments and deep learning.
Pivoting Based on Feedback:
The rapid growth of the school required significant effort to believe it into existence, move the team across the country, build relationships, and establish trust. During this phase, negotiations around scholarship students played a crucial role. The commitment to inclusion was a non-negotiable aspect for the project’s goal of creating a model worthy of public school trust. While the initial year saw some compromises, the refusal to exclude scholarship students in the second year led to a critical pivot.
Post my departure, the school continued to innovate and expanded to include high school students. I am very proud of this video created by KLS during the school year after my departure to lead RAFT. The video illustrates many of the design experiments that we were so proud of in the founding of KLS, from teacher ownership, mixed age learning and the power of responsibility and leadership and primary school as a true community of respected stakeholders working together to achieve success for students and growth for teachers and the school community as a whole.
After a meeting with the Region 5 STEAM steering committee we were approached by an organization that helps to put on an annual science fair in the East Bay Science Fair named Sciencepalooza. The event would be cancelled as no in-person location existed for a large event supporting multiple high schools during the outset of the COVID pandemic. Interested in our presentations about engaging students with our Build Together @ Home, the group asked us for ideas that could allow the Sciencepalooza to occur as an engaging online event. Our team proposed a This virtual event brought together students from across the region to showcase their scientific prowess and creativity in a digital format. Participants had the opportunity to design and present their projects within the virtual world of Minecraft, fostering a sense of excitement and discovery despite the limitations imposed by the pandemic. Sciencepalooza not only provided a platform for students to share their work but also highlighted the resilience and adaptability of Project Ember in the face of adversity.
MCEAT is an innovative partnership between broadcasting and education and was once home to a magnet high school for students in Monterey County pursuing media arts, performing, and broadcast careers. I introduced a program offering college courses and in-studio experiences in partnership with local colleges and universities. Through these courses, students gained valuable hands-on experience in television production while earning college credits, bridging the gap between education and industry.
Reflecting on the remarkable transformation of RAFT and its profound impact on education, I am deeply grateful for the invaluable mentorship and friendship of Kipp Lanman. Kipp’s visionary leadership and unwavering commitment propelled RAFT to new heights, leaving his mark on the landscape of educational innovation.
The first year witnessed projects like “Racetrack Day,” where students designed and constructed wooden cars for a box car race track on Google’s campus. “Dinner Theater” followed, featuring students growing, cooking, and serving food for a pop-up dinner theater. The school’s emphasis on hands-on, real-world projects culminated in a camping trip where students took the lead in teaching each other and their teachers about their passions.
In shaping the educational philosophy and curriculum of the Khan Academy Lab School, we drew inspiration from a blend of innovative educational ideologies, each contributing to the school’s unique approach to learning. Sal Khan’s book, “The One World Schoolhouse,” served as a foundational guide, advocating for methodologies such as the flipped classroom, mixed-age learning environments, and a mastery-based approach where students simply needed to demonstrate proficiency to progress.
This transformative experience, blending academic disciplines with practical application, demonstrated the potential of project-based learning in fostering a holistic educational journey. The collaboration with Joshua Rothhaas solidified the belief that education could be an immersive and dynamic exploration, inspiring students to apply their skills in real-world contexts. “Racetrack Day” not only showcased their achievements but also laid the foundation for a year of innovative and student-driven projects at the Khan Academy Lab School.