Peter Gow, Trying to Further Education and Educators

Archive for the disruptive change Category

Disruptive Innovation: The Mirror and the Crystal Ball

On September 16, 2014   /   #PubPriBridge, disruptive change, disruptive innovation, NotYourFathersSchool, school marketing  

The other night on the #PubPriBridge Twitter chat we took on the topic of change in schools, and the conversation surfaced some pretty strong feelings on the point and purposes of change. Consensus, I feel comfortable saying, lay on the side of change, Heck, yes! but change […]

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The Original Disruptor: A Cautionary Reflection on DEAD POETS SOCIETY

On August 12, 2014   /   Blackboard Jungle, charisma, Dead Poets Society, disruptive change, disruptive innovation, innovation, NotYourFathersSchool, Robin Williams, students, teachers, teaching, To Sir With Love  

The tragic death of Robin Williams has moved us all, no matter what our special memories of his oeuvre might be: Mork, Adrian Cronauer, Peter Pan, or even John Jacob Jingleheimer Schmidt in one of my favorite films, To Wong Foo Thanks for Everything, Julie Newmar. For […]

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A Letter to New Teachers

On July 21, 2014   /   disruptive change, new teachers, NotYourFathersSchool, professional culture, professional learning, professionalism, school culture, school missions, students, teacher orientation, teachers, teaching  

Note: This post originally appeared here in July of 2011. It has proved to be both popular and durable, and as the 2014-15 2015-16 school year approaches, it seems appropriate to re-post it—PG If it hasn’t already, within a very few weeks school will be starting, and […]

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ACKNOWLEDGMENT OF TRADITIONAL LANDS

I here affirm that the offices from which I work are situated on lands that have a very long and continuing history as a locus of residence, livelihood, traditional expression, and exchange by the Massachusett, Wampanoag, Abenaki, Mohawk, Wabanaki, Hohokam, O’odam, Salt River Pima, and Maricopa people. The servers for this website are situated on Ute and Goshute land. We make this acknowledgment to remind ourselves, our educational partners, and our friends of our shared obligation to acknowledge and work toward righting the inequities and injustices that have alienated indigenous peoples from the full occupation and utilization of these spaces.