For the next three weeks, I’m going to talk in more detail about what I hope become some of the defining characteristics of Willard. This week, I’m going to start with empowering student learning. To illustrate what I mean by this, here’s a video of my three-year old son, Owen, talking about an imaginary world he created called Planet Bon. If you look past the nutella on his face, what I hope you notice is the excitement in his voice and the sparkle in his eyes as he talks about “gravity motors” ready to take us to this hot, treeless, beach planet that really could use a swimming pool. I’m not sure where Planet Bon came from (it’s one of the many stories he tells us in a given day) but I know it’s thoroughly his creation, one that brings him joy, connects to his passions, and makes him excited to share his ideas with others.
Owen’s pride in his creation reminds me of a vintage Lego ad from 1982. “What it is is beautiful” the ad announces as the little girl beams over her creation. It’s a jumble 
of Legos, mixed and matched into no apparent function, but in the look of pride in the little girl’s face, you can see that she considers it her own work of art. If you’ve played with Legos at all recently, you’ll know that they’ve moved away from the joy of creation and have been replaced by a step-by-step guide that walks you through how to build your Lego City, complete with Lego police officers, and mobile command centers, and a monorail to move your Lego professionals around to their various work environments. As learners, there is undoubtedly satisfaction in a task completed, an item marked off our list, but it pales in comparison to the fulfillment of creation, bringing forth something entirely new, wholly your own, to share with the world.
John Spencer and A.J. Juliani, authors of an excellent book on this topic titled Empower, sum up empowering learning this way, “Empowering students means giving kids the knowledge and skills to pursue their passions, interests, and future.” As we set about thinking through a vision for teaching and learning at Willard, the burgeoning Willard community will wrestle with how we embed opportunities to explore, create, and get feedback from others in order to continually amplify the impact of student work. What is undeniable, however, is when students own their learning, empowered as creators and not just completors, there is joy in our work, and the same pride you see displayed in the little girl’s face and in Owen’s tales of gravity-motor powered rocket ships.
Early in his monologue, Owen talks about needing a “key to turn it and then the gravity motor turns on.” Willard will be a beautiful and modern place to learn, but that isn’t the key that will drive us towards success. There will be fresh paint, and cool desks, and new furniture, but that isn’t the key to making it a place where students and teachers are happy. The key that turns the motor is creating an environment where teachers spark the natural curiosity in all learners, and support students as they develop skills as creators, collaborators, critical thinkers, communicators, and contributors. Our students enter our doors with interests, passions, dreams, and possibilities. Let’s nurture them and empower our students to turn their own gravity motor powered dreams into realities that change the world.
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