Many schools today still rely on old systems that no longer fit today’s students. Parents, teachers, and students often feel stuck in routines, focusing more on grades than real learning. However, people are starting to ask better questions across the country and beyond.
What if students helped shape what they learn? What if schools worked more with communities? These questions are opening the door to real school change. Step by step, more schools are trying new ways to help students think, grow, and take charge of their learning.
One person who has spent years exploring this shift is Josh Reppun. He is the Global Community Director at What School Could Be and hosts its podcast. Before that, he worked as a teacher in Hawaii for 17 years. His path changed after he watched the film Most Likely to Succeed.
That led to a partnership with the film’s producer, Ted Dintersmith, and later inspired his podcast. Through this work, Josh shares real stories from educators focusing on students, not systems. He also runs The Aha Project in Hawaii, where school leaders often meet to talk and learn.
In this article, you’ll learn what Josh has discovered about school change. You’ll see what works, what doesn’t, and why people matter most.
How the Podcast about School Change Began and Its Impact
The What School Could Be podcast started to continue the message of Most Likely to Succeed, a 2015 documentary by Ted Dintersmith and directed by Greg Whiteley.
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After 17 years of teaching in Hawaii, Josh Reppun took a job at Apple. There, he came across the film. It changed how he thought about schools and sparked new ideas.
Reppun reached out to Dintersmith, who was finishing his 50-state tour. When Dintersmith visited Hawaii, Reppun helped plan school visits to highlight creative approaches. This experience, along with Dintersmith’s book What School Could Be, led to the idea of a podcast.
Purpose and Vision
The What School Could Be podcast highlights real school stories that focus on students, not systems.
- Features educators from public, private, and charter schools
- Builds on the ideas in Most Likely to Succeed and the book What School Could Be
- Shows how local efforts can improve learning
- Encourages change through practical examples
- Focuses on student-centered education
Getting Started
The idea took shape during a chat after work. Reppun met Ryan Ozawa, who knew how to produce a podcast. Reppun brought the goal. Ozawa brought the tools. Together, they launched What School Could Be in Hawaii. It soon grew beyond Hawaii.
Strong Public Response
The podcast grew fast. Listeners wanted real stories about better learning. The response showed that people are ready for change.
Positive Signs of Change
High Tech High in San Diego became a model after the film. It grew to several campuses. Other schools followed. One Stone Lab School in Boise also stands out. It’s featured in Rise: Voice of a New Generation and shows what’s possible when students lead their learning.
Why School Change Needs Student-Driven Learning
Good learning isn’t just about grades or tests. It’s about helping students think, solve problems, and take charge. That’s why student-driven learning and real-world work matter so much. These methods prepare students for real life, not just for exams.
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Five Core Themes That Guide the Work
This approach follows five main ideas that guide better teaching and learning.
1. Mobilizing the community: Schools work with families, groups, and local partners to support student growth.
2. Student-driven learning: Students lead their learning by asking questions, solving problems, and making choices.
3. Real-world challenges: Lessons connect with real life so students see the value of their learning.
4. Caring and connected school communities: Schools focus on strong relationships that help students feel seen and supported.
5. Better ways to assess learning: Instead of only using tests, schools look at deeper growth and real understanding.
Examples That Show School Change in Action
In Hampton, Virginia, students collaborated with Hollywood professionals to create short films. They learned skills, told stories, and shared their work through a public film festival.
In New Brunswick, Canada, schools started micro-courses. These are short, focused lessons that cover real topics. Teachers and students help design them. They can be stand-alone or part of regular classes.
Experts like John Hattie and Tony Frontier also support this shift. They show that deeper learning has a bigger impact than smaller class sizes.
Listening and Learning from Leaders
In Hawaii, school leaders join a project called Aha every two months. They meet, pick a topic, and talk about real issues they face. These talks build trust and help leaders find better ways to move forward. That’s how real change happens—one step at a time.
Lessons From a Failed School Change Rollout
Trying new ideas in schools sounds exciting. But things often fall apart if people aren’t part of the process. One school built a top-class Creativity center and rolled out 2,000 iPads. On paper, it looked perfect. But in practice, it missed the mark.
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What Went Wrong
The Sullivan Center for Creativity and Leadership was built to spark creative teaching. It looked modern and was inspired by Stanford’s D.School. At the same time, the school launched a 1:1 iPad program.
But teachers weren’t involved in the planning. When the building opened, most had no idea how to use it. Many kept teaching the old way in a shiny new space.
The same happened with the iPads. Instead of using them for deeper learning, teachers saw them as digital textbooks. The change felt forced, not shared.
The Missed Opportunity
The biggest issue was ignoring the need for shared ownership. Teachers weren’t invited to shape the plan. They didn’t know what the tools were for or how to use them well. The vision stayed at the top. And that gap led to pushback, confusion, and lost trust.
What to Do Instead
- Involve teachers early: Change works best when teachers help shape the plan from day one.
- Build shared ownership: Let staff, families, and students feel they have a voice.
- Create a clear vision: Show how new tools and spaces will help everyone, not just look better.
- Move quickly: Give time to learn, ask questions, and test what works.
Real change needs more than tools or money. It needs trust, time, and people moving forward together.
Why Do Relationships and the Right Sequence Matter in School Change?
Real change in schools doesn’t happen just by adding tech or building new spaces. It takes timing, care, and strong relationships. When these parts fall into place, real progress starts to happen.
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Change Needs the Right Sequence
You can’t throw new tools into an old system and expect success. The order matters.
- Start by helping students move from dependent to independent learning.
- Add tools like AI or iPads only when they support that shift.
- Build each step slowly. Let trust and skill grow over time.
- Use tech as a support, not a quick fix or a replacement for teaching.
Skipping steps often leads to confusion and resistance, not real progress.
Why Relationships and Sequence Matter in School Change
Relationships are at the heart of school change. A shared space doesn’t mean a shared vision. People need to feel heard and included. That means taking time to build trust, understand others, and stay open to feedback.
Leading change also means knowing when to listen and when to step back. Good leaders value what others bring and show gratitude often. You learn how to lead by working with others, not alone.
The Power of Community Work
Some of the best ideas grow from local efforts. In Kansas City, districts work together to give students real-world learning. Kids spend part of their day in internships that match their interests. Local businesses learn from them, too. It works because people work together.
A New Path Forward
What came next started with one film screening and grew into something more.
- People stayed to talk after the film ended.
- That talk brought new energy and ideas.
- It sparked a new direction and gave hope.
- Most of all, it reminded everyone why people must lead the work.
That’s how real school change begins and grows. Together. Step by step.
Conclusion
School change works best when people lead it together. Tools help, but trust and teamwork matter more. We learned that good ideas fail when schools skip steps or leave people out. That’s why involving teachers, students, and families early makes a real difference.
Students become more engaged when schools focus on student-led learning and real-world work. They think more, ask better questions, and take more control. That helps them grow in ways tests alone cannot measure.
We also saw that strong relationships keep change moving forward. Leaders must listen, show respect, and build shared goals with their teams. When people feel valued, they’re more likely to support new ideas and work through challenges.
Mistakes can still happen, but they offer lessons, too. One misstep led to a new understanding, better tools, and a new path forward. That path started with a simple film and a group of people who stayed to talk.
Real school change doesn’t happen overnight. It happens when people lead with care, work together, and stay focused on what matters. That’s how schools grow—step by step, with purpose and people at the center.
FAQs
What role do parents play in school change?
Parents help shape school culture and goals. Their feedback and support build trust and guide decisions.
How does school change affect students with learning differences?
It gives more space for personal growth. Flexible methods help all students learn in ways that suit them.
Can school change happen without new buildings or tech?
Yes. Real change comes from people, not tools. Shared vision and better teaching make the biggest difference.
How can school change support teacher growth?
When teachers feel heard and included, they try new ideas. Support and training help them build new skills.
What if some teachers resist school change?
That’s normal. Listening, involving them early, and giving time to adjust can reduce pushback and build support.