Bye Bye, Little Red Schoolhouse

Never before has the hot seat for educational leaders reached such scorching temperatures. Even in a world marked by jarring change over fiercely compact time frames, one constant will not soon change: outcomes accountability. Too often, instructional leaders frantically sprint to a desired achievement end with only shallow plotting of the improvement course. Though many facets of public education have remained unchanged, technology has shaken up both the societal and educational landscapes. School improvement undertakings will only hit the mark when they fully incorporate both the manner in which students engage the classroom material and the tilt that technological immersion introduces into the improvement equation.This book presents a timely discussion for educational leaders, policymakers, and the interested public of how students engage subject matter. As important is unlocking the role that technology plays in exacerbating both the desirable and pernicious learning behaviors from one classroom period to the next. With this information in hand, teachers can make better informed plans for tooling excellent instruction. All the while, defining the impact on outcomes makes it easier for faculties to keep their eyes on the achievement prize.

“Bye Bye, Little Red Schoolhouse provides a realistic and clear way of understanding the many issues that are occurring in education today.”

 This book is a must for anyone who wants to truly understand the current trends in education and how they impact our children. -- Armando Vilaseca, secretary of education, Vermont
Justin Collins has written an insightful book for school administrators. There are many thought-provoking ideas and solutions that can better shape our public school classrooms as centers that adequately prepare students for the 21st century.  Collins includes the vital importance of empowering teachers and the need for educators to become the central feature of reform. He balances the need for classroom walk-through analysis focused on student engagement with the need for administrators to accurately communicate with teachers. Administrators will find this book practical and helpful for their practice. -- Karen Hickman, associate superintendent, Pasadena, Texas
Bye Bye, Little Red Schoolhouse is written with a balanced understanding of the opportunities and constraints that lie ahead for public education (and litter the past). Effective instructional reform is neither automatic nor foolproof. Collins also demonstrates that public education has to become responsive and nimble, as the private sector has, in order to succeed and, for that matter, survive. -- Robert Sahli, director of curriculum, Stockton Unified School District, Arizona
Public education faces the most critical time in its history in the United States. For school leaders and policy makers, the choice is clear, and the catalyst for change, global competition, could not be made more evident. Collins draws the connection between private corporations and public school systems to establish that change can be accomplished, but the courage of leadership is critical. I encourage all who want our public schools to survive to read Collins’ book and to adopt the urgency needed to meet the technological whirlwind that encircles our education system. Change, or go extinct! -- Jeff Thomas, associate superintendent, Scottsdale Unified School District, Arizona
As education has been the springboard for success for all men and women, it is wonderful to see that Mr. Collins is extending his research through Bye Bye, Little Red Schoolhouse because education is not contained within the four little walls of diverse learning. While we applaud the Little Red Schoolhouse, we also applaud all of the educational venues to expand knowledge for generations of learners. -- Diane W. Atkins, associate superintendent, East Baton Rouge Public Schools, Louisiana

Justin A. Collins holds undergraduate and Master's degrees from the University of Virginia along with a MBA, Ph.D. in K-12 Educational Administration, and a law degree from the University of Missouri. Collins returned home to Southwest Missouri and currently resides in Springfield.

Never before has the hot seat for educational leaders reached such scorching temperatures. Even in a world marked by jarring change over fiercely compact time frames, one constant will not soon change: outcomes accountability. Too often, instructional leaders frantically sprint to a desired achievement end with only shallow plotting of the improvement course. Though many facets of public education have remained unchanged, technology has shaken up both the societal and educational landscapes. School improvement undertakings will only hit the mark when they fully incorporate both the manner in which students engage the classroom material and the tilt that technological immersion introduces into the improvement equation. This book presents a timely discussion for educational leaders, policymakers, and the interested public of how students engage subject matter. As important is unlocking the role that technology plays in exacerbating both the desirable and pernicious learning behaviors from one classroom period to the next. With this information in hand, teachers can make better informed plans for tooling excellent instruction. All the while, defining the impact on outcomes makes it easier for faculties to keep their eyes on the achievement prize.

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