Journal of K-12 Educational Research 71 the needs of each student. Veritas uses project-based learning and a small school environment to provide creativity, collaboration, and character education. Vandermont has employed experts in pedagogy to birth and lead the school’s direction. These experts are helping to shape the culture, language, and unique opportunities for students. According to the director of pedagogy, Vandermont dreams of being a “professional development laboratory” that mentors new leaders in other school programs to embody the values and actions that Vandermont embraces. Life School has meticulously formed a deep-rooted character education program that impacts all stakeholders. Life School intentionally rolled out its LifeLeader program with staff only the first year in order to anchor the science and art of pedagogy in staff before releasing it to students. Project Search emulates refinement and growth by collaborating with many diverse organizations to cater a non-paid internship to develop skills for special needs students. Daily internship learning is a process of refinement for all involved. Students are learning to adapt to real-world job demands, and fellow employees they work among are learning how to connect with these students. Gateway drives students to embrace rigor as students learn to engage in college preparatory skills. Gateway uses the philosophy of the Circle of Courage to communicate values of belonging, independence, mastery, and generosity. The school uses these four values to embrace values of collaboration and growth. Seniors are celebrated at graduation for their investments and accomplishments as they step into the next phase of their adventures. Life School trains staff and students to celebrate one another’s growth as Life Habits take root and Life Attributes present themselves. Life School rewards and celebrates staff and students for character growth. Conclusions Educators care about the future of students and student learning, so it is essential that schools continue to adapt to the evolving needs and interests of those students. Large-scale organizational transformations are driven through passion, vision, and the persistent implementation of small changes over time. If it is vital that students are given safe spaces to take risks and learn through failure, the same holds true for educators as well. Change will not commence until educators have the pedagogical freedom and flexibility to make a difference. It can seem overwhelming to take on such an arduous task to remove schoolishness from education. Hundreds of years of tradition stand in the path. However, great feats begin with leaders who believe in change and envision the journey for victory. History is full of insurmountable obstacles that dissuade the faith of the meek. It only takes one leader to convince other leaders to press forward and enact change. Fortunately, many leaders have already pressed into school transformation and are working hard to adapt methodology, individualization, and learning experiences for students. As can be seen through the unique school models in the current study, change is already in motion. The call to end schoolishness and chart a new way forward is now amplified for others to hear and respond. In the historic words of Key (1909), “Truths which were once new must be constantly renewed by being pronounced again from the depths of the ardent personal conviction of a new human being” (p. 185). The current study joins this call and encourages others to join the adventure. References Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas (10th ed.). Bloomsbury Publishing. Blum, S. D. (2024). Schoolishness: Alienated education and the quest for authentic, joyful learning. Cornell University Press. Bryant, A., & Charmaz, K. (2007). Grounded theory research: Methods and practices. The Sage Handbook of Grounded Theory, 1–28. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications. Dewey, J. (1944). Democracy and education: An introduction to the philosophy of education. The Free Press.
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