The Process of Innovation at Oakton High School


Nicholaus Allen Crossman, Kevin M. Gray, Samantha M. Kwan, Aaron M. Segal


Oakton High School


James Hanlan, Paul Davis


October – December 2014

Project Outcomes

Final Report


This project studied the implementation of 21st century teaching and learning within a leading progressive Virginia high school. The study incorporated literature research, observational studies, interviews, surveys of teachers, and dialogue with administrators and other institutions. Overall, we found widespread acceptance of 21st century principles and learning outcomes within the institution because of their alignment with established values. Faculty exhibited strong comfort levels within their own academic subjects and were likely to collaborate with those within their own or similar disciplines. Constraints included diverse conceptions of projects, perceptions of constraints imposed by standardized testing, and the need for updated technology.