Less than half of high school graduates who took the SAT in 2013 were prepared for college, continuing a five-year trend. Less than half – 44 percent — who took the ACT had the reading skills necessary for college. That’s down from 53 percent in 2009. And nearly a third failed to meet standards in four areas: reading, English, science and math.

The failures have persisted despite years of new tests, new curricula and new demands on teachers, notes educational researcher and consultant Charles M. Reigeluth, author of “Reinventing Schools: It’s Time to Break the Mold,” (www.reigeluth.net). Teachers unfairly shoulder much of the blame for the lack of progress, he notes, but they’re hamstrung by roles and rules that don’t work for 21st century students.

Mentor … the same 20 to 30 students for several years, addressing all aspects of student development. Students and teachers would develop the deeper relationships that foster real caring on both sides. Mentors would help students prepare a personal learning plan for each project period, six to 12 weeks, including helping each student and his parents choose appropriate instructional goals, subject to standards set by the community, state and nation. Mentors would also help identify and support the best means for each student to achieve those goals.

Designer … of student work options, mostly projects or tasks, to engage students in the learning process. Open educational resources developed by teachers throughout the country and available to all educators for free via the Internet can alleviate much of the burden of the designer role.

Learner … the teacher is always learning with the students, about students, from and for the students. The teacher does not have all the answers, but the teacher helps students find answers. And the teacher is always learning more about how best to meet students’ needs. The new paradigm provides sufficient support for teacher learning.