Education Revolution: Sean Parker Of Center for the Future of Learning On Innovative Approaches That Are Transforming Education
Move at the speed of trust with few key partners — Don’t expect 100% consensus when changing the way you approach anything, especially education. You don’t need everyone to be on board. A few insightful partners are all it takes to move your work forward and test something new.
The landscape of education is undergoing a profound transformation, propelled by technological advancements, pedagogical innovations, and a deepened understanding of learning diversities. Traditional classrooms are evolving, and new modes of teaching and learning are emerging to better prepare students for the complexities of the modern world. This series will take a look at the groundbreaking work being done across the globe to redefine education. As a part of this interview series, we had the pleasure of interviewing Jason Robinovitz.
Sean Parker is a passionate leader committed to propelling the idea of reinventing education. He currently holds the role of Co-Founder and Chief Executive Officer at the Center for the Future of Learning (CFL), a new organization in Nevada, where he proudly spearheads the Outside-System Strategy, which works to expand innovative learning opportunities across the community. For over a decade, he has been strongly committed to excellence in the education field, holding various leadership roles with Teach for America, where he most recently served nine years as the Executive Director of Teach for America Nevada.
Thank you so much for doing this with us! Our readers would love to “get to know you” a bit better. Can you share the “backstory” behind what brought you to this particular career path?
My grandma is really what brought me to a career in the education sector. She was ahead of her time. She launched an all-girls school in Iran so young women could gain the knowledge and skills they needed to be economically free. She raised my mom and her two sisters with the same mission. She wanted them to be empowered by knowledge, not confined to domestic expectations.
She helped raise me and whenever I got in trouble at school or wasn’t paying attention, she reminded me: People—governments—can take everything from you. Your property, your business, even your rights. But they can’t take what’s in your heart and what’s in your mind. Translation: You better go to school.
I do what I do today because of her, my parents, my teachers, and the education I received—from preschool through a neuroscience degree at USC.
Can you briefly share with our readers why you are an authority in the education field?
I’ve spent over a decade leading, innovating, and scaling solutions that directly impact student success. As Executive Director of Teach For America Nevada, I supported over 700 education leaders and built deep partnerships with communities to transform how we recruit and retain talent in education. I’ve worked at the intersection of policy, practice, and people.
Most recently, I co-founded and serve as Chief Executive Officer of the Center for the Future of Learning, a statewide initiative in Nevada that connects educators, young people, and the community to reimagine learning in and out of the classroom. Our work is grounded in both the science of how people learn and the realities of today’s rapidly changing world. We focus on preparing learners for the future they’re stepping into, not the one we grew up in.
Can you identify some areas of the US education system that are going really great?
Career and technical education (CTE) programs and dual enrollment programs are giving young people access to college credit, which is important. In Nevada, we have some of the most amazing CTE programs in the country that often win national awards. There’s a lot of industry partnership with schools to meet students where their interests are and help them see the relevance of education to future job opportunities.
Dual enrollment is another area that we’re seeing positive momentum. Nevada State University, University of Nevada Reno and University of Nevada Las Vegas are all focused on dual enrollment programs for high school students, giving them access to college credit for the work that they’re doing and better preparing them for their future.
Can you identify the key areas of the US education system that should be prioritized for improvement? Can you explain why those are so critical?
One of the most urgent priorities in the U.S. education system is bridging the gap between what it was designed to deliver and what today’s young people, and the future workforce, actually need. The current system still emphasizes memorization over meaning and seat time over skill-building. We need young people who are self-aware, resilient, and intellectually agile. They must be able to collaborate, think critically, and adapt to change. That requires redesigning our learning system to better prepare learners for not just modern work, but also the modern world.
What makes this even more critical is the rapid rise of AI. The goal isn’t just to use AI, but to understand it, apply it, and innovate with it. That means developing systems that make space for interdisciplinary, future-focused learning. If all we do with AI is copy existing approaches to teaching and learning, we’re actually entrenching the old infrastructure. Instead, how can we recognize the ways in which AI might be a shortcut that makes work easier while making the learning space even more human? How might we reimagine learning where connecting with peers, thinking creatively, and being civically involved are more of a focus?
What about innovative educational approaches that you’re using? What is the specific problem that you aim to solve and how have you addressed it?
We’re at an exciting turning point in learning. Educators and young people are more ready than ever to reimagine what’s possible.
At the Center for the Future of Learning (CFL), we work to close the gap between what the education system was designed to deliver and what young people actually need to thrive. Our approach is to build both inside and outside the system. And, we’re working to design learning with communities, not just for them.
Within the system, we partnered with the Nevada Department of Education to co-create the Portrait of a Learner which serves as a statewide vision that redefines what success looks like. We support schools and districts through design sprints, pilot programs, and training to bring the portrait to life in ways that emphasize real-world learning, deeper skill development, and learner agency.
Outside the system, we’re building a youth-led innovation lab that gives learners access to real-world, project-based learning they wouldn’t have access to in a traditional classroom. The space, called the IAN Hub, is designed with young people, for young people and will be a platform that constantly evolves. So many people see the gaps in formal learning spaces. We have young people asking us why they aren’t learning to build their own AI tools or why they aren’t learning entrepreneurship skills in the new creator economy.
What if we could bring partners to a space within a matter of weeks to design, deliver, test, and learn from new experiences directly to families? Getting new tools and ideas into our existing system takes battling layers of well-intentioned bureaucracy and the time it takes can be measured in years. The world around us is changing too rapidly for learning systems to adapt so slowly. The Hub gives us a place where youth and family agency can intersect with innovative learning models. If done well, we can take what we learn and support existing formal learning systems to learn and adapt from what happens in the space.
Our values are to live into the questions of the Portrait of a Nevada Learner, which include thriving, building relationships, making an impact, and growing in learning. That’s how we build education that’s future-ready.
In what ways do you think your approach might shape the future of education? What evidence supports this?
Our approach is already shaping the future of education by proving that when communities co-create learning, it leads to deeper engagement, stronger skill-building, and systems-level change.
We’re creating a model where innovation is both practiced and scaled. The IAN Hub, for example, isn’t just a lab; it’s what education could look like when youth lead. And through statewide efforts like the Portrait of a Learner, we’ve helped shift policy and school design around skills that prepare learners for the world ahead.
CFL has built momentum with state-level support and community partners because our work doesn’t only benefit young learners. Our work ultimately enhances workforce readiness, economic vitality, and stronger communities.
We’ve seen increased engagement, deeper skill-building, and strong demand from educators who want more agency to innovate. When we combine inside-the-system policy work with out-of-system innovation and then amplify what works, we hope to create a sustainable, scalable model for what’s next in learning.
What’s working in Nevada could serve as a blueprint for other states. CFL can help shape what’s next in learning at the local and global levels.
How do you measure the impact of your innovative educational practices on students’ learning and well-being?
We measure impact by asking a simple question: Are we closing the gap between what young people need and what the system delivers?
We look at whether learners feel more connected to their learning and their future. We track whether they’re developing durable skills like critical thinking, collaboration, and problem-solving. For educators, we examine whether they have the freedom and tools to design real-world learning that actually resonates. And for communities, we ask: are they co-owning the future of learning and developing something that helps all of us thrive?
At CFL, we don’t just measure progress, we put possibility to work. By listening, adapting, and building alongside young people and their communities, we’re shaping a learning ecosystem where engagement, belonging, and future-readiness are the new standards of success.
What challenges have you faced in implementing your educational innovations, and how have you overcome them?
One of the biggest challenges I faced along my journey was trying to get eight different decision-makers within the education system to say yes before I could test an idea. We had a national foundation ready to invest millions in educator-led innovation and support educators to develop solutions within their classroom alongside research experts. Everyone we talked to was excited about the idea. But to do something like that, you sometimes need up to ten levels of approval. That type of bureaucratic system stifles innovation.
What I learned is that sometimes it’s best to go directly to young people and their families and deliver solutions straight to them. That way you can test what works and then put it back into the system. In doing so, you gain ten approvals faster, because you’ve proven the model.
Another challenge is moving away from a system where some people feel like they finally know how to “win at the game of education”. Parents want the best for their kids and they recognize that new ways of learning are needed in this emergent era. And still, we have to figure out ways to do so where young people aren’t at a disadvantage when it comes to playing that game.
What do I mean by that? We have a system where AP classes boost GPAs, SATs gatekeep college access, and club leadership positions help with admissions. Whether or not those things are truly tied to life success, they are tied to college access.
So, how do you design a system that doesn’t harm students’ aspirations for college or career?
By working with local and national partners, we learned that you need early adopters. You need colleges and employers who understand what you’re doing and work alongside you.
But really, what I’ve learned is: just do it. People catch up. Some of the top colleges in the country are recruiting students from alternative learning approaches because they want kids who are deeper learners, creative thinkers, and community builders. Our work is to reimagine learning and help people understand that the real game is about maximizing individual and collective life outcomes.
Keeping in mind the “Law of Unintended Consequences” can you see any potential drawbacks of this innovation that people should think more deeply about?
Even with strong research and promising outcomes, innovation often faces resistance simply because change feels risky. Fear of the unknown and doubt about whether new methods will truly work is a natural response, and it’s something we are mindful of as we pursue future-forward solutions.
One concern is the disparity in access. Historically, new tools and approaches in education tend to go to those with the most resources which further entrenches disparate outcomes. It’s not a coincidence that Bill Gates launched Microsoft when his school was one of the few with access to computers. Today, not all educators or learners have the same resources to support AI and other advanced tools. These limitations can create hesitation, uncertainty, and even distrust in adopting new approaches.
Another potential misconception is the fear of dehumanization in the classroom. Some worry that innovation means technological advancement. What if AI weakens the meaningful human connections that are so foundational to education? To us, creating a competency-first approach where young people are collaborating to solve problems might be the best change schools can implement. And in many ways, long-established educational philosophies like constructivism could be recentered in our learning environments. And yet, I do worry that we unintentionally create an arms race in educational settings where the primary goal is to have the latest tech in front of our young people without asking whether or not they are aligned to the learning young people actually need.
At CFL, we believe innovation should never lose sight of the people it’s meant to serve. That’s why we are working to bring diverse voices together and, most importantly, listening directly to learners. Their experiences, hopes, and needs are what guide our work.
What are your “5 Things I Wish I Knew When I First Started”?
- Move at the speed of trust with few key partners — Don’t expect 100% consensus when changing the way you approach anything, especially education. You don’t need everyone to be on board. A few insightful partners are all it takes to move your work forward and test something new.
- Find your innovation community — Something I learned quickly, and wish I’d known earlier, is that while the work felt lonely, there was a strong crew of like-minded people who wanted to change the way we educate. I just had to find them. Early on I met one of the most amazing and innovative education leaders in our community, Jeanine Collins. We’ve been working together ever since and today she’s the Co-Founder & Chief Impact Officer of CFL.
- Traditional metrics don’t always apply — I’m a big believer in data science, and in the past, I’ve encouraged the team to think about how we can move young people through metric-based assessment. And yet, over time, I’ve taken a less traditional approach when I realized that some of the competencies and skills I see are most tied to life outcomes that are hard to measure with standard assessments. For example, we can’t easily measure young people’s creativity with today’s tools. Just like our education system needs to evolve, so too do our assessment tools. I’m not saying we should abandon testing and accountability. Reading growth assessments, for example, help us understand where individual students and the system as a whole can improve literacy instruction. I’m learning we can figure out new metrics, new tools, and new approaches to capturing learning while honoring what already exists in ways that better support a comprehensive approach to skill development.
- Learning is local — Our small team at CFL has significant experience within our schools, working at Nevada nonprofits, and partnering with leading employers in our community. And almost every week, we get a signal that those deep roots in our community are critical. That signal can be as simple as a school leader thanking us for designing sessions in ways that acknowledge the unique context of our school district. Or, the signal it’s as complex as Nevada legislators trusting us to present in front of their committees and to serve on key state commissions. In our work with the Nevada State Department of Education on the Portrait of a Nevada Learner, we’ve had the support of some of the best national partners who have been key leaders in improving our state. It’s about balancing those global experts with the local partners who bring an approach grounded in the realities of Nevada.
- Every breakthrough goes through three deaths — A book I love and often reference, Loonshots, talks about how every great breakthrough goes through three deaths before it reaches its full potential. The takeaway is simple: there will be moments that rattle you or challenge the work. That’s part of the process. When there’s momentum, energy, and real impact behind what you’re building, it will find a way to break through. Don’t get stuck sweating every setback. If we did, CFL wouldn’t exist. Instead, we learn from each challenge and set back, adapt, and remember that we’re serving our community.
Can you please give us your favorite “Life Lesson Quote”? Can you share how that was relevant to you in your life?
As we build a new organization in partnership with the community, the quote reminds me that real change starts when we change how we talk with ourselves, our teams, and our communities. In fact, Peter Block’s books have been an inspiration to shifting my mindset to a community-first approach.
I’m trying to reframe the big challenges in education- things like AI, teacher shortages, disengagement- not as problems, but as openings. We’re living through a moment of possibility to build something better with young people, not just for them. I’m moving from blame to ownership. If I’m constantly focused on what’s wrong, I’m not spending my time focused on creating the future, and I unintentionally become the critic instead of someone doing good in my community.
We are blessed that some of the biggest names in Business, VC funding, Sports, and Entertainment read this column. Is there a person in the world, or in the US, with whom you would love to have a private breakfast or lunch, and why?
There’s something to learn from everyone, but I’m currently intrigued by Marc Lore and his vision for the future.
He’s built companies, reshaped industries, and isn’t afraid to think on a massive scale. What really interests me, though, is his attempt to build Telosa, a city from scratch rooted in values like sustainability, innovation, and the intersection of equity and capitalism. That kind of thinking is rare. It’s not about fixing what already exists. It’s about asking, “What if we designed and built a new future for ourselves?”
I’d love to learn what he’s discovering in the process. What has been harder than expected? What continues to fuel his belief in the idea? What’s not working and why hasn’t there been as much progress as he hoped? There’s so much to take away from both wins and setbacks, especially when you’re trying to create something new at scale.
At the Center for the Future of Learning, we’re also focused on building for what’s next. We’re launching programs and spaces that go beyond solving problems. We’re imagining new ways of learning, leading, and growing with young people and communities. A conversation with Marc wouldn’t just be inspiring. It could help us understand how to stay rooted in purpose while turning bold ideas into reality.
Thank you so much for these insights! This was so inspiring!
Education Revolution: Sean Parker Of Center for the Future of Learning On Innovative Approaches… was originally published in Authority Magazine on Medium, where people are continuing the conversation by highlighting and responding to this story.