Category Archives: Words

Business Model of Education Reform: The Real One

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Understand the real business model? You may not have heard the whole story.

“The best-run companies start with their people, trusting them as human beings and trusting their capability and their potential. In essence, ‘they are people sensitive.’ They understand the importance of training your people well and letting them do their jobs.”

To be “people sensitive” starts with individual attitudes.

The process of educational improvement begins in the minds of those that desire to do what is best for the nation’s children. It requires being open-minded and cooperative.

Has the business world applied what they know and become a good team player?

Has the business world applied what they know and become a good team player?

And there are some business model rules we might do well to follow. “We must learn not to tamper with success,” not in practice and not in policy.

We need to remember that most school districts in this country have settled the question of what to teach and how to best go about it. So in the 43rd Annual Phi Delta Kappa International (PDK)/Gallup poll on education, we shouldn’t be surprised that 71 percent of Americans say they…

“have trust and confidence in the men and women who are teaching in public schools.”

And that poll titled “Betting on Teachers,” also found 73 percent of Americans preferred education policies that “give teachers flexibility to teach in ways they think best” over those that “require teachers to follow a prescribed curriculum so all students can learn the same content” (Bushaw).

For immediate impact in the schools that need our help, we need to look at “the people side of schooling.” And if we believe that “organizational management should be based on observing problems from the bottom up and not from the top down” then isn’t it the teacher in the classroom and the family at home that should be managing the education of public school children?

Can a business model serve us well?

In any given classroom, the teacher becomes their own manager. They plan the lesson, guide the students, and evaluate themselves and their students. And as the business model points out,

“The highest form of self-management is intrapreneurship” and “if teachers are to become intrapreneurs, “they must be given the freedom to act on their own.”

“To achieve excellence, one focuses not on the mission, but on the culture.”

And it is “freedom factors” that “are the foundation for enabling school people to satisfy their higher-level needs. Only when we are able to produce a school environment that meets these needs will we be able to achieve excellence.” This is not what we have created with a test-based, competitive culture. And parents that are out to “give their child every advantage” have added fuel to the fire of competition while modeling a culture of selfishness for their own children.

But now ask yourselves — if training of teachers and leaders is the key to success, who is doing the training? Who set the standards for professional development? What principles are they based on? Are those in charge following the will of the people? Did “they” move forward with “reforms” with our consent?

Excerpts taken from James Lewis, Jr., book Achieving Excellence in Our Schools…by Taking Lessons from America’s Best-Run Companies published by J.L Wilkerson Publishing Company in 1986.

Where We Fail

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As people, we fail when we react to words rather than trying to understand what is meant by them.

Sometimes it is good to start with a blank slate.

Sometimes it is good to start with a blank slate.

Business, political, educational, and civil rights leaders jumped on the idea that outcomes in the form of test scores were the way to go for education reform partially because the words made the idea sound good – “close the achievement gap.”

The idea was sold to the public, and many, many very intelligent people bought it. The end result was the federal testing law called No Child Left Behind.

Achievement, judged by standardized tests, is the basis of the “accountability” mechanism that has yet to hold the system itself accountable for the high cost and little results of the last eleven years—let alone the damage. “Flexibility” disappeared from classrooms whose children most needed it, and “choice” didn’t leave many options for improving all schools.

During this whole fiasco, we failed to keep an open mind that would allow us to accept the evidence and our mistakes. Denial is a human defense mechanism. But it is time for adults to put aside their own stance and do the right thing — admit that testing is not what improves schools.

Our education dollars, time, and efforts will be better spent developing an understanding of school improvement and what it will take to fulfill our obligation to provide equal access to quality education; setting excellence as the norm, understanding change, the importance of school culture in the change process, and how change can lead to improvement and lasting progress.

But who is asking us? Certainly not open-minded people ready to hear and accept solutions.

To all those who were wrong; do the honorable thing, accept your failure, and open your mind.

To all those wanting to help the effort to do the right thing for public school children, share this with someone outside your circle of like-minded associates. Start a conversation.

Crisis and the Groundhogs Day Phenomenon

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Crisis: a turning point in the course of anything; decisive or crucial time; a time of great danger or trouble, whose outcome decides whether possible bad consequences will follow. With the term “crisis” thus defined, has the public education system been in a crisis? Hell yes! And repeatedly!

And for those that have been paying attention to “education reform” for more than a decade or two, you understand why I reference the  “Groundhog Day” phenomenon — the déjà vu feeling of having to wake each day and repeat the same scene over-and-over. Well, the Bill Murray character in the movie was on a cakewalk compared to the real nightmare of decades upon decades of debate about whether or not public education is in a true crisis.

“Whose outcome decides whether possible bad consequences will follow”— please, think about it. How many times have you heard, especially in relationship to No Child Left Behind, that there were unintended consequences?

What Can We Do?

What Can We Do?

In the American Education Reform War, one side defines the crisis as mediocre international test scores while the other side claims there is no crisis at all. Meanwhile, around kitchen tables there are mothers, fathers, grandparents, and students fretting about and struggling with problems related to education. Many times these same people have solutions that can’t be done without the cooperation of the public education system. And without support and help, they know what the consequences will be. These people face a crisis. The system is not responding to them.

Preserve What Is Good

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It is the time of year to preserve all the good things coming out of ones garden and get rid of the weeds before they have a chance to overwinter and multiply. Out with the bad and in with the good!

Synonyms for the word “preserve” include protect, conserve, safeguard, defend, save, and the word encompasses the concept of “caring for.” The opposite is “to destroy.”

So I’m left wondering if the public has any idea what is really at stake in the American Education Reform War. Can they distinguish the good from the bad? And do people comprehend the real war versus the more public and divisive battles?

We have fought over how to teach the three R’s, what reading materials to “allow,” and the place and time for teaching religious concepts. In our communities, we fight over funding, location of schools, and sports. We have always had “turf” wars and politically motivated power struggles, but this “reform” war is different.

It is now money driving policy versus people driving policy that is the real internal war raging in our country that has made its way to the schoolhouse steps.

It has brought a new complexity to the education wars: competition in opposition to cooperation, choice against commonality, rigor versus flexibility. And the stakes are high.

What is at stake? Our way of life, our communities, our long-standing and successful public education system — it is all for sale. And there is NO indication that the buyers have any intention of preserving what we have come to grow and cherish —all that we have made good. “They” don’t care about our children.

What is at Stake? What will you fight for?

What is at Stake? What will you fight for?

Political power directing education policy and practices is the internal war most urgently in need of ending. Having rigid ideological agendas driving education law, or leaving renewal processes stalled, is unacceptable.

Solution: Rock Solid Federal Education Law – BRIEF (the original federal education law was 35 pages), FOC– USED on equal opportunity for disadvantaged children and communities, and BASED on effective school principles and the school improvement process.

An informed public opinion driving policy will have a very different outcome than an uninformed or misinformed public pushing the hidden agenda of those who stand to profit. So, what do people need to know in order to preserve the public system?

Mr Rodgers Neighborhood

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“We live in a world in which we need to share responsibility. It’s easy to say ’It’s not my child, not my community, not my world, not my problem.’ Then there are those who see the need and respond. I consider those people my heroes.” Fred Rogers

When we have under-performing schools anywhere in our country, do we see it as a systemic problem? Do we think it is our shared responsibility to support the educational and developmental needs of all children where and when they need us to do so?

The education reform war reached a new crescendo over “accountability.” We have come to talk and think in terms of “accountability” but the word is interchangeable with “responsibility.”

I have come to believe that we need an accountability system that respects the local responsibility, has true state accountability for equitable resources, and recognizes a federal duty to monitor progress for the purpose of providing guidance and support.

So if we want to continue to look at the issue of “improvement” in terms of “reform,” school reform is a local responsibility. States are charged with an accounting of inputs and outcomes to provide meaningful oversight. And the federal government should oversee the broader topic of “education reform” as it applies to the necessities of maintaining a strong republic based on equal opportunity and American excellence.

Everyone should know by now that top-down education mandates for accountability tied to higher “achievement” scores has only furthered our resistance to change, made a bad situation worse for many, and escalated the education wars. The scholars are fighting over issues the people can’t understand, while citizens are growing frustrated and walking away. This fighting must end.

Children need us to form partnerships. Partnerships aren’t a way to shift responsibility; they are a way to share it.

If we see educating children as a societal obligation, if the focus is children, our responsibility is to be responsive to them.

What now? Lives lost but not the innocence of our next generation.

What now?

They need us to negotiate a truce.

 

 

In a Word – Expectations

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Standards are “things” we decide and use in comparative evaluations. Having expectations is not the same as setting standards.

And to make the right decisions about education reform, we must consider the words of reform for the wizards of the written word would have the public once again believing their propaganda. To be clear, it is standards-based education reforms that we have been witness to and victims of for the last two decades.

The use of the word “standards” is being periodically replaced in documents and in talking points by the word “expectations.”

An expectation is a belief that something will happen. It is not a thing. It is a human emotion, an idea with the potential to convey confidence in another person’s ability to succeed.

“High expectations” cannot simply be set down on paper for others to read and follow; they need to be felt. When students feel someone believes in their abilities and capacity to learn, they grow and “reach higher.” High expectations “work” because the student feels supported in their efforts.

Reaching for goals, together.

Reaching for goals, together.

So as the last two decades of “reform” of public schools has dragged on, little real change has been accomplished compared to the 70’s and 80’s — gaps in learning persist and schools in many areas have re-segregated themselves to the point where we must revisit the issue of separate but unequal.

And as we do, we should take more than a little time to consider the ideas of Rhona S. Weinstein in Reaching Higher: The Power of Expectations in Schooling. As she explains,

“Change has not been dramatic because we have yet to address the deeply institutionalized roots of expectancy processes in schooling and we have failed to equip teachers and principals with the knowledge, resources, and support to teach all children in ways that help them reach their full potentials.…Suffice it to say that until unbiased instruction is provided to children — resulting in equal exposure to challenging material, equal opportunity to respond and demonstrate knowledge, equally nurturing relationships, and the absence of discriminatory labels and barriers to accomplishment —one cannot fully rule out environmental explanations for the achievement gaps that are documented.”

We should use the power of expectations in our classrooms and communities.

This isn’t saying that all children need a set curriculum for…

“…the danger of a common curriculum and common method is that the individual differences of children (in learning style, pace of learning, and interests) are likely disregarded, ultimately leading to greater rates of school failure.”

This is about developing a school culture — an atmosphere —where the principal, counselors, and teachers have a deep-seated belief that every student is capable of being educated to the limits of his or her talents. And that belief is expressed through words and actions that set the expectations for the student. If they feel they can, they can.

Reason for Hope

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Leaders — NOT the ones you see and hear about in the news but the kind that I saw in action last week at a local high school. There are men and women in the trenches of real school reform that should give us all reason for hope. These are leaders that embrace solutions.

First step – open your arms wide. Take in the community. Connect.connect-20333_150

School principals have a responsibility to “work with the teachers … and serve our kids and their families” (to quote another common person).  These are the people that make real reform happen. They have the responsibility to improve education for every student but they don’t always have the power, control, and freedom to do it. This is why “we” need to better define the governing roles in our education system.

The principal IS the most important person in the hierarchy of school administration – in my opinion. And in too many cases that I have witnessed, they aren’t being treated as such or allowed the time to do their jobs effectively.

So last week having witnessed a principal working to develop community partnerships by first stressing that the focus is the students was uplifting. And watching him acknowledge through actions and words that it will take teachers, counselors, other staff, and the community to create opportunities for students should serve as a reminder that it is this philosophy of practice that policy and funding should support.

I hope readers out there won’t be fooled again by the language (messaging) associated with the re-writing of No Child Left Behind (called ESEA, the Elementary and Secondary Education Act). When you hear the words “restore local control,” ask; “how exactly?”

When principals embrace positive change and have education laws supporting them, great things will happen!

A Public Trust

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When you look at the words “Education is Too Important to Be Entrusted to Government,” what do they mean to you? Do you see the statement as right or wrong, true or false, or somewhere in between?

If not government, then who?

If not government, then who?

Words are meant, among other things, to make a statement, persuade or to sell an idea. So with the re-writing of No Child Left Behind (NCLB) being debated in the Senate Education Committee, now would be a good time for the country to discuss entrusting government to run the institution of public education.

With the damage inflicted upon schools through NCLB, money wasted on Race to the Top grants, and the chaos created through NCLB waivers, the government owes its people an explanation as to what was learned and give us reason as to why we should trust them to move forward.

The reality today is that testing every child, in every school, every year has left us financially unable to address the dire needs of every child. This situation was created by government as directed by the education industry.

State government took on the responsibility to provide public education. The quest for quality used to be an American principle we could rely upon. When equal access for the poor and minorities was seen as another principle of our republic, the federal government became the engine for equality.

When the United States of America was entrusted to be a country of the people, by the people, and for the people, we could trust government because we could trust ourselves through representation of our ideals.

The trust has not really been lost; it has been sold. Let us hope there is a reclaiming process in the very near future. Our children are depending on it.

 

Efficiency in Education: What Does That Mean?

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How many times have you heard a politician publicly push the concept of efficiency in education reform?

But thanks to the ever-growing strength of education business lobbyists and the laws they have promoted, the result has been that our public schools have progressed towards privatization in leaps-and-bounds for the last three decades. Where has that “progress” towards efficiency in education really gotten us?

Grinding forward or to a halt?

Grinding forward or to a halt?

Many have been sold on the idea that you can’t change the system; the entrenchment of the system itself is proof of that, right?

Many believe they can’t improve their own schools and, unfortunately, in some places this is true. But that is exactly where we need our representatives to put forth policy that promotes real school improvement practices. We need laws that protect and serve the learning needs of children. We need a system responsive to their needs. That is where efficiency in education begins.

Why do we keep doing the same things over and over —higher standards, “better” tests, and new accountability systems— and expect different results?

Maybe it is just easier to have someone else take care of our kids. Kids can be tested, sorted, categorized, graded, funneled into programs deemed appropriate, and the outcomes can be efficiently made to fit the predicted needs of corporations. Is that what we call an efficient system? For a free society based on justice and opportunity, is that the type of standardized education system the people are asking for? It is what we are getting.

Efficiency in education means putting our dollars and human resources where they can do the most good for the students. What we are doing instead is working to standardize minds.

The system — since Brown versus Board of Education — stands to promote quality education and provide a way to deliver on the promise of equal opportunity for children. Efficient means “working well.”

What Failed?

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A Mind is Too Beautiful to Waste

A Mind is Too Beautiful to Waste

The beliefs — test-based accountability, financial flexibility, and “choice” — the principles — the pillars upon which No Child Left Behind (NCLB) promised “to close the achievement gap” — have FAILED.

The theory was hailed by state education officialdom prior to NCLB. So all-in-all this grand experiment, concocted by those unwilling to listen to people in the trenches, had decades to “work” to “close the achievement gap.” It failed; it’s a FACT!

People across America are waking up to the reality that testing itself is wasting instructional time and our money. Parents are seeing that test-based accountability led to a narrow and boring curriculum for their children. It is one of the reasons many left the traditional public system to home-school.

Many are also using the “choice” part of this failed equation. But the reality is that “choice-based reform” has not led to reform. And it must be remembered that test-based accountability was used to declare schools as failed thus trumpeting the need for “choice” through a charter system. Failed and double failed!

But what of “flexibility”? Ah, that began as a token gesture of local control. Giving the local people the ability to spend Title I money (federal education dollars for low-income students) in a manner they saw fit was actually part of the original 1965 law. But back then it was understood that the money would be directed to serve the needs of those low-income students. When the states became convinced that test-based accountability was the way to go, the stage was set for federal dollars to be spent on this new focus. The public was duped and double duped.

It is time to view education differently – accountability, flexibility, and choice have failed to deliver on what it promised. And in the process, it did damage. Face that fact. Riding on accountability, flexibility, and choice as reform strategies is like riding a dead horse. Have a little respect. Dismount and bury it!