Best Practices

Quality Goes to School:
Best Practices
HOW TO ENSURE
THAT ALL STUDENTS
ARE LEARNING
By Jim Maginnis
Organizational Kinetics
Copyright 2006 - 2010

Some slides are adapted from presentations done by
Grand Blanc Community Schools, Michigan

2

Lecture Agenda
• Introduction to the problem and Entity Theory
• Getting together and Teacher Advancement Prg.
• No Child Left Behind and the Baldrige Award
• Centering around the Classroom Data Center
• Learning Theory and the Learning Organization
• Strategic Planning Tools: Affinity and Fishbone
Diagrams, Pareto Analysis, Value Statement,
Cheerleading, becoming a Change Agent, etc.
• Multisystemic Therapy and Team Interventions
• And, everywhere Systems Theory for direction

3

2 Million Minutes Pop Quiz (*)
• What is the population of India, of China?
• How many K-12 children are in India, in China?
• What percentage of American engineering
PhDs go to foreign nationals each year? (60%)
• In last 5 years, what ethnic group started more
Silicon Valley based venture-capital firms?
• What foreign languages are most likely taught in
U.S.? China? India? Which foreign languages
have the CIA identified as most strategic to U.S.?
• Largest English-speaking country in 2020? (China)

4

U.S. Schools At All Time Low
• 1862 Reader considered too hard for today’s kids
– 1920 Reader intro-ed 345 words while today’s only 53
• SAT & literacy scores peaked for kids of the 50’s
– American SAT scores unbroken decline 1963 to 1982
• While GPAs rise, Harvard 1890: 2.27, 1950: 2.55, 2004: 3.48(*)
• Anti-intellectual post-modernism among educators
lamented by John Dewey is worse problem today
– HRs prefer social skills over reading, writing, and math
• 44% of Singapore’s students reached the TIMSS
advanced benchmark; only 7% of U.S. students
– In no state do half of 8th graders read at grade <28%>
• See Dumbest Generation and Dumbing Down Our Kids

5
With 82% Overall Failure Rate
(with “AZ producing country’s lowest student testing levels” *)

• Our children typically drop out or graduate without
ever having learned much or grown intellectually
– Illiteracy grown from 2.5% to 14% over past century
and now 50-70% of adults are but “functional illiterates”
• For every 100 American students in 9th grade, 67
graduate from high school, 38 enter college (20
for blacks, 16 for Latinos), and 18 graduate with
an associate or baccalaureate degree in six years
• That’s a H.S. to college failure rate of 82 percent!
– US women graduate college 35% more often than men
and are thus twice as likely to be able to afford a home
– Teenage suicides increased three fold (boys 4X > girls)

6

Other Countries Not In Decline
• When Japanese students finish High School (and
96% of them graduate), they leave with education
American kids get only after two years of college
– Japanese teachers at all levels are better prepared in
math and so their instruction is far more sophisticated
– America (was first) now ranks 12th for college degrees!
• The exodus of jobs abroad is not to utilize cheap
labor but a far more highly educated workforce
– Foreign companies create more U.S. patents, China
has passed U.S. in direct foreign investment, Japan
has more engineers (with 4 other countries, S. Korea,
Sweden, Finland, & Israel, spends more GDP on R&D)

7

Education Forgotten in the West
“It is possible to enter an urban school in China or
India or Brazil and immediately recognize a way of
organizing education that has become completely
taken for granted in the West. Students sit passively
in separate classrooms. Everything is coordinated
by a predetermined plan, with bells and whistles
and rules to keep things moving like one giant
assembly line throughout each hour, day, and year.”
p. 7 of Presence: Human Purpose, 2004 by Senge,
Scharmer, Jaworski, and Flowers (Harvard Review
said this was the most important text in 75 years).

8

Losing Our Competitiveness
• Until American schools are redesigned, declared
Microsoft’s Bill Gates at a summit of the nation’s
governors, “We will keep limiting, even ruining,
the lives of millions of Americans every year.”
– The chief executives of Intel and Cisco Systems later
also suggested that America’s lackluster schools will
force American companies to look overseas for talent
• Students from China, India, and South Korea
seeking U.S. degrees declined by 16% in 2008 (*)
– Services, now more than half our economy, usually do
little process design, organization, management R&D

Percentage of new entrants to the labor market
that have completed higher education
Source: OECD Education at a Glance 2007
60

50

United States
Canada
40

Sweden
Denmark
Finland
30
Norway
Belgium

Ireland 20
Quality is not any particular level of
Spain performance but about constantly
Korea measurable improvements – and
10
every country seems to be beating
the U.S. in this all important regard
0
1975-79 1980-84 1985-89 1990-94 1995-99

80% of the World’s Middle Class
Growth is in Asia (as ours decline)
Percentage of Middle Class in the West and Asia

When Indian Infosys hired
10,000 new consultants in
2003, they chose from 1.2
million qualified applicants!

Source: United Nations, World Bank, Surjit S. Bhalla, Second Among Equals: The Middle Class Kingdoms of India and China, May 2007, www.oxusinvestments.com

Born in the USA, but Now Global
Percentage of Revenues Generated Overseas

56% 63% 63% 66%

76% 52% 95% 66%

Sources: 3M Co., Apple Inc., Coca Cola Co., Google Inc., Hewlett-Packard Co., McDonalds Corp., Pfizer Inc., Qualcomm Inc. Most recent data available in each companies’ latest
financial statements. December 31, 2010 (Apple Inc.), September 30, 2010 (McDonald's Corp., Coca Cola Co., Google Inc., Pfizer Inc., Qualcomm Inc. ), July 31, 2010 (Hewlett-Packard
Co.), December 31, 2009 (3M Co.). Foreign Revenue is based on Total Revenue – Domestic Revenue. Logos are trademarks of their respective owners and are used for illustrative
purposes and should not be construed as an endorsement or sponsorship of Franklin Templeton Investments.

12
As Low-skilled Jobs Disappear
(worldwide as well as in our “fast food nation”)
Tyler, Texas,
1964 (360
acres) run
by but three
operators,
needing
merely a
high school
© 2005 Accelerating.org education
But, the 1972 upgrade eliminated all three operators

13

Degrees & Certs Now Required
• Fortune says just as America lost about 2 million
industrial jobs mostly to China, China lost 15
million industrial jobs mostly to robots / machines
• The greatest openings for U.S. jobs today are for
cashier, retail sales, and fast food preparation
• But, the fastest growing jobs are home health aid,
network manager, software engineer, veterinary
technicians, and personal financial advisors (*)
• Many jobs didn’t exist 10 years ago (Sustainability
Expert, App Developer, Chief Listening Officer )

14
Few Better Than A Ditch Digger
“Many leave H.S. with 3rd grade vocabulary” - Dr. Beck, 2002

• One hose will fill a ditch in 45
minutes and another hose will
fill it in 30 minutes. How long
will it take to fill the ditch if
you were to use both hoses?
• If you were a Japanese (or Chinese) 12-year old,
you would have 1 minute to finish this problem
• And, a middle aged blue-collar Japanese worker
(say, a ditch digger) can likely answer correctly
– Sadly, even more likely than the American student
who has just completed a course in “college” Algebra

15

Most Money Gets Low Scores

America’s test scores are unfortunately beaten by
the children of most industrialized countries
(another study puts us just above South Africa)

16

From Seth Godin’s The Big Moo
• Imagine a potbellied office worker annoyed to be
outside his office as they won’t permit smoking
inside. He’s puffing as hard as he can, anxious
about getting back to work because he’s focused
on solving the “urgent” problems of his life. He’s
not focused one bit on losing weight, giving up
cigarettes, or understanding how tense he is – he
figures that there will be time for that later. The
time to panic, however, is long before he’s in the
hospital having bypass surgery (but, he’s likely to
only then finally make the time to worry about it).

17

The Time To PANIC Is Past!
• A 1990 National Center on Education & Economy
study stated “We found little evidence of a far-
reaching desire for a more educated workforce”
Few people are panicking, but they should be!
– 30% of college freshmen are put into remedial courses
for material they should have learned in high school
(Achieve, The Expectations Gap: A 50-State Review of
High School Graduation Requirements, 2004).
– Poor eating, smoking, & academic habits by 2nd grade
• 50 million play in Internet-based games looking
for a place where everyone starts off the same
– Education was supposed to provide this opportunity

18

What Is Most Important?
• The first promise we give our children is a free
education (1/3 of public workers are in education)
– “Some of the staunchest opponents of socialism have
also been the most ardent supporters of free education
for all – a transfer that exceeds the value of all privately
held land and industrial capital.” Dr. Robert Fogel (*)
– Universal education reflects agreement that it is key to
highly performing adults capable of defeating barriers
and higher graduation standards improve job finding (*)
– Entails a learning environment for children and adults
by certified teachers & curricula with standard testing
– First to UNICEF’s mandate is quality education for all
– Parents moving to Florida for Bright Future Grants (*)

19

Our Best Legacy Protection
• Education is the “silver bullet” for all that ails us
– Education means more money and self-determination
• Student performance accountability has become
the most prominent educational policy “issue”
– (http://www.edweek.org/rc/issues/accountability/)
• Sadly, American children can look to the two kids
next to them in class and know one will likely not
graduate from High School – key to a living wage
– Only 4-5 in the class will likely graduate by 25 with a
2-4 year degree – key to being able to afford a home
– 98% of livable jobs need a HS degree and average BS
graduate earns almost $1 million more than HS grad.

20

Best Prosperity Predictor
• Wilkinson and Pickett establish in The Spirit Level
how one factor most determines society’s health
– Not resources, diet, government style, national wealth
• America, the richest country on earth, has shorter
life spans, more mental illness, more obesity, and
more of its citizens in prison than any rich country
• As prosperity due to reduced income disparity
– Currently greater than any other country (or other time);
Greenspan: “Very disturbing trend” due to education
– The average US CEO was paid 36x the average worker
in 1976, 131x in 1993, and 369x today (Ariely, 2008)
– Arizona has greatest income disparity in America

21

Education Disparity At Core
• The decline in American test scores greatest
for African-American and Hispanic students
– TIMSS scores for Black children on par with Thailand
– Black 12th Graders on par with White 8th Graders
– So, most minorities are shut out of higher paying jobs
• China’s top leaders are scientists and engineers
– President Hu Jintao a hydroelectric engineer, Premier
Wen Jiabao a geological engineer (and predecessors
Jiang Zemin and Zhu Rongji both electrical engineers)
• Recently funded large tech tax breaks and science education
– With only 41% of US STEM (science, tech, eng, math)
students graduating within 6 years*, jobs going to Asia

22

Relativism Threatens Change
• “I said to myself” and “it works for me” elevated to
“rational” (as subjective experiences define truth)
– This is very different from Pluralism (being only about
tolerance for different views) and the Scientific Method
– In a pluralistic society everyone has the fundamental
right to be wrong, while in a relativistic society we all
have the completely goofy right to be right, all the time!
• And so, “best practices” today only best hunches
– Instead, we need to hire teachers with best credentials
(and pay them accordingly), use only research-based
programs, and stick but to experience-based practices
– And, schools must be more inclusive (student / parent)

23

And Lack of Professionalism
• Dr. Doug Lemov, (author of Teach Like a Champ)
– Sign of competency: “Champion Teachers get 100% of
their students to do what they want 100% of the time”
• Change requires top-down ability to trust
– Needed for any organization to engage in global trade
• Only formally a part of society for a few hundred years
– Formal structures: professional standards, rule of law,
as well as liberal democracy with universal suffrage
– Informal structures: Ellison’s Spiritual Well-being,
Owen’s Openness, and Shaw’s Trust assessments
– Genuine people, reliable, able to self-disclose, easily
reciprocate, with a code of conduct (or, “professional”)

24

As Teachers Are Not Prepared
• Critics of teaching “best practices” say schools fail
to adequate impart public speaking skills, group
leadership, proper use of student test data, or
how to handle (and model dealing with) bullies
– Alas, these recognized “best practices” are not taught
• “It’s complicated in the U.S. because we don’t as
a country agree teachers need much preparation,”
Dr. Suzanne Wilson, Chair of Teacher Education
at Michigan State University (API: May 26, 2010)
– Education Secretary Arne Duncan, “Despite evidence
teachers are not properly prepared, colleges resistant
to change and states reluctant to use proven test data”

25

How To Pay The Nation’s Debt
Imagine if the salaries and retirement savings of all
government employers was cut by 20%, new labor
laws allowed the dismissal of any employee, and
taxes and fuel prices were both increased 30%... in
but just one day. At the same time, the pervasive
corruption of high-level politicians extending well
into the private sector in order to bleed the country
dry became undeniable (where 0.3% of GNP went
to bribes). This is Greece in 2010; will it surprise
you when it’s reported here? Illinois passed a 66%
income tax increase in January 2011 to help pay
but half of the expected $16 Billion budget shortfall.

26

Why I Built This Presentation?
My education/life was in a world where egos and
codependent relationships often create personal
goals that undermine best practices. Alas, every
school is perfectly designed to achieve exactly
the results it gets (with only their builders able to
make changes). Except, as schools struggle to
defend (or cover up) their elaborate techniques
and try to explain why morale is low, they do little
more than blame the victims of those systems.
It’s time to stop blaming the children when
there are “professional” adults in the room

27

First Step Always Vocabulary
• When Confucius decided to work for the local
reining prince, he considered the first task to be
“defining the names of things” since when words
do not correspond to facts, improvements and
justice not possible and people only confused
– Likewise, when God gave Adam the task of managing
the world, the first task was also to name everything
– Vision more key than ideas (30% are in creative class)
– Disraeli, “Key to success is consistency of purpose.”
• Such legitimacy starts with valid perspective
– Do children have an educational “issue” or “injury?” Do
teachers use an Entity or Systems Theory viewpoint?

28

Who’s To Blame?
The college
professor said:

“Such rawness
in a student is a
shame, lack of
preparation in
High School is
to blame.”

29

Who’s To Blame?
Said the High
School teacher:

“Good heavens!
That boy’s a fool.
The fault of
course is with the
Middle School.”

30

Who’s To Blame?
The Middle
School teacher
said:

“From stupidity
may I be spared.
They sent him in
so unprepared.”

31

Who’s To Blame?
The primary
teacher huffed:

“Kindergarten
blockheads all.
They call that
preparation –
why, it’s worse
than none at all.”

32

Who’s To Blame?
The Kindergarten
teacher said:

“Such lack of
training never did I
see. What kind of
woman must that
mother be.”

33

Who’s To Blame?
The mother said:

“Poor helpless
child. He’s not to
blame. His father’s
people were all the
same.”

34

Who’s To Blame?
Said the father at the end of the line:
Americans
so love to
blame, we
“I doubt the rascal’s have 4%
of world’s
even mine.” population
but 25% of
prisoners.

And sadly, about a fifth
of the time, he’s right!
(Phillipp, 1972; DNA Diagnostics
Center, Texas, 1999; Popovich, 2000)

http://www5.esc13.net/sirc/docs/conferences/05_2005/Motivation%20Speech%20handout.ppt

35
The “Fragile” Disadvantaged
(core to America’s future, whatever that may be)

• Alas, conventional pedagogical wisdom holds the
poor, the disadvantaged, and “culturally different”
are a fragile lot; that the academic rigor by and
large found only in elite or private schools would
crush the lower self-esteem of such children
– For example, a past Odyssey of the Mind coordinator
repeatedly told me it was commonly known that ALL of
the city’s “gifted” children lived in the wealthier foothills
• We must “deschool” such teacher-friendly outlook
– Ivan Illich said (1970) student imagination is “schooled”
to accept effort in place of value (as health treatment is
mistaken for care – it’s not just the thought that counts)

36

The “Giving Enemy” Claim
• The “poor” child supposedly carries a crushingly
heavy bundle of cultural and intellectual baggage
– “Disadvantaged,” “socially deprivation,” absent fathers,
and illegitimacy is said to cause child’s failure to learn
– Every major social problem (crime, unemployment, etc)
has been framed within such a victim-blaming ideology
• Which are the most run down federal buildings?
Prisons? No, it’s our public Elementary Schools.
– Moreover, what of frightened and insensitive teachers,
incompetent principals, irrelevant curriculum, insulting
history books, as well as the many other ways schools
fail to teach? (see Blaming the Victim by William Ryan)

37
In 1969, William Ryan wrote, “Despite
all their fancy words, it’s still bigotry”
• They boldly shout, “The neglected are not BORN
inferior, circumstances have MADE them inferior.”
– But, just a new and greater stigma, “They can easily get
out of the cycle of neglect if only they were motivated”
– They condemn the vague social pressures of the past
while ignoring the victimizing social forces right now!
• The formula is so smooth, it seems totally rational
– First, find a social problem and identify those affected
– Second, measure how they’re different from rest of us,
how they’re less competent, skilled or, less “human”
– Third, characterize these differences as the root cause
– Finally, build a bureaucracy to help “fix” the victim

38

When “Helping” Makes It Worse
• In 1951, Powers & Witmer studied 630 delinquent
boys, half were counseled and sent to YMCA and
half were sent home. After 5 years, the therapists
felt most of the boys had “benefited substantially.”
All the so "schooled" boys agreed saying therapy
gave them insights and the YMCA kept them out
of trouble. But, a 1981 study showed the “helped”
boys committed twice the felonies and also doubly
affected by alcoholism, depression, mental illness,
and lower job satisfaction than those simply left
alone (The Crying Game by Dr. Richard Bolstad).

39

“Help” Making It Worse (Cont)
• Violence in American streets can similarly only
be truly addressed when gangs are seen as an
asymptotic key to the solution instead of only as
a primary entity root cause (as gangs are but a
natural result of the relational disorganization of
disfranchised Irish, Italian, Black, Hispanic, etc).
• While Chicago’s Vice Lords opened schools and
businesses and the Black Panthers gave kids
breakfast, the “War on Gangs” only caused an
end to reforms with more ghettos and violence
(it’s LA’s FACES that’s uniting the Red & Blue).

40

“Help” Making It Worse (Cont)
• While it’s popular to think guns are responsible
for violence in Africa, political scientists agree it’s
instead the well-intentioned actions of American
relief efforts that corrupt governments by “giving
them fish instead of teaching them how to fish.”
(State-Building: Governance Fukuyama 2004; Dead Aid, Mayo 2009)
– Then, after failing, they cry, “I just need more money!”
• William Ryan suggested school vouchers (AZ #1
in Charter School Law), tying teachers’ salaries
to standardized test scores (AZ had country’s 1st
TAP pilot program), shrinking bureaucracy (half
the cost of education), and jobs (not job training)

41

Unfair Advantage Of Wealth
• Marilyn Adams tells in “Beginning to Read” how
Middle Class children get 3000 hours of reading
books, rhymes, and other pre-literacy training
while poor kids get only 200 hours of such stuff
– Further, that middle class parents talk twice as often as
well as four times more positively to their children
• She suggests that what happens during the first
five years is the best predictor of future reading
– Yet, 80% of U.S. millionaires self-made, half with no
inheritance, and sadly 4 out of 5 of their children fail (*)
• What if we capture and deliver best teaching?

42

We know our children are not the problem as
In Marva Collins South Chicago school’s first year,
all 13 learning disabled, low IQ children (labeled as
“unable to read”) tested as advancing five years
Illiterate Fourth graders taught by Ron Clark in
Harlem read at above grade in but three months
Bronx school children taught by David MacEnulty
won the NYC Chess Tournament (as well as 200
trophies in the top 5 in the nation) EVERY YEAR
High School students taught by Jaime Escalante in
East LA were more likely to graduate from Ivy
League colleges than kids from Hollywood High

43

“Teachers are not equipped with the skills and
knowledge they need to excel.”
- Louis V. Gerstner Jr. (was CEO of IBM until 2002
and is now Chairman of the Carlyle Group)
“People still believe in the tradition of dedicated,
self-sacrificing school teachers. They don’t know
how the profession has changed What was
once the poor man’s burden has become
everyone’s.” - Marva Collins (Marva Collins Story)
“With this new generation and these new
teachers, I don’t think [schools] are going to
change too much.” - Dr. Jaime Escalante
(America’s Greatest Teacher, Stand and Deliver)

44

“Schools bring little influence to bear on a
child’s achievement that is independent of his
background and general social context; this very
lack of an independent effect means that the
inequalities imposed on children by their home,
neighborhood, and peer environment are carried
along to become the inequalities with which they
confront adult life at the end of school. Equality of
educational opportunity must imply a strong effect
of schools independent of the child’s immediate
environment, and that strong independent effect
is not present in American schools.”
- Dr. James Coleman

45

“How many effective schools would you have to
see to be persuaded of the educability of poor
children? If your answer is more than one, then I
submit that you have reasons of your own for
preferring to believe that basic pupil
performance derives from family background
instead of school response to family
background. Whether or not we will ever
effectively teach the children of the poor is
probably far more a matter of politics than of
social science and that is as it should be.”
- Dr. Ron Edmonds

46
“An effective school is defined in the research as
one in which equal proportions of low and middle
income level children evidence high levels of
mastery of the essential curriculum. In an effective
school, there are no differences in the proportion
of students mastering the basic skills as a
function of the group to which they belong.”
- Dr. Larry Lezotte and Dr. Ron Edmonds
“We can produce many examples of how
educational practice could look different, but we
can produce few, if any, examples of teachers
engaging in these practices.”
- Dr. Richard F. Elmore (father of school reform)

47

“There are schools that have done this – but it
all depends on the leader. Even a popular
principal can be responsible for a failing culture
with, ‘let’s all be happy and take care of these kid’s
social and emotional needs that’s the best we
can do.’ In that case, I tell them that’s hogwash and
that they’re only being content to sentence these
children to a life of poverty (very respectfully, of
course). Alas, some are just doing whatever they
can merely to be compliant and stay out of trouble.
And, we have eight schools this year that went to
performing and now are back at underperforming.”
- Brian Putnam, Director AZ School Improvement

48

What’s The Problem?
“To many neuroscientists, today's mainstream
education system is mired firmly where medicine
was during the Middle Ages. Practices continue
based on tradition, not science, just as medieval
doctors used leeches to bleed patients without
knowing whether it worked. Today, we know that
bloodletting actually prevented healing [just as
most modern] political philosophies and fads like
‘child-based’ and ‘back-to-basics’ [foil learning].”
/www.thestar.com/mobile/NEWS/article/719091
- Alanna Mitchell

49

And, You’re A Crazy, Mean Liar!
Malcolm Gladwell writes how no more than five
percent of your choices are rational. Dr. Stanley
Milgram showed two thirds of you would torture a
stranger to death if told to and the rest would go
at least half way. Dr. Paul Ekman showed you lie
three times every ten minutes. Plus, the MMPI
(the grandfather of all personality tests) uses as
evidence of a lying personality the failure to admit
the fear of getting caught is the only thing keeping
you from sneaking into a movie theater without
paying as science has long documented you all
know deep down (if honest) what thieves you are.

50

Do I Just Not Like People?
• The only way I can like people is to assume the
problem is with me – leaving me a codependent,
overworked, depressed neurotic toiling to help;
and two thirds of us are exactly such dissociated
neurotics (half clinically) with doctor visits more
often the result of neurotic stress than even colds
• But, not liking people would create a persecuted
personality disorder at high risk for addictions and
reckless behavior as an emotional vampire; and a
third of us prefer jobs but to only control others in
counseling, teaching, law enforcement, religion, &
management (with half clinically so disordered)

51

Why Only Two Insane Choices?
• Being raised solely on Entity Theory beliefs left
us with only the options of seeing the problem in
ourselves (to still “love” them) or to blame others
• Failing to separate the problems from individuals,
we end up only seeing children as disobedient,
lazy, embarrassing, or just looking for attention
• We should see “failing” kids but in environmental
terms of whether the work is too hard, if they are
stressed, or just in need of tutoring and support
– Never praise the child, only the deed (or value choice)
– Requires a more complex Systems Theory perspective

52

Entity Theory (or Nativism)
• It is typically believed biology decides our destiny
– Overall intelligence or skills seen as a fixed entity with
kids always told success is due to ingrained abilities
– Such teachers often say, “I could never be good at ”
– Such raised children see themselves as just plain
smart, dumb, good, or bad (i.e.: “I am smart at this”)
– Instruction based generally on “whole” memorization
• But, kids so educated lose the ability to handle
simple problems after failing at any difficult ones
– This is because difficult problems reinforce the belief
that they’re not smart (or pretty) enough to be “good”

53

The Truth About Entity Theory
• Neuroscientists have shown skills and personality
have empirically little to do with the neurons we
were born with. Teachers’ influences on growing
synaptic networks are more likely to determine if
a child will grow up to be a surgeon or a slacker.
– With quality relationships at “windows of opportunity”
• Promoting opposing belief in incremental mastery
– In Hindu and Buddhist cultures, parents worry that too
much praise will make kids “too big for their britches”
(see http://www.parentingscience.com/effects-of-praise.html)
– Chinese & Japanese mothers place stronger emphasis
on hard work & cooperation than do American mothers

Deming’s theory of management is based on a humanistic philosophy that believes all
people are educable, that they want to do a good job, and that they deserve respect.

McGregor’s Theories of Motivation
X-theory Which do you use? Y-theory
• People dislike work • Work is good for growth
and will try to avoid it and people want to be
• People prefer to be interested by their work
directed and must be • Self-discipline is more
forced to put out effort effective; people seek &
• People are motivated desire responsibility
by fear over “security” • People driven by hope
with little creativity – to realise potential with
except, of course, for creativity common but
getting around rules! sadly much underused
54

55
“The Rule Of Small Numbers”
(slow down for more reflective thinking)
• Dr. Kahneman and Dr. Tversky showed people
usually make decisions based on the smallest
number of possible factors (Nobel Prize in 2002)
– Are those in California or Ohio happier? Most believe
(incorrectly) Californians are happier based on just the
weather or the available beach because they fail to also
consider crime, cost of living, and regular earth quakes.
• Bigotry & relativism the result of “small numbers”
– 95% decisions made in 20th of a second on single factor
• Football players vary greatly in size and skills as
compared with rugby or soccer players as pausing
play encourages greater strategy & specialization

56
Investors Also Often Fail – Why?
(good investing doesn’t follow common sense)
• O'Shaughnessy (“What Works on Wall Street”)
says there are two basic ways to make decisions
– The Clinical or Intuitive Method is based more on
one’s knowledge, experiences, and common sense
– The Quantitative or Actuarial Method instead based
on relationships proven by large samples of data
– O'Shaughnessy found most experienced investors
(like teachers) prefer the Intuitive Method, which is
usually wrong or beaten by the Actuarial Method
– David Faust from The Limits of Scientific Reasoning,
“Human judgment is far more limited than we think.”
• Or, “gut decisions are nothing but using excrement for brains”

57

The Value Of Grades
• In studies in the 60’s, teachers of “high-IQ AP,
gifted” classes were told previously graded C and
D students were A and B kids and teachers of
“remedial” classes were told students that had
been getting A’s and B’s were C and D students
(named “Pygmalion Effect” by Harvard profs who found
most teachers are but discouragers, not encouragers)
• What do you think happened to the kids’ grades?
A. Grades were consistent with previous year
B. Grades were somewhat inverted
C. Grades were completely reversed

It Seems Just Common Sense 58

(that learning is based more on teacher’s ability to teach
than student’s ability to learn called “Sweeney’s Miracle”)
• I’ve mentioned this study to hundreds of people
and most everyone has correctly predicted how
the study found the grades were fully reversed
– It seems but common sense grades do not in any way
reflect the student’s motivation and intelligence, but
only the teacher’s favoritism and bias (teacher’s pets)
– Any child enrolled in lower-level courses are more likely
to earn a “D” or “F” (Cooney, 2002) and “slower” kids’
grades improve when moved to tougher classes (Dept
of Ed, 2000: http://nces.ed.gov/pubs2000/2000029.pdf)
– But, you can’t manage what you don’t measure and,
grades, in fact, profitably assess teacher achievements

59

Intelligence Lost
• Harvard’s Dr. Howard Garner (author of Multiple
Intelligences) showed that almost all children
scored genius level IQ’s up to the age of four,
down to 10% as teenagers and 2% when >20.
• Where did their intelligence go? Discouragement.
• Stanford’s Business School Dr. Michael Ray calls
it the “Voice of Judgment” in his creativity courses
• Harvard’s Dr. Livingston and Dr. Rosenthal have
shown there are far more Negative Pygmalions
than positive ones (only creating “Groupthink”)

60

Nurture Advantage Over Nature
• Elephants, Dolphins, and even Neanderthal man
with larger brains exhibit greater innate thinking
– Neanderthals failed to advance their technologies for
over a hundred thousand years (just like any animal)
(See Dr. Hauser’s Wild Minds: What Animals Really Think)
• Extended childhood (as human brains continue
maturing until age 25) fosters reflective thinking
– We are so environmentally affected that I’ve worked
with a dozen blind programmers but not one deaf one
(verbal language is so key to cognitive development)
• Antecedent to one’s normative moral/emotional
identity & artistic expression of resulting values

61
What It Means To Be Human
(to exceed both nature and nurture)
• It’s not about having opposable thumbs, making
tools, raw intelligence, language, or being able to
recognize one is physically different from others
• It’s about seeing differences in moral choices –
recognizing who we are (different from others)
based solely on our personal values; knowing
what we stand for, what the Greeks called “ethos”
• Which would you rather be a bear or a wolf?
The bear is an introvert; the wolf an extrovert. It’s
not a personality for us (the bear cannot be a wolf;
the wolf cannot be a bear), but a value difference.

62
Values & Beliefs Can Change
(see 50 ways to untwist thinking by Dr. Burns)
• It may be hard to change one’s emotional make-
up (how quickly & strongly one gets emotional)
– Can be made worse, as in a post-traumatic disorder
• But, Myers-Briggs results will change in 6 months
• It’s not that hard to change one’s values, attitudes,
beliefs, or thinking patterns (called “growing up”)
– It is possible to change addictive behavior, if not the
temptations (changes can be coerced by drug courts)
– Feelings of triumph (fiero), from beating an opponent or
from just stretching oneself to known limits and beyond
(such as an “epiphany”), core to changing values/beliefs

63
Teaching Is Not Informing!
(goal should never be changing opinions but behaviors)

• Galileo proved to his students at the University of
Pisa that Aristotle was wrong to say heavier items
of similar size would fall faster; unfortunately, the
University continued teaching Aristotle’s reality
>> He had “informed” but not “taught” <<
• Teaching (or sales, or evangelism) isn’t based on
superior speaking, debating, or presenting skills
• It’s about skills for encouraging an ethical identity
– Thus, Socrates (and Christ) used questions to so lead
– Marva Collins starts with Shakespeare on conscience,
Aristotle on virtues, and Emerson on self-reliance (*)

64

Entity Theory in Government
• Communism is firmly based on Entity Theory with
the idea that if the “evil” systems (of capitalism
and religion) are removed, a “Socialist Man” will
emerge of perfect character; but, hasn’t happened
– Steven Levitt and others have well shown lone people
are very poor at assessing risk and avoiding temptation
– And, as in communist countries, American teachers
rarely get paid for performance (only years in service)
• Democracy is instead based on the idea integrity
is simply about building quality relationships with
accountability using good checks and balances

65
Simplified Systems Theory
(enthusiasm and apathy are both infectious)

• Aristotle summed up in his Metaphysics lectures,
“The whole can be more that the sum of it parts”
• But, how can 1+2+3 possibly be different than 6?
– Entity theory suggests it would be by a special 1 being
equal to more than 1 (where other 1’s don’t count)
• Systems Theory focuses on the “mortar” impact
– Bricks are part of system (a house) just as the building
is part of system (the neighborhood, weather, etc) and
the lifespan of the bricks will depend on how used (or,
parts act differently when used than when isolated)
– All sciences now based on systems thinking (history,
programming, accounting, architecture, social work )

66

Process improvements generating exponential
paradigm shifts cause informational singularities

Such as the Agricultural Revolution for the
Hunter-Gatherer, then the Industrial Revolution,
and finally last century’s Information Revolution.
But, what might come next?

Many believe it will be a fifth wave revolution of
relational sciences as a development basis for
a “new” economy based on social capital

67

“Might Is Right” Not Human Creed
• Science Age: free and compulsory education
– Rising above technology created class distinction
• Industrial Age: welfare (at least for our citizens)
– Conquering imperialism and U.S. worker exploitation
• Information Age: now universal health care
– Alcoholism, child abuse, new occupational ailments
• Next Symbiotic Age: with coming financial care
– Overcoming collapsing social norms and hierarchies,
greater displaced workers with 20% without education
necessary to find any place in the modern workforce,
viral stuff, and ever increasing wealth mal-distribution

68

Top Performers Can Be Made
• Whether athletic or academic, from ballet to
surgery, top performers nearly always end up to
be made, not born; “it turns out talent has been
greatly overrated” (see the Cambridge Handbook
of Expertise and Expert Performance, 2006)
• We know motivation and encouragement as well
as deep practice with great feedback and master
coaching can overcome anything (and yet seven
of ten employees are still sadly neither motivated
nor competent to perform the basics of their job)
– “Bad Apples” are likewise systemically made, not born

69

Yet, We Use Lucky Breaks
• Malcolm Gladwell details in “Outliers: the Story
of Success” how only lucky breaks and arbitrary
advantages are the source of most successes
– Dr. Barnsley showed in the 80’s how the best hockey
players are five times more likely born in January than
November, baseball players are almost twice as likely
born in August than July, and soccer players are most
likely born in September (now January) – due to the
arbitrary age cut offs done in respective kid’s leagues
• Any child can excel with the encouragement and
education sadly now reserved for a precious few
– "There is a brilliant child locked inside every student"

70

Many Ways To Aid Learning
• Develop good time management skills with to-do
checklists, prioritizing assignments, quiet study
space, designated study time, summarizing class
notes, weekly cleanup, and household schedule
• A 1980 study found artificial lighting increases
agitated behavior, fatigue, and reduced rationality;
another that natural lighting increases scores 20%
– Do outside field trips and install skylights in classrooms
• Dr. Guy Berard in “Hearing Equals Behavior”
details how just ten days of auditory integration
training increased child maturity and IQs by 15%

Schools Typically Invalidate Kids 71

(any teacher who believes in “unteachable” students should
morally be forced to leave the classroom, but this is not done)
• An abusively invalidating environment is defined
as one where a person’s feelings are discounted
as either inaccurate or inappropriate with regular
comments like “life would be easier if you were
more motivated,” “worked harder,” and “had more
character,” plus “oh, you should never get angry”
• Organizational behavior and culture are based on
the same factors that set the stage for individual
personalities; thus, schools exhibit “human-like”
deviant and irrational behaviors that can benefit
from psychotherapy – help no school ever gets

72

So, Problem Is Self-Sustaining
• Adults with more experience and knowledge will
always have a more “structured” worldview than
children; this disparity naturally produces chronic
misunderstandings where children are then seen
as “difficult” and adults are seen as “out of touch”
• The resulting school (not individual) Borderline
pathology (due to Entity Theory internal conflicts
and primitive defenses) becomes a key hindrance
• But, Self-Psychology integrates Systems Theory
with Freudian psychoanalysis to make available
an empathetic unifying framework of subjectivity
See “Thinking and Working Contextually” by Stolorow, Orange, and Atwood

73
Need Empathetic Extrospection
(kids need it to be safe to discuss and resolve problems)

• “One size fits all” psychology urging introspection
has only cultivated a narcissistic me-generation
– Since Lacsh’s book, “Culture of Narcissism,” there are
more self-help books for the lonely self-absorbed than
even diet books, it’s such a part of our national identity
• Kohut’s real empathy provides for more cohesion
– Empathy is a slow investigative attempt to objectively
“taste” another's experience; shouldn’t be confused
with being kind, just a “near-experience” observation
• “Self” Psychology works to get kids more involved
in their own growth and feeling less manipulated
– All kids have had bad experiences with authorities/rules

74

Fighting Bounded Rationality
• Herbert Simon showed we are, at best, but partly
rational and so rely on rules of thumb and favor
ease of effort and simpler (satisfactory) solutions
rather than optimal ones (fighting best practices)
• Moreover, schools are pools of loosely coupled
strategies/structures naturally resistant to change
• Instead of “rationalist” management focus on
centrally determined standards for conformance
(or, benevolent dictatorship), we must emphasize
relationships, professional education with market
incentives, and a consensus on goals and values

75
Who is to blame?

We all are!
Principals, teachers, & parents must each
promise students, “I will never let you fail.”

76

Sign a Student Learning Contract
• Principal, teachers, parents, students should sign
a Student Learning Contract agreeing academic
success comes from a cooperative environment
• Students agree to the responsibilities of
– Being respectful to other classmates – participating in
discussions while giving everyone a chance to speak
– Putting forth their best effort into all schoolwork without
being defensive if their work (or any idea) is criticized
– Obeying all of all the rules, both at home and at school
– Studying at least 15 minutes a day for every subject
– Always showing up to school on time and being well
prepared with all homework and needed material

77

• Teachers agree to the responsibilities of
– Providing a safe and comfortable environment
• Communicating and consistently enforcing rules for conduct
– Providing students with clear and concise expectations
(e.g.: providing a syllabus written at the child’s level)
– Providing ample time for their students to receive any
necessary extra help, say, after or before school
– Identifying essential versus nonessential learning goals,
“mass customizing” accordingly their instructional units
– Coordinating homework with other school faculty
– Always showing up on time and being prepared
– Working to make learning an enjoyable experience

78

• Principals agree to the responsibilities of
– Knowing the most current theories and practices while
only employing research-based instructional strategies
– Involving all participants (i.e.: counselors) in the design
and implementation of important decisions and policies
– Being situationally aware (able to predict what can go
wrong day to day with sensitivity to operational details)
– Being an effective change agent comfortable with
actively challenging the status quo and systematically
considering new and better ways of doing things
– Never focusing on the wrong school and classroom
practices or miscalculate the order of changes required

79

• Parents agree to the responsibilities of
– Spending 15 minutes per day reading to their children
• Or, 15 minutes per day listening to their children read aloud
– Monitoring their children’s schoolwork and activities
– Maintaining a clear discipline policy with their child
– Ensuring a good night’s sleep (wake up without alarm)
– Attending all parent-teacher conferences
– Volunteering time for at least two school activities
every year (PTA, field trip, science fair, club, etc.)
– Supporting (as well as questioning) their child’s school
– Always showing up on time and being ready to work
(and steadfastly ensuring their children do the same)

80

Engaging Families Is Critical
• Not something staff work at when they have time
– Reply to “Who runs the school?” must be “We all do.”
• Should include academically oriented activities
– Such as workshops for improving parenting skills and
training to understanding standards and assessments
• Start with school-family relational assessment
– Parents (like kids) want to feel respected by the staff
– Principal Dr. Steve Constantino would regularly meet
with all parents every Thursday night at local Denny's
• Let students lead open houses and conferences
– And, re-title “Curriculum Night” to “Family Fun Night”

81

Top Parental Responsibilities
• Daily Attendance, especially in Elementary School
• Ensuring a good night’s sleep (10 hours for a child
and 8 hours for a teenager) increases I.Q. by 20%
– Missing but four hours of sleep twice a week (say, on
weekends) leaves any person always as if legally drunk
• A 1985 National Commission on Reading report
declared reading aloud is the greatest contribution
a parent can make (shown true even for teenager)
– Stories from Pied Piper to David and Goliath spurs the
imagination, familiarizes a code of conduct, & develops
a sense of meaning with both cultural and moral literacy
• Milton’s Paradise Lost, Marshall’s Miss Nelson, Eph 4:25

82
Today, Gender and Race Matter
(Schools in Tucson Unified School District)
• Erickson Boys 28% less likely to pass AIMS
• Their African Americans, 31% less likely to pass
• Gale Boys 8% less likely to pass AIMS
• Bloom Boys 12% less likely to pass AIMS
• ‘02 AZ graduation rates: 60% for minorities and
80% for whites; 67% for boys and 75% for girls
• In 2000, only six Arizona Latinos/as took the
Advanced Placement Computer Science Exam

83

As Boys Are Less Likely to Pass

84

And, Economics and Race Rule

85

Teacher Gender/Ethnicity Matters
• Dee, Schoenwald, Letourneau, & Halliday-Boykins
showed ethnicity and gender dissimilarity between
teacher and child far increased chances for failure
– Poor blacks more likely to be found “mentally retarded”
– Boys w/good skills 4X than girls found to have problems
– Teachers have far higher expectations of students that
look like them, or even those just with similar last names
• Ewing and Taylor (2006) found that teacher-child
conflicts more likely for boys and good predictor of
violent aggression as well as academic problems
• Sciutto, Nolfi, Bluhm (2006) also showed teachers
are far more likely to refer boys for ADHD testing

NEA President, “A boy might 86

never have a ‘teacher like me’”
• Alas, few minorities or men are teaching in K-12
– USAToday says 17% of America’s schools have not a
single minority or male teacher, 38% with no minorities
– Teachers: 75%-90% white women; Students: 30%
– Teacher-child ethnicity explain 27% of grade disparity *
• Dr. Thomas Dee, “Girls have better educational
outcomes when taught by women and boys are
better off when taught by men.” (12+% gap, 2006)
– “Boys are 2-3 times more likely than girls to be seen as
disruptive, inattentive, and unlikely to do homework.”
– Hilary Clinton has been a long time supporter of single-
sex education (like her alma mator, Wellesley College)

87

Plus, Lack of Cultural Literacy
• New Dictionary of Cultural Literacy says, “No one
in the English-speaking world can be considered
literate without a basic knowledge of the Bible.”
– To understand a “David and Goliath” battle, Solomon-
like wisdom, Ronald Reagan’s “Shining City on a Hill”
reference, Martin Luther King’s “Mountain top” speech
• 81 percent of English teachers in Oregon agreed
that the Bible ought to be taught in their schools *
– Milton’s Paradise Lost, Camus’ The Fall, Leon Uris’
Exodus, Hemingway’s Old Man And The Sea confusing
without a Biblical background to Adam and Eve, Cain
and Abel, the Last Supper, and crucifixion references

88

Where Should We Start?
• We are LAST for 3 R’s but FIRST in self-esteem
• The greatest correlation is with poor teaching
– Student scores vary more than 20% by changing
teachers –> 2-6 times as by grade, school, or district
– Teachers are academic underachievers, yet paid more
than accountants/engineers (CNN: “Best paying job”)
– Children don’t fail due to home conditions or aptitude,
but primarily being discouraged by their teachers to the
point of giving up (teachers matter most is NEA policy)
• It stems from denying quality is measurable,
failing to see the problem lies inside the room,
and dividing the world into “us” and “them”

89

“Cookie Cutter” Doesn’t Work
• Education must be tuned: mass-customization
– Dr. Carl Jung observed we are all kinesthetic auditory,
visual, etc – but, that we tend to use one sense more
• “I can’t put my finger on it; so, let’s explore it deeper!”
• “I hear you loud and clear; that sounds like a great idea!”
• “I can’t see what your saying, show me how you did it!” (me)
• “This plan smells” or “This leaves me with an awful taste”
– Dr. Gardner detailed 8 intelligences (and others 1,400)
• Every person is both somehow above and below average
• All programs developed 1st for slow learners as we are all LD
• And, children learn faster when NOT sitting quietly
– But, few teachers even use music in curriculum

90

So, Teachers Must Be Scientists
• Just using straight “Best Practices” isn’t enough;
there has to be a way to understand and track
effective techniques with each individual/class
– Thus, good teachers are good at math / statistics as a
basis for successfully employing a scientific approach
• It can’t just be a lesson plan; rather a dynamic,
nonlinear, and creative teaching process with a
committed emphasis to testing and confirmation
– Optimizing students’ chances of learning rather than
forcing students to learn in a way that optimizes the
teachers’ chances of completing their lesson plans
– Such outcome-based discovery starts by asking “Why”

91
Why Can’t Johnny Read?
(taken from http://www.marvacollins.com/comments.html)

The teacher of a failing boy was asked (true story),
1. How many ways are there to spell the sound “a” [the
long vowel sound]? “Four,” responded the teacher.
there are 11 ways to spell the “long-a” sound
2. What are the classifications of the different “ch”
sounds? “I have no idea,” answered the teacher.
“ch” is the French (as in champagne), the English
(as in church), and the Italian (as in ache)
3. What is the significance of the letters “e,” “i,” and
“y?” The teacher had no knowledge of the answer.
the letters “e”, “i” and “y” are vowel signals
How can kids learn what teachers don’t know?

Few Teachers Are Terminated 92

For Poor Performance
• When teachers are fired, it is usually for gross
misconduct and not for inadequate instruction
• Besides, the process can take years, it is costly,
as well as personally devastating for all involved
– In 1994, NY “Blueprint for the Professionalization of
Teaching” showed it takes an average of 455 days
and $177,000 to fire a teacher ($317,000 with appeal)
• Nothing angers parents and taxpayers more
than unfit teachers remaining in the classroom
– How much do we need to pay before it is fair to
expect competent teachers in every classroom?

93

Who’s Responsible For Change?
• Quality theory is based on the simple, self-evident
premise that every system is perfectly designed to
deliver exactly the results it currently produces
– Deming insisted the system (districts, principals, and
teachers) is to blame for 94% of all scholastic problems
• “Excelling” principals make a 20% improvement
– Teachers are discouraged into giving up by principals
who often use inane review systems to promote friends
• The principal is the pivotal leader working to
guide and support dedicated teachers to
“informed professional judgment” (Barber)

94
How To Get Better Teachers
(Performance accountability and merit pay)
• Today, ability is not tracked and has no bearing
on assignments, curriculum influence, paycheck
– Why should anyone want to join a school that does not
base responsibilities and rewards on the value added
(like teacher efforts and long-term student progress)?
• Milken Teacher Advancement Program (TAP)
– Professional growth based on evaluated teaching
– Multiple career paths (Associate, Mentor, and Master)
– Market-driven compensation (e.g.: more for math, etc.)
– Nine states (over 30% of students) had TAP initiatives:
Arizona (forgotten), South Carolina, Colorado, Florida,
Georgia, Michigan, Pennsylvania, Texas, and Virginia

95

TAP Pay And Quality Focus
• Iowa was 1st state to adopt TAP-like pay initiatives
– Ironically, Iowa was also first to adopt teacher salary
schedules based solely on district longevity (in 1930’s).
– Today, leaving a school district means pay gets halved
• Education Week’s Quality Counts rates Arizona a
grade of D and Fordham Foundation grades AZ a
C-minus for our efforts to improve teacher quality
– Carpenter surveyed 361 U.S. school reform proposals
from 1987 to 1997 and only 3 were on teacher quality
– “Arizona still has no cohesive policy or requirements for
professional development at the state level.” – page 5
AZ Governor’s Committee for Teacher Quality, 2007

96
“Teaching At Risk”
(by The Teaching Commission)
• “Little advancement potential, minimal possibilities
for promotion, and few financial rewards for
individual contributions to organizational success”
– For “almost nothing to attract America’s best and
brightest into the classroom and keep them there”
• The report calls state leaders to (sadly ignored)
– Give more hiring and firing responsibility to schools
– Encourage local innovation in teacher compensation
– Resist pressures for across the board pay increases
• Honor Roll mark of distinction to the Teacher
Advancement Program for best track record
– 2nd place for Minnesota’s TAP-like pay system

97
1999 National Education Summit
Called For Pay-For-Performance
• The Colonial School District in PA began paying
individual bonuses based on test scores in 2000
• Florida started program in 2001 that included
– Market-driven compensation, performance-based
accountability, multiple career paths with multiple entry
paths and support and mentoring for new teachers, as
well as targeted ongoing professional development
• In 2005, AZ SB 1074 required evaluations of 25%
of districts for performance-based compensation
systems with the final report being due June 2010
– But alas, I can’t find this report anywhere in the media
• 10 yrs after summit, Pres. Obama calls for TAP

98

“Good Teacher” Predictors
• Advanced knowledge of the subject matter,
especially for math, computers, and science
• Coursework and certification in subject area
• Prestige of degree institution and advanced
degrees, especially for secondary schools
• High literacy and verbal test scores as well as
previous history of academic excellence
• Pedagogical coursework, but ONLY when
coupled with advanced content knowledge
• High scores on licensure and aptitude exams
• NOT National Teachers Exam or experience!

99

Why Doesn’t Experience Help?
• Research shows few teachers improve after but a
few years of teaching – unlike teachers in other
countries where they get targeted professional
training based on relevant classroom experiences
• In the same way we teach doctors and nurses to
do the same things in the same way (deliver a
baby, suture a wound, and give a shot, say), we
need to teach teachers educational best practices
• The problem is U.S. teachers aren’t taught basic
educational theories or classroom management
– For some example videos, look <here> and <here>

100

How to Evaluate A Teacher
• Increases in student standardized test scores
– Including decreases in gender and ethnic variances
– With some value also placed on following two years
• Annual knowledge exams with more $ for math,
computer, & special ed (skills – not coursework)
• Classroom observation by independent experts
• 360 degree performance evaluations by other
teachers, students, parents, and principal
• With bonuses for mentoring and special projects
• Rewards should not be restricted to pay alone
– Also include increased professional responsibility,
tuition assistance, and recognition by state government

101

Effective School Characteristics
• Strong instructional leadership from the principal
• Teachers that can well convey high expectations
• Pervasive and well understood instructional focus
• A safe climate conducive to teaching and learning
• Use of measures of pupil achievement as the
core basis for evaluation of educational programs
• Well versed and practiced in quality theory / tools
• Uses most appropriate quality tools and models
for teaching and management – using only a few
• Practice only makes permanent – change slowly

102

The Successful Professional is
• Motivated, strong work ethic, feels accountable
• Creative, open minded, with “street smarts”
• Able to shift ecology and policies by being flexible
• Open to peer supervision: feedback and forward
• Likely to volunteer to be trained, esp. “advanced”
• Apt to have a background in child development
• Able to take the quick “lead” in decision making
• Apt to keep score and prefer pleasing results (like
standardized test scores) instead of simply vague
promises from but pleasing (undemanding) efforts

The role of leadership is to optimize the system . . 103
.

Aim of the
Organization
Goals &
Measures

Failing State Passing State Desired State

104
Leadership Evaluation
(Baldrige Award)
In the leadership category, staff members are
asked to rate a series of statements to examine
how the principal and staff leaders set direction
for the school, identify and sustain a set of values,
convey performance expectations, and maintain a
focus on student learning, such as “To what
degree does the principal and staff leadership
respond to the needs of all stakeholders of the
school, maintain a safe and orderly climate
conducive to learning, and use data to assess
both group and individual performance of staff?”

BQSA Action Plan Indicators Best 105
3 Goal
2.5
2

s co r e
1.5
1 2001
0.5
0 2002
Cat 1 Cat 2 Cat 3 Cat 4 Cat 5 Cat 6
#3 #19 #24 #28 #37 #42
statement #

3. During the past two years, I have accepted a formal leadership role to help establish
short and long range targets for our school.
19. I use strategic student performance data to identify areas such as staff, curriculum
materials and staff training to which resources should be reallocated.
24. I collect data to determine satisfaction of other staff to whom we send our students.
28. I Look for sources of appropriate comparative information and data from outside of
schools as well as from within the academic community.
37. I track the degree to which our safe and healthful work environment goals are achieved.
42. I formally monitor the degree to which new curriculum is implemented in our school.

106

Alas, Most Efforts Are Thwarted
• Winning AZ TAP program shelved and forgotten
– A $1,000, in fact, is paid to teachers whose school fails
• Prop 301 monies for TAP-like performance based
compensation used for only flat salary increases
– Superintendent Keegan said pay only on group (rather
than individual) performance was “inconsistent with the
intent of this provision,” but legislators couldn’t agree
on any formal oversight procedures, so they set none.
– Arizona ignored Governor Hull’s Education Task Force
advice on moving away from a uniform salary schedule
with pay bonuses based on professional development,
student progress, parent satisfaction, and achievement

107

Arizona Prop 301 Flattened
• Voters understood it would mean more money for
classrooms, better pay for teachers, more control
at the local level, as well as more info for parents
• Centerpiece is the Classroom Site Fund, or CSF
($33.8 million in 2004-05), as the money was to
go directly to the classroom (none was authorized
for admin expenses or to supplant existing funds)
– 20% (or about $1250) for flat teacher pay increases
– 40% (or about $2500) for performance-based pay
increases for teachers, but used only for flat team pay
– 40% (or about $2500) for site-chosen classroom efforts,
but most all schools use just for more flat pay increases

108

AZ AIMS Is 46th Easiest Exam
• 77% of Arizona 4th graders
achieved proficiency on the
state reading test but only
23% passed the national
NAEP reading exam
• This 54-percentage-point
disparity means Arizona
ranks 46th among the 50 states on this measure
• The AIMS test has been greatly simplified since
90% of students failed the original exam
– In 2003, it took a score of 73 percent or greater on the
AIMS Reading test to pass, but only 59 percent in 2005

109

Escaping Public Education
• CBS 60 Minutes covered a girl (Erica) in 1980 that
was labeled by Chicago public school “experts” as
“borderline retarded, learning disabled, and
unable to ever learn to read or write.”
• They followed up in 1996 after she had left public
education for a charter school and found she had
just graduated from U of Virginia, Cum Laude
• Chubb & Moe argue government financed schools
are by their nature bureaucratic and ineffective
– For example, I was told I’d be lucky to end up a ditch
digger but graduated from a top engineering school

Chicago Mayor Calls Charter 110

Schools “Only Solution Left”
• Chicago closes 60 low-performing schools and
opens 100 new ones: a third will be charters and
a third will be operated by independent agencies
• New York City opens 200 new charter schools
• Philadelphia has authorized 52 charter schools
and has contracted with six for-profit as well as
nonprofit organizations to run 45 other schools
• 27 Milwaukee charters, 15 with district employees
• Alas, the only place where Arizona gets an A for
education is for it’s excellent Charter School Law
– NCLB funds semi-virtual charters in public schools

111

Charters Do More
• Only 3 of 78 ‘06 TUSD Elem Schools are Excelling
• There are more excelling Charters (w/ less money)
– Academy of Tucson, AmeriSchools, BASIS K-12
School, Daisy Education Sonoran Science K-12
Academy, Hermosa Montessori Elementary, Khalsa
Elementary Family, and Lifelong Learning Academy
– No alternative schools (Old Pueblo Children's Acad.)
serving “at-risk” students are excelling in Tucson
• 5,200 TUSD students leaving over a two year
period for charters have cost TUSD $27 million
– As little can be done to improve poor schools (report)

112

With Less
• In 2008, Chicago said $11,300 was insufficient to
educate a child while Collins spent $5,500 & Basis
(Newsweek’s #1 H.S.) spends just a little bit more
• Public schools under report spending (leaving out
new building costs, health and retirement benefits,
debt interest payments) by 23% in Chicago, 44%
in D.C., and 90% in LA – resulting in, on average,
public schools outspending privates by 93% (*)
• Basis claims the difference is not hiring teachers
(and 4 out of 5 of their instructors are not certified)
– Others: ability to fire bad teachers or federal regulations

113

As Accountability Is Better
• Parents like smaller schools with better attitudes
(wanting to be there), discipline, and test scores
– Leaving poorly communicating public school teachers
who provide no or little vocational or “life” lessons
– Running away from unsafe and bulling cultures, and
teachers not consistent, challenging, or inclusive
• 2005 report says TUSD needs better customer
problem resolution, marketing, curriculum, and
classroom flexibility (with, that is, specializations)
– Legislators recognize schools must be autonomous to
be effective; so, charter schools can request waivers
from govt. regulations that interfere with their vision

114
Reading First Scandal Scandal
(Example of our U.S. Ed Leadership Failure)
• Direct Instruction (DI), Success for All, Reading
Mastery, & Open Court have the most supporting
data but received only 3% of Reading First funding
(mostly going to unproven whole-word programs)
– Sadly, most state use simple “one size fits all” programs
• OiG audit used only to attack Bush Admin (w/ little
concern for American’s children) when it was the
states doing the excluding and focused on DI’s
connection to Bush Admin when DI was blocked
• Is there any hope for a real public education
when politics comes before our children?!?

115

What Really Works?
• What Works Clearinghouse recently concluded
few comprehensive or supplemental programs
have any proof (i.e.: using randomized trials or a
comparison group) that they work, except for
• Reading Recovery is a short-term intervention (3
to 5 months) one-to-one tutoring, best if available
to all students as a supplement to best practices
– Fast Forward, Instructional Conversations & Literature
Logs, Reading Mastery, Early Intervention in Reading,
SpellRead, Ladders to Literacy, Reading Recovery,
Stepping Stones to Literacy, PALS, Earobics, Voyager
Literacy System, The Expert Mathematician, etc.

116

Top Intervention Programs
• The What Works Clearinghouse recommends:
– Accelerated Middle Schools had positive effects on
progressing in school & potentially on staying in school
– Check & Connect had positive effects on staying in
school and potentially on progressing in school
– ALAS (Achievement for Latinos through Academic
Success) had potentially positive effects on staying in
school and on progressing in school
– Career Academies had potentially positive effects on
staying in school and on progressing in school
– Real Math Building Blocks and Mathematics Pre-K
– DaisyQuest and Phonological Awareness Training

117

Other Successful Programs
• What Works Clearinghouse also recommends:
– Positive Action had very positive effects on behavior
and on academic achievement
– Too Good for Drugs and Violence had positive
effects on knowledge, attitudes, and values
– Too Good for Violence had potentially positive effects
on behavior and on knowledge, attitudes, and values
• But, no comments for Arizona’s NREL Six-Traits!
– First, Six-Traits is NOT a writing program and so it is
not designed to help build student writing strategies
– Plus, Kozlow and Bellamy (2004) found no evidence
Six-Traits teacher training positively impacted students

118

TUSD Hot For “21st Century”
• Program offers homework sessions, academic
activities, as well as enrichment programs such as
art, drama, music, and recreational activities
• But, 10 years of research on these after school
programs have shown performance not impacted
• And, a recent IES study using an additional year
of follow-up data still showed no improvement in
reading test scores or grades in math, science,
social studies, or English but sadly higher levels
of negative behavior (suspensions, punishments,
and teachers complaining about student behavior)

119

More Rationality Is Needed
• Wilderness camps provide the worst results, but
are our most well funded programs – WHY?
– 7,500 wilderness camps in U.S., 4,500 freelance
instructors; and, primary approach used in Tucson
• Sadly, DARE (like adventure programs), while
very emotionally attractive, provides little return
– Perhaps, because it tried to give good choices instead
of teaching children how to make good decisions (only
providing fish instead of teaching how to fish corrupts)
• Such failing programs focus on improving student
instead of relationships (studying & social skills)

120

NOT Every Opinion Is Valid!
Hypotheses or Check with Valid Opinion
Intelligent hunch IPO Analysis and Action
(Input) (Processing) (Quality Output)

Textbook
All questions Theory and
Controlled Critical Thinking means
are “valid” Experiences
identifying assumptions,
“Wishful Thinking” or issues, and criteria for
judgment for making
“Blowing Smoke” by sound conclusions
“Peacock” or “Weasel” from the evidence.

121
Quality Tools and Thinking
KISS should mean “Keep It Simple, but Smarter”
• Time Management • No excuses attitude
• Brainstorming • Common Agenda
• Affinity Diagramming • Systems & Systemic
• Tree Diagramming • Recognize & Reward
• Prioritization Matrix • Think “outside the box”
• Pareto Analysis • Sharing / Commitment
• Force Field Analysis • Primarily data driven
• PDSA Cycle usage • Continually improving
• Teams/Quality Circles • J-curve grading
• Malcolm Baldrige • Keep it simple, not easy

122

“SMART” Goals Not Enough
• Specific goals (What, When, Where, How, Why)
• Measurable goals (in order to track & improve)
• Action-oriented goals (defined achievable steps)
• Realistic goals (in values, perceptions, finances)
• Time sensitive goals (deadlines for each step)
– BUT, just getting up in the morning at 7 am is “SMART”
• “SMARTER” goals are much better with
• Extensible goals (hard-to-do objectives)
• Rewarding goals (financial, health, reputation)

123

The Maturity Gap
• Experts and students admit the primary problem
is a lack of maturity & procedures and routines
– “My social life was the most important thing,” “I didn’t
want to miss out on a good time,” “I procrastinated”
• Students need to be able to rely on themselves
and learn time-management in order to support
the natural desire for learning and development
• The aim of education is to mould the character
of students and thus draw out the best in them
• Are our children growing up or only older? But
– Can we expect of students what schools can’t do?

124

Self-Reliance Must Come First
• Marva Collins starts 2nd to 4th grade classes with
– Shakespeare’s Richard the 3rd on conscience, Ralph
Waldo Emerson’s Essay on “Self-Reliance,” Aristotle’s
essay views on ethics and virtues, & Plato’s “Republic”
– Children young as 3½ and 4 are admitted to Marva’s
school (often sadly labeled “un-educatable” by public
schools) and guaranteed to be reading by Christmas
• Development of personality / social relationships
key: Service-learning, First Step, and Praleska
– Schools that use punishment as primary tool against
antisocial behavior have greater rates of aggression,
vandalism, truancy, and dropouts (Mayer, 1991)

125

More Civics And Ethics Education
• Fosters voter participation & free speech support*
• Tucson’s “Jobs for Life” focuses on honesty and
reliability as top skills required for employment
– http://www.characterdevelopmentsystems.com/
– http://www.ethics.org/character/
– Also see: http://phoenix.gov/FIRE/urbansurvival.html
• Alas, few teachers want to teach such life lessons
considering them far too practical and unromantic
– Michigan went from least to most civics classes (2005)
– Current Arizona state curriculum only a smoke screen
(http://www.ade.state.az.us/charactered/alignment.asp)

126

Classroom Size NOT A Problem
• Overall, the teacher to student ratio has doubled
as students increased 50% while teachers tripled
– U.S. has an average class size of 26, as compared to
41 in Japan, but Japan produces far higher test scores
• The exception is for grades before third grade
– 1999 DOE report showed reducing K-2 class size leads
to higher achievement (only when teachers modify their
teaching methods for smaller classes), especially for
poor and minority students; so much so, the total costs
are reduced – because a good education costs LESS
BUT, the study also showed good teachers matter more
– New studies show similar results for Pre-Kindergarten

127
2nd Grade Testing Crucial
(and helping parents with reading issues)
• 75% of poor readers in 3rd grade will continue to
be poor readers in High School (Shaywitz, 1997)
– Research has also shown that parents with reading
difficulties predict a higher-than-normal rate of reading
disabilities in their children (31-62% versus 5-10%)
– The cost is much higher for helping these students
later rather than earlier (thusly, testing should be done
in 2nd Grade to identify students for early intervention)
– Two-thirds of reading disabled children can become
average or above average readers if identified early
(the other one-third lost only due to failing curricula)
• For example, 32 Head Start programs had the lowest scores
on the Early Childhood Environmental Rating (Bryant, 1993)

128

Better Pay Scale, Not Better Pay
• A K-12 teacher can easily make $75,000 a year
(and $100,000 is quite possible) in South Carolina
even though it is twenty-sixth for teacher salaries
because they don’t pay everyone the same
– So move there if you’re a good teacher; stay home if not
– Any teacher still here, no more salary complaints please
• The effects of a poor K-2 education were turned
around for me by my 3rd grade teacher, who was
somehow sadly the school’s lowest paid teacher
because she was a new, uncertified instructor
– Other professions have over a 100% pay differential

129

Adam Smith’s “Marginal Utility”
• “America believes in education: the average
professor earns more money in a year than a
professional athlete earns in a whole week.”
– In “The Wealth of Nations,” Adam Smith asked why a
diamond (athletes) could fetch so much more money in
the marketplace than could water (teachers and Phds).
• >40,000 new Phds each year; only a few hundred athletes
– Most states devote more than half of their funding to
education (66% in Arizona). Americans spent 10.7% of
1995 income on education (plus 15% to 42% on college
tuition) – the only higher bills are for food, housing, and
medical care. Yet, Napolitano has proposed legislation
costing another $325 billion. How much is enough?

130

Overcome Just Getting Along
• A 2006 Partnership for 21st Century Skills survey
of HR said the five skills most crucial to success
in the workplace are: professionalism/work ethic,
teamwork, oral communications, ethics/social
responsibility/honesty, reading comprehension.
• Alas, far down on the list were mathematics and
science while survey respondents even issued a
plea for K-12 educators and colleges to get away
from developing basic knowledge sets or skills
• How did we build a economy with little value
for English, Math, and Science in workers?

131

A “Real” Teacher Is
• Adults often wrongly laugh at kids who complain
about school not being fun as if they should face
some dark reality that life is but pain until you die
• A “real” teacher is a salesperson (or persuader)
• A “real” teacher is an entertainer (or cheerleader)
• A “real” teacher is a motivational speaker
• A “real” teacher is an evangelist (of virtues)
• A “real” teacher is an instigator of discontent (as
real learning requires self-evaluation and conflict)
• Here’s a couple of examples of “real” teachers

132

Dr. Jaime Escalante
• East Los Angeles Garfield High School
– Overcoming strong racist attitudes
and math books used by Bolivian 5th graders
– Built a math program that beat Hollywood High
with 25% of America’s Mexican math students
– For over 450 AP students a year (by 1987)
• Reform required a new principal, Henry Gradillas
(previous one threatened to fire Jaime for coming
in early) and overcoming “supportive” counselors
• Escalante’s students went on to graduate from
MIT, Harvard, Yale, Berkeley, USC, and UCLA

133
Toughened Math Standards
(using a “team” approach with students “against” tests)

• First, 7-week summer sessions (every grade) to
make up for poor Junior High math programs
– Braving the ensuing wrath of the community/parents
• Gave tutoring sessions before and after school
• Coordinated efforts with counselor and principal
• Increased hiring standards for new teachers
• Open admission: anyone could join his classes!
• This all meant some classes had 50 students
– Alas, used by teachers union to get him dismissed
– Then, teachers and aids that Escalante hired forced
out, taking large pay cuts to go to other districts / jobs

134
Alas, No Room For The Best
(sadly, crucial supportive principal is typically missing)

• New principal that reassigned Jaime to asbestos
removal said, “They’re just disgruntled former
employees, such backbiting only hurts the kids.”
– Other teachers routinely sent him hate mail and threats
• John Perex, VP of Teachers Union, said, “Jaime
didn’t get along with some of the teachers at his
school. He pretty much was a loner.” (1990)
• 2 years later, only 4 students passed BC Calculus
– Sports fans would be outraged, for comparison, if a
team showed such a change after replacing a coach
• What’s up with a system that values working
with others more highly than effectiveness?

135
When “Groupthink” Rules
(or, how great teachers are routinely destroyed)
• Psychologists use this 1984 movie term to depict
a group incapable of critically assessing the pros
and cons due to being so tightly connected they
can only be in support of one side of an issue
– Such groups become an overprotective clique, putting
the political goal of squashing dissent above all other
matters, and so the likelihood of them taking the
humane, but more difficult, action greatly decreases
• Reformers should take a close look at what
Jaime Escalante did and at what was done to
him before passing another law or new policy
– LA kids today exhibit PTSD more than Baghdad kids

136

Then, Mobbing Follows (*)
• Dr. Heinz Leymann identified main stress process
– His first language was Swedish, his second German,
but he labeled the menace with English word, mobbing
• Dr. Selye won 1964 Nobel Prize for main workplace ill: stress
– Term 1st used in Sweden, Germany, Italy, France, etc
• In 1999, hotel employee awarded 100,000 francs for being
humiliated in front of others; In 2000, a woman’s suicide
attempt classified as work accident due to constant abuse
from manager; In 2002, year in prison and 15,000 Euros fine
– By 1999, “mobbing” found relevant to cases of mass
shooting sprees in Canada and US; alas, Columbine
found to have worst culture of abuse ever recorded as
worst mobbing sadly found in universities and schools

137

How & Why Best Teachers Lost
• Instigated by one or two ringleaders who lead a
ceremonial harassment (Rosen, Katz, & Morahan,
2007) using covert rumor and public discrediting
hoping to cause target to doubt his or her sanity
– Emotional bullies are immature and feel inadequate,
and are angry, unpredictable, jealous, and amazingly
manipulative people (Namie, 2000), most attracted to
loosely coupled places (Davenport, 1999, like schools),
who revel in the collective attack (Westhues, 2002)
– Goal is to discredit, isolate, and eliminate people who
are competent, loyal, and creative, who put the bully to
shame; as one is vanquished another must be found

138

Also Called “Moral Harassment”
• Dr. Leymann identified five categories of mobbing
– Constant criticisms and limiting communications
– Isolating or ignoring and limiting social relationships
– Belittling target with repeated status hurting gossip
– Giving difficult assignments designed to cause failure
– Giving dangerous assignments or physical threats
• Affects one in three (Ipsos), often results in post
traumatic stress syndrome, 15% of suicides, and
can only be overcome by interventions by internal
consultant making a daily affect (Hirigoyen, 2003)
– “Managerial Abuse,” in contrast, hurts everyone equally

139

Requires Inaction Of Others
• 95% of people have been involved as observers
or perpetrators by denying mobbing cases (most
people can recall joining in humiliating but a few)
– Adults use polite cruelty, but contagious bloodlust for
relentless undermining target’s self-confidence still the
same; always focusing on anyone in any way different
• It is in workplaces where worker’s rights are most
formally protected that the complex and devious
incursions on human dignity most normally occur
– See At the mercy of the mob by Dr. Kenneth Westhues
– Thusly, the greatest threat to the quality of education is
the Teacher’s Unions very efforts to protect teachers

140

“Greatest Threat To Health”
• Dr. Leymann opened a clinic for mobbing victims
(typically misdiagnosed with paranoid delusions)
– Unfortunately, Leymann is dead and his clinic gone;
but, another clinic has recently started up in Germany
– From Volkswagen to the State of Oregon, many have
recently instituted strong anti-mobbing policies, but it’s
not easy to outlaw what’s such a deeply human nature
• As sexual harassment laws have made things worse
– Even after regaining sanity, victims often succumb to
chronic hypersensitivity to injustice unable to enjoy life
as well as hypertension, stroke, and loss of income and
reputation (sadly often isolated from friends and family)

141

Collins “Mobbed” Like Escalante
• Resented, criticized, and ostracized by teachers
who sent her hate mail and began rumors that
– She beat her students to force better work from them
– She did the papers herself; “Everyone knows second
graders simply can’t produce that level of writing!”
– Then, principal belittled, lied, and took her class away
• So, in ‘75, she started a school refusing “mobbed”
federal money in order to avoid counterproductive
interference, but closed in ‘08 for poor attendance
• Problems occur when needs of children placed
below the self-absorbed needs of any authority

142

Improving Classroom Learning
Lower
• The classic “Bell-curve” Average Higher
represents the distribution and Wider Average
of grades that occurs Variation and Less
when a small proportion Variation
of students get very low
and very high marks and
most students get
average marks. E D C B A

• The ”J-Curve” represents the theoretical distribution of
grades in an education system that believes most every
student is capable of doing well in school. J-Curve
advocates work on changing the system (Deming’s 85/15
Rule) until all (or most) students learn at a high level. This
learning theory is the essence of No Child Left Behind.

143

No Child Left Behind Of 1600’s
• General School Law of 1642 moved responsibility
of teaching every child from clergy first to parents
and second to the executive arm of government
• General School Law of 1647 required every town
of >50 families to hire a School Master, who in
>100 family towns was to prepare EVERY child
for Harvard College, or face a fine of 5 pounds
• Law of 1648 required every child get vocational
education as well as standardized exams to find
neglected children, who would be quickly moved
• Law of 1668 increased enforcement past £5 fine

144
No Child Left Behind Of 2001
(all are required to hit 100% NCLB by 2013-14)
• In order to make “Adequate Yearly (AY) Progress”
– Schools must meet minimum attendance rates
– Test at least 95% of enrolled students (most difficult)
– Meet AIMS goals for all ethnic, special education, low-
income, and limited English proficient subgroups
– 24% (404) of Arizona schools and 37% (190) of school
districts (such as TUSD) did not make AYP in 2003
• In 2003, AZ added appeals & reduced LEARNS
– Half of “failing” schools have raised their ratings on the
accurate complaint that the AZ Ed board can’t add right
– The number of excelling AZ schools went from 3 to
132 and the # of underperforming schools dropped
from 275 to 136 in 2003 with NO real improvements!

From http://edworkforce.house.gov/issues/108th/education/nclb/educationreform101.ppt
145

Money Better Spent Privately
Effect of public funding on reading score
20

17.4 Source:
15 “Demand, Autonomy and
Accountability in Schooling”
Department of Education
Flemish Community of Belgium
15-16 May, 2006
10 www.oecd.org/dataoecd/50/24/36713138.ppt

5

0
1.5
Private operation Public operation

146

Money Is NOT The Problem
• Public school spending per pupil has more
than doubled when adjusted for inflation from
$3,331 per student in 1965 (when scores
were higher) to $8,194 per student in 2000
– Jencks and Phillips (1998) showed that family
income and school spending make little difference
• A large “achievement gap” yet exists between
disadvantaged and more affluent students
– Two-thirds of African-American children in the
fourth grade still cannot read at a basic level
– 30% of Blacks take AP exams but 90% of Whites

147

We Want More Accountability
Americans no longer accept that the problems in
our schools are the result of a lack of spending
Which will do the most to improve schools – increasing
spending,
spending, or high standards and accountability for results?
70%
Source:
60% Americans for
50% Better Education
40% (ABE), national
66% survey of 1,190
30%
20% voters by The
26% Winston Group,
10%
December 2002;
0% with a margin of
ds i ng error of +/- 3
+/-
Standar Fund
gher s ed percentage points.
Hi In crea

148

Americans Overwhelmingly
Support Ted Kennedy’s No
Child Left Behind Reforms

149
Annual Testing In
Reading & Math
Do you support or oppose requiring public
schools to test annually to show that
children are making progress?
100%
Source:
80% Americans for
Better Education
60% (ABE), national
survey of 1,190
40% 82% voters by The
Winston Group,
20% December 2002;
16% with a margin of
0% error of +/- 3
+/-
percentage points.
Support Oppose

150
A Quality Teacher In
Every Classroom
Do you support or oppose requiring states to
have a qualified teacher in every classroom,
even if it means some teachers may need
additional training?
100% Source:
Americans for
(ABE), national
60%
survey of 1,190
91%
40% voters by The
Winston Group,
20% December 2002;
8% with a margin of
0% error of +/- 3
+/-
percentage points.
Support Oppose

151
School Report Cards
For Parents
Do you support or oppose providing annual
report cards to parents on school
achievement?
100%
Source:
80% Americans for
Better Education
60% (ABE), national
91% survey of 1,190
40% voters by The
Winston Group,
20% December 2002;
7% with a margin of
0% error of +/- 3
+/-
percentage points.
Support Oppose

152
Safety Valve For Students In
Schools That Don’t Change
Do you support or oppose allowing parents
to move children in underachieving schools
to a better public school or charter school?
80%
Source:
Americans for
(ABE), national
40% 76% survey of 1,190
voters by The
Winston Group,
20% December 2002;
22% with a margin of
0% error of +/- 3
+/-
percentage points.
Support Oppose

NCLB Supports 153

America’s Teachers
• NCLB provides a historic increase in
Federal teacher quality aid to states and
schools with an increase of more than 39%
• Shields teachers against frivolous lawsuits
• “Crayola Credit” - President Bush and
Republicans pushed through legislation in
2002 that allowed teachers to deduct up to
$250 (later $400) from their taxes each
year for out-of-pocket classroom expenses
– Gone when Democrats were back in charge

154
Historic Funding Level
For Teacher Quality
Annual Federal funding for teacher quality
was increased by more than 35 percent in
President Bush’s first three years
$3,000

$2,500
Millions

$2,000
$2,950
$1,500
$2,850
$1,000 $2,108

$500

$0
FY01 FY02 FY03

155
Historic Funding Level
For Special Education
And, Federal spending for Special Education
has abruptly skyrocketed under Bush Admin
$10.0
$9.0
$8.0
$7.0
$6.0
$5.0
$4.0
$3.0
$2.0
$1.0
$0.0
7

0

3

6

9

2

5

8

1

4
'7

'8

'8

'8

'8

'9

'9

'9

'0

'0
Democrat Majority Republican Majority Bush FY04 Budget Request

156
President Bush’s Teacher
Incentive Fund
• For states and school districts that choose to
formally identify & reward effective teachers
• $94 million for 2006-07 to reward teachers
and schools making great progress in closing
the gap that exists between students of
different socio-economic backgrounds
• Grants (of $5,000) reward teachers who are
successful at raising student achievement
and producing real results for all children
– First $5.5 million grant awarded to Ohio, 10/23/06

157
NCLB Making A Difference
In Arizona (from ’02 to ‘05)
• Third-grade mathematics proficiency
increased by 14 percentage points
• The Hispanic-white achievement gap in third-
grade reading narrowed by 7 percentage
points and by 11 points in mathematics
• The American Indian-white achievement gap
in third-grade reading narrowed by 3
percentage points and by 12 points in math
• Diamondback Elementary School exceeded
all NCLB expectations (Principal Joe Buzzelli)

158

Alas, States Rejected NCLB
• All 50 states have rejected all or part of NCLB
– States have been allowed to manipulate thresholds for
“proficiency” and vary the number of students required
– Harvard Civil Rights Project shows such changes allow
more white and wealthy districts to get around penalties
• Sec. of Education, “The NEA is a terrorist group!”
• >25% (44% in CA) of public schools fail AYP 2006
– Yet, few parents see being in a “failing” school in a
below average district (TUSD) in the lowest rated state
(Arizona) in one of the worst educational systems in the
world (United States) enough of a problem to take
advantage of moving their children to a better school

159

But, Rejection Has History
• More than half of U.S. states were also unwilling
to comply with the requirements of 1994 Title I
performance-based school accountability Act
– State officials sadly always left with little authority
– Primitive statistics “too advanced” for “professionals”
– Highly politicized testing watered down until arbitrary
• Perhaps, internal accountability should come
first that is, school staff must share an explicit,
coherent set of expectations and consequences
– Such as is the intention of a Six-Sigma Team Charter
• But, academic standards must be better defined

160

Any School Can Improve
• Any school can improve by changing their school
structure to be compatible with best practices
– “But, that’s not what schools do” says Dr. Elmore; alas,
“people [only] change what they’re comfortable with.”
• “School improvement must be primarily seen as a
matter of refining teachers’ knowledge and skills”
– Compare to nursing, where improvements are more
easily replicated and expert variability has narrowed
• Principals, teachers, counselors, parents, and
technology specialists rarely integrate instruction
– Using medical rounds model, groups of 4-8 could build
a shared instructional review (from students’ viewpoint)

161

Tinkertoy® Experience
• Volunteers: 5 “workers”, 1 “boss”, 1 “quality
inspector”, 1 “recorder” (audience as observers)
• No talking as workers are specialists for a simple
repetitive task, assemble barbells and pass right
• Boss is given 2 pink slips to increase output and
yells, “Work faster; work smarter, not harder!”
• Boss also selects and rewards best employee
• Quality Inspector yells and passes right failures
• Production counted after 5 minutes
See http://www.grand-blanc.k12.mi.us/qip/tinkertoy.htm

162

Tinkertoy® Experience (Cont)
• Rules are suspended and the group is given five
minutes to plan changes in the work process
• Changes might include a more clear expectation,
better communications, moving from individual to
team-based efforts, reducing
number of workers, and sorting
materials for those needed
• After another 5 minutes of
review, a third production is run
“Participation has caused us to re-examine
some of our most cherished beliefs about
how to organize and motivate people”

163

Lessons Learned
• Sincere efforts do not help, threats do not help,
firing does not help, “employee of the month”
and “empowering” workers does not help
• Alignment between boss, trainer, and workers
helps and doing (not talking) quality does help
• Eliminate mistakes by improving the systems by
which work is done, not in blaming individuals
• People usually want to be successful, but are
prevented by the very system in which they work
• #1: Only those in charge can fix the system!

164

“Lean” Production Techniques
• Kaizen keeps tuning by continually systematically
removing 10% of resources for the same results
– Kai = change; and, Zen = good: “change for the better”
– Solve problems by communal ideas for reducing waste
• Usually an event consisting of 3-5 days of intense
improvement activities directed at a specific area
– Abandon fixed idea, think of ways to make it possible
– Go for the simple solution, quickly consider mistakes
– Use wits (with ideas from many people), not money
– Problems are opportunities, repeat “why?” five times
– There is never an end to possible improvements!

165

Example of “Five Why’s” Use
• A simple process for solving any problem that
starts with an effective problem statement
• Marble is deteriorating – Why?
• Frequent detergent cleanings – Why?
• Significant bird droppings – Why?
• Birds are attracted to lots of spiders – Why?
• Spiders are attracted to lots of midges – Why?
• Midges are attracted to bright lights – So?
• Delay turning on the lights until later at dusk or
turn on fewer of the lights (or use dimmer bulbs)

166

“European” Education
• Europeans started with a classic Greek education
of grammar, rhetoric, dialectic, arithmetic,
geometry, astronomy, as well as art and music
• William James, Charles Saunders Peirce, John
Dewey, other Americans then added pragmatism
– Applying ideas and science to solving real world
problems is the goal of education – the application
of information and not just acquiring knowledge.
– Educational leaders advocated work-based and
experiential education, problem based learning,
problem centered learning, and contextual leaning

167

Is Our Project-based Education
• Student dev: ownership, management, record
keeping, responsibility, risk taking, profit or loss
– 1862 - Land Grant Colleges (like Univ. of Arizona)
– 1908 - Home-School Cooperation Plan
– 1917 - Smith-Hughes Act: “directed or supervised
practice in agriculture, on a farm provided for by the
school or other farm, for at least six months per year.”
– 1919 - Farming Project
– 1926 - Productive Farm Enterprises
– 1938 - Supervised Farm Practice Program
– 1943 - Supervised Farming

168

Vocational Education Act Of 1963
• Amended the Smith-Hughes Act: “any amounts
allotted for agriculture may be used for vocational
education and such education may be provided
without directed or supervised practice on a farm.”
• Every state interpreted the law to mean students
no longer had to have a project. I believe the real
intent of Congress, however, was simply to allow
for types of projects other than farming projects.
• Alas, “European Education” now basically refers
to the contextual education we invented but forgot
(now used everywhere except U.S.A. and Britain)

169

First Priority Now “Sad Sack”
• Less rewards for merit or ability, more for “need”
– Since WWII, most merit scholarships are awarded at
least partly awarded on need, $1 billion for athletic
scholarships, and most federal aid programs now don't
even consider grades* ($160B or over $11k / student *)
– States and corporations now provide scholarships by
lotteries (there are hundreds of thousands of them)
– Test scores of incoming freshman
have steadily declined while at the
same time average IQs have gone
up 84% in 50 years (* *); we should
build systems that reward success
(of students as well as of teachers)

170

1960’s Considered Utopian
• Corcoran, Evans, and Schwab found that half
of new teachers graduating in 1962-1966
scored on exams above the 80th percentile
• While only 10% of those that graduated in
1984-1985 scored above the 80th percentile
• Today, two-thirds of new teachers come from
the bottom third and cannot pass ETS Math
test or Mass. Educator Certification exams
– SAT re-centered in 1995 due to lowering scores
• 116,000 students scored over 600 on the verbal SAT in
1972, but only 71,000 scored that high ten years later
– Sadly, students no longer feel they are participants

171

Can We Regain Our Past?
• Dewey thought it fundamental to interweave new
technologies with face-to-face experiences
– And, both the Universities of Wisconsin and Chicago
developed extension schools in the 1890’s specifically
to deepen just such ties based on just such science
• Alas, Drexel’s 100% co-op program is rare today
• Dennis Littky and Elliot Washor’s famed success
in Providence, Rhode Island with the Met High
School use of community internships for students
– Should be used, IMHO, as a role model for all schools,
based on industrial worker-based education programs

172

Project Approach Comeback
• A project is defined as an in-depth investigation
of a real world topic worthy of attention and effort
– The study may be carried out by a class, by a small
group of children of any age, or an individual student
– Projects enrich young children’s dramatic play,
construction, painting and drawing by relating these
activities to life outside school (such as science fairs)
– Project work offers older children opportunities to do
first hand research in science and social studies and to
represent their findings in a variety of creative ways
– The description of a project has a beginning, a middle,
and an end and a good story teller, like any good story

173

Project Approach (Continued)
• Good in the basics of situation, actions, & results
– UNICEF life-skill programs effective for health-related
issues, improving the chances for later employment, as
well as preventing school dropout and violence
• Lillian G. Katz and Sylvia Chard’s 1989 Engaging
Children's Minds: The Project Approach explains
benefits of project work starting in Kindergarten
• TUSD Drachman Primary School was one of the
first pilot schools (then called Ochoa Elementary)
– Drachman School Mural Project was filmed in 1993
– See http://www.project-approach.com/ and
http://bestpracticesinc.net/TheProjectApproach.html

174

It’s About Science, Right?
• Roberts Elementary is the first TUSD school to
use SuccessMaker and Waterford software
– Installed on six computers in each K-5 classrooms
– Used in 13,000 U.S. sites with 350,000 students
• Aim is to promote critical thinking skills through
research based strategies and high expectations
• What Works found little evidence for correlation
with progress in alphabetics or comprehension
– Reviewed 36 studies, only one used scientific method
• How can the scientific method be properly taught
by people with such low expectations for its use?

175

A Better Example Mostly Unused
• To solve problems
• Improve test scores
• Maximize learning time
• Become fully involved
in school quality efforts
• Continuously improve
using a PDSA Cycle
• “Koalaty Kids” learn how
to reach President’s
Malcolm Baldrige goals

176
Malcolm Baldrige
Education Criteria
for Performance Excellence

Categories Core Values
3 Leadership 3 Visionary Leadership
3 Strategic Planning 3 Learning-Centered Education
3 Student, Stakeholder and 3 Organizational & Personal Learning
Market Focus 3 Valuing Faculty, Staff & Partners
3 Measurement, Analysis, and 3 Agility
Knowledge Management 3 Focus on the Future
3 Faculty and Staff Focus 3 Managing for Innovation
3 Process Management 3 Management by Fact
3 Organizational Performance 3 Social Responsibility
Results 3 Focus on Results & Creating Value
3 Systems Perspective

MB is best model for helping schools improve and aligned
with the Framework for Improving Teaching and Learning

177
The Value Of Applying Business
Quality Ideals To Education
• The Malcolm Baldrige National Award is given to
organizations outstanding in 7 areas: leadership,
strategic planning, customer and market focus,
information and analysis, human resource focus,
process management, and business results
– Awards for Business, Health, as well as Education
• From 1995 to 1999, business winners of the
Malcolm Baldrige Quality Award outperformed
the Standard and Poor’s 500 index by 650%
– Research shows any company using the Baldrige
framework grows on average more than twice as fast
as their peers and are more than twice as profitable

178

The value of research-based change
96% of the students from what used to be one of
the worst schools in Harlem now get into college
after acquiring Dr. Lorraine Monroe as principal
Alaska’s Chugach Schools went up from the 28th
percentile in 1995 to 71st percentile in 1999 in
order to win 2005 Baldrige Award in Education
37% of the seniors from Jenks Public Schools
(another 2005 Presidential Baldrige Award
recipient) passed an Advanced Placement exam
(compared to the national average of only 13%)

The Grand Blanc Community Schools: 179
A Tradition of Excellence, A Plan for the Future

Dropout Rate Compared With Revenue Generated By Lowing Dropout Rate
Dropout Rate Compared With Revenue Generated By Lowering Dropout Rate
500000 16

14
400000
savings in current u.s.

12
300000

dropout rate
10
dollars

cost savings
200000 8
dropout rate
6
100000
4
0
2
91 92 93 94 95 96 97 98 99 00 01 02 03 04
-100000 0
year
• Figures in current U.S. dollars.
• Assumes a senior class of 500 students in the high school.
• Assumes $7080 per pupil reimbursement
Baldrige Education
• $4,401,282 Total Savings, 1992-2004 Award Winner
(From http://www.asq.org/edu/sections_edu/basic_system_model.pdf)

Baldrige Basics 180

Alignment

Improvement
Plan
Adapted from
GOALS The Management
Compass
1st grade team PTA by Michelle Bechtell
What are the 2nd grade
barriers to 5th grade team team What is your
alignment in Administration personal
your school? responsibility
ESOL for such
team 4th grade team
rd
alignment?
3 grade team
Pre-K/K Staff Development
Head Start

Random Acts of Improvement

Baldrige Basics 181

Alignment

Improvement
Plan
Adapted from
GOALS The Management Compass
by Michelle Bechtell
How does
alignment Dr. Ishikawa
contribute to believed that
95% of quality
achieving problems can
“Performance be solved with
Excellence?” simple tools

Aligned Acts of Improvement

Baldrige Basics 182

Alignment
Classroom Goals and
Individual students’
Learning Goals

School – School
An Aligned
Improvement Plan
State System
of Education District – Our Call to
Action: Pursuit of
What are the Excellence
barriers to
aligning all of
the separate State – Bridge to
systems? Excellence and No
Child Left Behind

183
“BEST” IS BEST IMPROVEMENT
(Quality Is Not About Static Performance, But
Continuously Measurable Improvements: CMI)
1996 Base Year Scattergram and Scattergrams for 2000 and 2002
100

90

80

70
PERCENT

60

50 BEST
40

30

20
MEAP READING
10

0

TEACHERS
(see http://www.grandblancschools.org/qip/2003%20Best%20Practices%20Presentation.ppt)

184
Quality Improvement Story Board
1. Describe the OFI identified in 2.a. Identify the team members who will 3. Collect data regarding the
the Baldrige Assessment.* address the issue. Define the Team current situation. Use any or all of
Name
Team Members
Role the following:
unstructured. John Team Leader

STRATEGIC PLAN Mary
Bob
Coach
Teacher
Susan Custodian
Bill Secretary
Jane Driver construct and use.
Wayne Student
RUN CHART
BAR CHART

Measurement
b. Establish operational definitions to be used.

Category
Average
Brainstorming
the customer, or to test a group for
Problem Survey Results In Percent Time
SURVEY Statement
Total
A 1 3 1 1 6
1. xxxxxxxxxx
2. xxxxxxxxxx B 3 4 4 2 13
CHECKLIST
3. xxxxxxxxxx C 2 1 3 3 9
Date Total
D 4 2 2 4 12
Operational
Category 1 Data Data
Definitions
NGT Category 2 Data Data

Category 3 Data Data

*Use BOTH the Building Bullet Book and the Baldrige Category 4 Data Data
Feedback Report along with the annual Baldrige Survey Results
to identify OFIs.

6. Report results.
4. Identify causes for the current 5. Develop a plan for improvement and
situation. how success will be measured.
a visual listing of possible
FORCE FIELD ANALYSIS
Driving Restraining
Forces Forces

improvement team wants
Cause Cause
Affinity Diagram

EFFECT and/or Pilot Project

Action plan development represents the critical stage
Cause Cause Cause construct and use.
ACTION PLAN Imagineering RUN CHART
BAR CHART and/or

Measurem ent
Category
Average

Survey Results In Percent
Time

185
Baldrige Self-Analysis Worksheet
Use this worksheet to list your key Strengths as well as key
Opportunities For Improvements (OFIs). Start by identifying
one or two strengths and OFIs for each Criteria category. For
those of high importance, establish a goal and plan of action.

Criteria Importance For High Importance Areas
Category High, Medium, Improvement By When? Who is
Low
Goal? Responsible?
Category 1 - Leadership
Strength
1
2
OFI
1
2

Criteria Importance For High Importance Areas 186
Low
Goal? Responsible?
Category 2 – Strategic Planning
Strength
1
2
OFI
1
2
Category 3 – Student, Stakeholder, and Market Focus
Strength
1
2
OFI
1
2

Low
Goal? Responsible?
Category 4 – Measurement, Analysis, and Knowledge Management
Strength
1
2
OFI
1
2
Category 5 – Faculty and Staff Focus
Strength
1
2
OFI
1
2

Low
Goal? Responsible?
Category 6 – Process Management
Strength
1
2
OFI
1
2
Category 7 – Organizational Performance Results
Strength
1
2
OFI
1
2

The Baldrige in the Classroom Self-QuickCheck . . . 189

2 Strategic Planning 5 Faculty and Staff Focus
I have classroom goals that are I have created a classroom work system
measurable, publicly displayed, support based on professional development
school goals, and document that the training where learning is challenging
classroom mission is accomplished. yet joyful and all students meet their
1 Leadership I involve students in developing and
needs and experience success. 7 Organizational
reviewing action plans to accomplish I use satisfaction surveys and plus/deltas Performance Results
I involve students in developing and classroom goals. to make improvements in the classroom
reviewing the classroom mission work environment so that sharing, Classroom performance results are
statement and classroom goals that YES ____ IN PROCESS ____ NOT YET____
collaboration, and innovation will take improving compared to past
support state, district, and school place. performance.
expectations. The mission identifies
who we are and includes broad notions YES ____ IN PROCESS ____ NOT YET____ My students do well compared to
of future direction and the students in similar classrooms.
fundamental accomplishments we PROCESS MANAGEMENT My students and I publish a periodic
want to achieve and why we want to 3 Student & Stakeholder data summary that reports the
achieve them. progress on the key measures of
Focus 6 Process Management mission fulfillment.
I inspire and assist students to become
involved in improving the school and I build positive relationships with YES ___ IN PROCESS ____NOT YET___
the community outside the classroom. students and other stakeholders. My students and I use the Plan-Do-Study-
Act [PDSA] Cycle as a model to design and
YES ____ IN PROCESS ____ NOT YET___ I survey students and other stakeholders improve teaching, learning and
to determine customer expectations and assessment.
the degree of customer satisfaction. I
employ an ISSUE BIN as a vehicle to open We use plus/deltas, cause-and-effect
and channel communication in a diagrams, flowcharts and/or other quality
constructive way. tools to analyze and improve all classroom
processes.
YES ____ IN PROCESS ____ NOT YET____

4 Information and Analysis
My students and I use a classroom data center as the basis for fact-based decision-making. My students track their progress using personal data folders. Data are used to monitor
progress and support classroom improvement. We use data to compare our class performance to other classes in my school and other schools. My students and I continuously analyze
gains in student performance to measure improvement. Regular classroom time is used for this purpose.

190
12 KEY INDICATORS
School Self-Assessment
• Network of Coaches • Extended Learning
and Facilitators Opportunities
• Continuous Measurable • Advanced
Improvement (CMI) Coursework
• Performance Mgt. Sys. • Family Involvement
• Curriculum Alignment • Student Attendance
• Teacher Quality and and Dropout Rate
Professional Develop. • Learning Labs and
• Arts Education and Histories
Humanities for all • School Facilities

The Dashboard Concept 191

It is a fundamental principle of the quality philosophy that you
cannot improve quality unless you can measure it. Just as you
use the speedometer, oil pressure gauge, battery indicator, fuel
gauge, and other instruments to monitor the status of your
vehicle as you drive, so you want to keep track of key
indicators of the performance of your classroom as you teach.

Like the dashboard gauges, your classroom data
center allows you to continuously assess your
progress and make midcourse corrections.

192
Grand Blanc Schools Classroom Data Center Checklist
• Identification Data • Short and Long Term
• List/Picture of Team Members Performance Projection
• Mission Statement [signed or initialed] • Charted Results
• Measures of Mission Fulfillment • Classroom Action Plans

194

Classroom Action Plans
are created when
documented performance
does NOT meet performance
projections.

CORRECTIVE ACTION LOG 195

Record Corrective Generated Audit Date Assigned Date CAR Review Approved CAR
NO Action Title By To Returned Date (If not Complete
with a approved,
Solution start with
new CAR)

196

Best Practices
Share-A-Workday
Strategic Planning
Quality Facilitators
Visual Controls
Value-Added Pay
Professional Development
Win-Win Relationship Between
Management and Workers3
(See http://www.grand-blanc.k12.mi.us/qip/sevenhelpfulcharts.htm)

197
ELEMENTARY CAREER AND
EMPLOYABILITY SKILLS
Benchmark CES.3.E.1
Interpret simple data
contained in symbols, pictures,
charts, and graphs.
Benchmark CES.3.E.4
Evaluate ideas for general
relevance.
Benchmark CES.3.E.5
Problems are solved by specifying Communicate ideas in varied
goals, identifying resources and
constraints, generating alternatives, formats [e.g., pictures, charts,
considering impacts, choosing graphs, oral reports, and
appropriate alternatives, implementing three-dimensional objects].
plans of action, and evaluating results.

198
ELEMENTARY CAREER AND
EMPLOYABILITY SKILLS
Benchmark CES.4.E.1
Identify a problem and
explain it [i.e., why it is a
problem, how it affects the
situation, etc.].
Benchmark CES.4.E.2
Identify ways to solve a
problem. Then decide and
All students will work cooperatively
with people of diverse backgrounds
explain which solution to use.
and abilities, identify with the group’s
goals and values, learn to exercise
Benchmark CES.4.E.3
leadership, teach others new skills, Identify ways to measure the
serve clients or customers, and will impact of a solution to
contribute to a group process with
ideas, suggestions, and efforts.
determine its effectiveness.

Quality Facilitators promote 199

Continuous Improvement . . .
PDSA Cycle Fishbone Diagram Classroom Data Centers

Standardize Continuous
Change Improvement

Tinkertoy® Experience
Grand Blanc Quality Council

200

10-Minute Break
Question:
What do you
get what
you cross
an
instructor
with a
spud? Answer:
A Facili-Tator

201

How Can We Motivate People?

Learner

“Carrots” for being good &
“sticks” for disappointing
(Scientific Management – Processes
Taylor, 1911)
now merged in with
Learning
“Treat People Fairly”
Systems Thinking

202

Investment Theory of Learning
Interactive Teaching &
Diverse & Invested Learning (strategy)
Participants (envir.)
Integrative
Critical
Faculty Learning
Leaders Dialogue High-
Mentoring
Peer Out-of-class quality
Students Learning Activities teaching
Shared Risk- Stud- Faculty Tangible
Planned
learning
Direction Taking ents Product
Breadth & Depth
Comm.of Infrastructure Professional
Learners Residency
Program Adequate Connected Program
Culture Resources Requirements (program)
(structure)
Copyright: J.G. Haworth & C.F. Conrad 1993

203
Continuous Improvement In Education
A holistic approach to management requires
concern with seven elements. The omission of any
one link in the chain renders the theory inoperable.
Vision Strategy Skills Resources Rewards Organization No Followers
Philosophy Strategy Skills Resources Rewards Organization Confusion

Philosophy Vision Skills Resources Rewards Organization False Starts

Philosophy Vision Strategy Resources Rewards Organization Anxiety

Philosophy Vision Strategy Skills Rewards Organization Frustration

Philosophy Vision Strategy Skills Resources Organization Bitterness
No
Philosophy Vision Strategy Skills Resources Rewards
Coordination
Philosophy Vision Strategy Skills Resources Rewards Organization = Success!
Myron Tribus (1994). Total Quality Management in Education: G. Doherty (Ed.) Developing Quality Systems in Education.

Old Indicators Of Institutional Quality & Access

Facilities
Faculty Student-teacher ratio
Degrees,
Certifications

Admission Standards;
Salaries Enrollment & E. Comp.;
% going on to college or
Equipment
graduate school

New Indicators Of Institutional Quality & Access
Educational
Process Mgt.

Leadership Strategic & Operational Planning

Value Added
and
Stakeholder
Human Resource Satisfaction
Information Institutional
Development and Performance
and Analysis Management Results

206

Standardization
• Kane headed an IBM process research group
that found processes tend toward comfort rather
than competitiveness and that management
controls are usually applied with great inequality
• Symptoms of poor process health include high
customer complaints, worsening moral and staff
turnover, problems that never get resolved,
exceeded budgets and declining productivity,
systems that can’t handle the current workload,
and the unwavering hope that adding manpower
or resources is the fix-all solution to all problems

207

Standardization (Continued)
• The goal of standards (a.k.a. Best Practices) are
for exceptional outputs with maximum efficiency
– When effectively managed, standards provide base for
improvements demanded in today’s public marketplace
• A leverage point is where a little change has a
great impact, that must be standardized if we
want to achieve consistently high performance
– Try starting the day with an assignment, not roll call, or
change seating to maximize communication, not quiet
• An important role for leadership is to help develop
ability to identify information that is not important

208

Standardization (Continued)
• Without an active standard operating procedure
(SOP), every employee involved in a process will
have a different way of doing his or her charge
• Someone must be accountable for every process
• There are only three basic reasons why a student
(or teacher) fails in performing an academic task:
1) The student (teacher) does not know what the task is
2) The student (teacher) does not know how to do task
3) Something is interfering with ability to perform the task
• Good Task Analysis identifies learning needs,
expected outcomes, hurdles, and strategies

209

Instructional Task Analysis (*)
• Establish focus (job or performance, learning,
cognitive, content, activity) and then flowchart
• Determine instructional goals and objectives
– Define and describe in detail student tasks/subtasks
• Specify knowledge type (declarative, structural,
procedural) & select suitable learning outcomes
• Identify outcomes, Prioritize and sequence tasks
• Establish activities & strategies to foster learning
• Select best media and learning environments
• Create performance assessments & evaluation

210

Creating a Learning Organization
Einstein was once asked,
“What is the most powerful
force in the Universe?” He
said, “Compound Interest.”
Outdated
– R & D as disengaged
“Think Tank” department
– DoD Research (with an
extra 7-15 years before
utilizing research results)
– Incubators (since they’re
not about new ideas)

Individual vs. Organizational 211

Learning / Memory
When Individuals learn in an Next = Past + Now; Organizational
organization only by themselves memory allows people to start where
in a box, then the organization their predecessor left off, adding to
develops a stagnant eyelash the organization’s knowledge and
learning curve. continuing the learning process after
a short startup period.
EYELASH LEARNING CURVE RAPID LEARNING CURVE

Old employee leaves with
knowledge
Ability to

Ability to
Do Job

Do Job

New employee comes on;
picks up almost where
previous employee left off.

Time New employee Time
begins

Joiner, Brian l. (1994). Fourth Generation Management: The New Business Consciousness. New York, NY: McGraw-Hill, Inc..

212

Personal Eyelash Learning
• “Experience alone teaches nothing. If you do not
have a theory as a framework to understand your
experience, you do not accumulate thirty years of
experience; you merely repeat one year thirty
times.” W Edwards Deming (father of Quality Mgt)
– A teacher for 20 years who was upset about another
teaching for 4 years getting hired as her principal was
told, “But, you don’t have 20 years of experience, only
1 year 20 times; we choose the stronger background.”
(see Developing Quality Systems in Education by Dr. GD Doherty)
• “Learning that Lasts” education model highlights
collaborative inquiry as well as moral application

213

Organizational Learning
• Organizational learning is about a school being
adaptive using self-adjusting feedback loops
– With instructional strategy being driven by questioning
the “authority” of existing values, assumptions, and
policies instead of just “pain” avoidance (happiness)
• Personal to systemic to personal growth cycle
– Focusing on political obstacles as well as individual
(internalization) to group (externalization) bonding
• Beyond having a strong pedagogical vocabulary
– Emergent creation of teachers; rather than just single-
loop answers, double-loop creation of better questions
– A rebel’s empathetic group “narrative” knowledge

214

“Narrative” Knowledge
• Not artifact of a “maintainer” but of change agent
– Chinese proverb “A wise man learns from experience;
a wiser man learns from the experience of others.”
• Organizational stories that, with technical skills,
help make sense of the challenges people face
– An endless living reservoir of ideas with the power to
influence people’s situational awareness and actions
• Such storyboards based on actual or fantastic
characters and incidents, charged with emotion
– Allegories and metaphors instigating change, causing
services to be rendered, products and structures built

215

The Sources Of Great Stories
Ancient Dr. Satir M. Gladwell DISC
“Earth” Computer Maven/Teacher Conscientious
“Water” Placater [Technical] Steadiness
“Fire” Blamer Salesperson Dominance
“Wind” Distracter Social Connector Influence

• Not the placating steadiness of the “Technician”
• Could be the conscience of information mavens,
the dominance of the persuaders, or the social
distraction of the extraordinary “friend makers”
– Whose “truth” is not measured by its accuracy but by
its capacity to express a compelling set of meanings

216

Learning Organizations
• Are schools examples of learning organizations?
Dr. Peter Senge says, “Definitely not. The idea
that teachers and administrators ought to learn
together really hasn’t gone too far.” (O’Neil, 1995)
– A journey, never “We’re now a learning organization”
• Places of learning focus on making great people
– What is a “great” person? No consultant can tell you.
– Typically, three quarters of employees are, at any time,
in some sort of professional education experience
– Sullivan Elementary in Tallahassee claim core values
of “individuals are valued, teachers are professionals,
parents are partners, and decision making is shared.”

217

Systems Thinking
• One of the greatest advancements in how we
comprehend and direct change in our schools is
Systems Theory and related Systems Thinking
– Not just methodological or systemic thinking as it also
includes understanding interrelations of subsystems
(used for ecological, mechanical, and social systems)
– Sand pile not a system as unaltered by removing some
• Historians agree the assassination of Archduke
Frances may have sparked the launch of World
War I, but that the real causes of the conflict were
deeply embedded issues in the social, political,
and economic structures of Europe at that time

218

Systems Thinking (Continued)
• GM must employ more employees to make a
similar number of cars (but sadly, less reliable)
as Toyota from focusing on part reliability rather
than the whole car and using but strict controls
instead of human trust from treating people fairly
• The goal of Systems Thinking is to look beyond
seemingly “obvious” answers and understand
the complex relationships among events
• System Dynamics tools help students and
teachers understand the interdependencies
among parts of man-made and natural systems

219

Systems Thinking (Continued)
• Tools include computer simulations, systems
games, diagramming tools, & physical activities
– Students might experiment, say, with the impact of
various amounts of rain on the life of an ecosystem
– Or, a Social Studies class might analyze how social
systems contributed to a particular event in history
• The “Systems Thinking / Dynamics” approach to
teaching and learning began at the AZ Catalina
Foothills Orange Grove Middle School in 1994
– Now used in Massachusetts, Michigan, Iowa, Oregon,
Maryland, and Georgia (www.watersfoundation.org)

EDUCATION VIEWED AS A SYSTEM
MISSION or AIM [Why the system exists]
Example: The staff, parents, and students accept and share responsibility for the
development of all children who, as diverse individuals, will strive for excellence,
become life-long learners and make positive contributions to our community.

CONTINUOUS DESIGN AND REDESIGN CUSTOMER
of PRODUCT and SERVICE RESEARCH

Affects Affects Affects

SUPPLIERS INSTRUCTION QUALITY CUSTOMERS
AND SYSTEM • Ed Design/Delivery EDUCATION • Students
INPUTS • Significant • Strategic Planning Goals • Parents
Experiences • MICH Curriculum • Next Year’s
Framework Teacher
• Exit Outcomes • Higher Ed
• Character Education • Employers
• Taxpayers
Adapted from: W. Edwards • Media
Deming, Out of the Crisis, p. 4.
• Government

221
Writing System
A Topic They
Will Understand

Paper Written
Pencils Communication
Prompts Skills

To Help Ability To
Students Create A
Develop Writing
Chalkboard Students
Writing Assignment
Computer Teachers
Skills
Desk Parents

222

Students work IN a system.
The job of a Teacher is to work ON the
system, to improve it,
continuously with their help.

Teachers work IN a system.
The job of a Principal is to work ON the
system, to improve it,
continuously with their help.

223

How Do Systems Improve?
Without a well-designed system, what happens will
largely be determined by abnormal special cases...
1. Step back to see the whole picture
2. Note reciprocal influences (Influence Diagram)
3. Identify what really makes the system tick
4. Estimate the strength Structural Systems
and direction of Diagram Perspective
relationships
5. Incorporate into a
testable system and Equations / Influence
Simulation Diagram
operate from theory

224

How Do We Know Our Process?

Process Maps
We work to eliminate
the trivial many and
identify the vital few
Fishbone Diagrams

Also
Root-cause Analysis
Historical Data Affinity Diagrams
Stratified Lists Pareto Analysis

225

Root-cause Failure Analysis
(To determine the Why for an event or events)
• Starts by formally defining the problem
– Who (teacher, student, parent, or bystander)
– What (conflict, teaching materials, or failure)
– Where (which module, classroom, or environment type)
– When (noting any time pattern and cycle time)
– How (classification: duplication, delay, role ambiguity)
– How much (complete failure vs. frequency of failures)
• A clear problem definition and brainstorming
possible causes forms the basis for creating a
variety of lists for possible problem frequencies

226

Long-term, Update, & Prioritize
• First, two long-term tools (more details later)
– Fishbone of possible activities or failed controls
– Orthogonal Checklist: each cause is flushed out in
general terms to help brainstorm finding new issues
• Then, histograms are created of new problems
– Stratified Lists will matrix a problem list by various
attributes; Location Lists will likewise do so by the
“where” for which subsystem the problem occurred
• Process Decision Program Chart for work efforts
– Using Pareto Analysis for sorting by greatest impact
– Bar chart of defect frequencies/most likely to occur
– Together determine most effective corrective path

227
Personal Pareto Analysis
(80% of results come from 20% of our work)
• Know what’s vital to principal and teacher/student
• Prioritized Hi/Med/Low to-do list that all agree on
• Keep uninterrupted time for correspondence
• Plan personal brainstorming when most alert
• Agreed performance goals with boss (or teacher)
• Organized desk and calendar to be ready for fires
• Do AND, CPM, or PERT charts for all projects
• Delegate, Listen, and Network more effectively
• Then, build tools while working on a few changes
• “Lose no time; be always employed in something
useful; cut off all unnecessary actions” B. Franklin

228

Feed-Forward Exercise
• Pick one behavior you would like to change
• Describe the behavior to one other person
• Ask for feed-forward info. (NO feedback)
– Two suggestions for the future that might help
achieve a positive change in selected behavior
• Take notes without assessments or opinions
• Reverse roles
• Switch partners

229

Rules for Brainstorming
Record everything
Everyone’s participation is critical
No criticism or judgment of ideas
Free-wheel ideas with many group styles

Lecture Discussion Role Playing

Facilitator Control
Group Control

230

“The Starting Block”
• List as many questions as possible about this topic
• What might be the most interesting thing to learn
about this topic? What might be the most boring?
• What interesting steps could you take to learn
about this topic? List at least three ideas.
• Invent two difficult questions about this topic
• List one thing you already know about this topic
– How did you learn (and confirm) this information?
• Give a few useful personal or external motivations
for why it is important to learn about this topic
From http://learnweb.harvard.edu/ALPS/thinking/startingblock_play.cfm?mode=begin&block_id=2

231

Example Student Thoughtline
Provides assessments for
interests, questions, level
of understanding, and any
misconception on a topic.

232

“A disciplined effort to
produce fundamental

+ + decisions and actions
that shape and guide
what an organization
will be, why, and how
that requires broad-
scale information
gathering, with an

+ “ing” exploration of
alternatives, as well
as an emphasis on
the future implications
of present decisions.”
Teachers in Arkansas spend two weeks
every year building their strategic plan

233

Ackoff’s Interactive Planning
• A detailed operational description, details of all
obstructions, projections if no change, and then
narrative of worst case scenario for the “mess”
• A participative concept based on the activity of
planning being more important than the plan
– Ensuring everyone is involved guarantees they all
know the school both broadly and deeply as well as
understand their roles in achieving stated goals
• Establish unique and ambitious ideals for school
“friendly” to teachers, students, and all resources
– To fight Murphy’s Corollary: Any system that depends
on human reliability is, of course, inherently unreliable

234

SCRUM Meetings to Get Started
Skills for Community-based Resource Utilization and Management
Strong indicator the
A “lightweight” team is functional
Murphy-fueled
process ideal for
self-organized,
equal participant,
temporary teams

For emergency interventions,
Scrums may occur every few
hours to refocus efforts.

235

Planning the Big Picture
Mission
&
Vision Phase I: Strategic Planning
(What Shall We Do?)
Affinity
Exercise Interrelations Tree Priority Matrix
Diagraph Diagram
Question Rank

H1 H2 H1
H1 H2 H3 H4 H1 4

H2 H2 2
H3 H4 H3 1
H3
H4 3

Goals Action
Measures:
Beginning Theory Steps
How will we
Focuses on the means,
means, know we are
Strategic Theory to successful?
resources, and inputs answer the question
“what shall we do?”

236

Planning the Big Picture
Phase 2: Operational Planning
(How shall we do it?)
Responsibility
PDPC Diagram Activity Network
Matrix
(Contingency) (Flow Chart)
J J B S
o a i u
e n l e H2 H3
e l
H1
  
H2
  
H3
 
H4
   

Measures: Focuses on the outcomes and desired results
How will we
know we are
For more information, check out
successful? http://www.soemadison.wisc.edu/elpa/academics/syllabi/2003/03summ
er/875/files/Lect5-Planning%20for%20Quality%20in%20Education.ppt

237

Test Questions For Planning
• How well are our students learning?
• How well are admin services functioning?
• Do graduates know what they think they know?
• Are the facilities adequate for the delivery of
academic programs (is it a great academically
enriched environment that promotes learning)?
• Are the buildings and grounds safe and secure?
• How well are student activities fulfilling student
educational needs and personal interests?
• What resulting budget provisions are needed?

238
Why Start With Values?
(Not beliefs, but underlying values)
• Shared purposes give FOCUS by driving strategy
• Shared values give CONTROL by guiding actions
– Fairness, openness, honesty, and trust: respect for all
– Freedom of enquiry and expression
– Innovation and Continuous improvement
– Equal opportunity, affirmative action and access

Strategy
Laws and
Mission
Regulations Statement Annual
Action
Goals
Vision

Ops
Values

Strategy
Plans Plan &
Budget

Issues Strategy

239

Balance From Core Values
• Substantive effort by members to identify values
to define boundaries and guidelines for goals
– What are the core values that inform members what
is important in the organization? Provides improved
customer focus and feedback on employee views.
• Change Management about defining & instilling
new values, attitudes, norms, and behaviors
within an organization; 1st need starting point
– More trust and openness, shared vision, and support
– Helps set better and more meaningful goals
• Organizational and Operational Feasibility
– Is proposed change a good fit? Will it be accepted?

240

Audits and Reporting
• Publish Annual Report and all Meeting Notes
– PTA, school, and student body newsletters
– Web pages for teachers and students
– Notice Boards for all groups and activity clubs
– Electronically archive all metrics and publications
• How will you ensure that the plan for change
will be implemented and regularly monitored?
– Analysis of data, internal audits, management reviews
– IS and formal control systems must be allowed to
sacrifice effectiveness for real open accountability
– ISO 9001:8.2.2 says auditors cannot audit own work
– Strong & legitimate long-term vision; full involvement

241

Fishbone Diagram
• An “Ishikawa” or “Cause and Effect” Diagram
– Shows and clarifies the causes of a certain event
– One of the seven basic tools of quality management
besides the histogram, Pareto chart, check sheet,
control chart, flowchart, and scatter diagram
• Place the main problem in a box on the right
• Generate core potential causes (not symptoms)
• Use an Affinity Diagram to sort into related groups
and use headers as names for the major bones
• Place process variables on the appropriate bones
• Explode process variables until all branch ends
are specific, measurable, and controllable

242

Tips for Fishbone Diagrams
Don’t go beyond the
group’s area of control. Major Major
Cause Cause
Use the major cause
categories as catalysts,
e.g., “What in teaching Why
materials is causing ?” students
earn
Make sure everyone poor
Supporting
agrees completely on grades?
the problem statement. Ideas

Don’t try to swallow the
whole “fish” and only Major Major
bite-off what is fleshed Cause Cause
out on each bone.

FISHBONE DIAGRAM (Cause & Effect)
Work
Attendance For every
Completion identified effect
Have to make
Misinformation
up work
Lose participation Why do
points
students fail
classes?

Try filling in the
rest of the bones
Engagement Preparedness working in a small
group of peers

244

Orthogonal Checklists
• We all have an understanding of a checklist as
a reminder to verify things were done right
• But, we then build processes to the checklist
(very much like trying to “teach to the test”), and
this tends to produce only a very simple view
• So, how might a checklist be worded in order to
always get you thinking of ways to improve?
– Similar to how test builders might form questions
that end up challenging to any level of test taker?
• Brainstorming how to better brainstorm can’t be
“taught,” only learned via probing self-discovery

245

Keep Inspections External
• Most basic way to view ourselves externally
(introspection never works) is to keep a log
• Track several key facts when things go wrong:
1) What you were doing when first noting the problem
2) Detail feelings (negative and positive thoughts) and
attempt to brainstorm possible issue distortions
3) Note condition(s) required for problem to surface
4) Consider the impact if nothing was done to correct
• After resolving, the log should be amended with:
– If problem has been reoccurring (and “fixed” before)
– If problem was a new issue or just surfaced old one

246

Brainstorming w/Affinity Diagrams
• Method for analyzing large amounts of data
• First, cluster things into meaningful categories
– Write down each observation, root cause, outcomes
– Coalesce items into groups that say similar things
– Give names to different groups (perhaps, colors too)
– Iterate until a hierarchy is well formed
• Number and review each cluster
• Create an outline for each cluster
– Motivations, tools, and possible actions
• Finally, prioritize by discussion generated

247
Affinity Diagramming
items identified inthe
items identified inthe brainstorm session
brainstorm session items identified inthe
brainstorm session

Brainstorm the items identified inthe
brainstorm session items identified inthe
brainstorm session brainstorm session items identified inthe

issue, problem, items identified in the
brainstorm session

items identified in the

opportunity...
brainstorm session
brainstorm session
items identified in the brainstorm session
items identified in the brainstorm session
brainstorm session
brainstorm session

Silently sort the items identified in the
brainstorm session
brainstorm session

items raised into brainstorm session

brainstorm session
brainstorm session
brainstorm session
brainstorm session

brainstorm session

groups or themes items identified in the
brainstorm session
brainstorm session
brainstorm session
brainstorm session
brainstorm session

header to name the theme
header to name the theme
header to name the theme header to name the theme

Write descriptive items identified in the
brainstorm session
brainstorm session
brainstorm session

headers for each items identified in the
brainstorm session
brainstorm session
brainstorm session
brainstorm session
brainstorm session

theme grouping items identified in the
brainstorm session
brainstorm session
brainstorm session
brainstorm session
brainstorm session

Prioritize 2 1 4 3

248

Living Things
Animals Plants Food Parts

people trees hair
fat
mice flowers scales
protein
bugs grass bones
snakes lettuce vitamins fur
lice roots

Affinity Diagram Example 249

Why visit a local business involved in quality processes?
Prepare our Classroom Quality Tools Employee Qualities See How Other
Students for the Applications & Data Businesses Run
Future
Learn abut Quality To learn what To learn about other
To take the
To understand the skills Tools – how to qualities or types of jobs so we
information
our students will need in implement in abilities are can better prepare
learned and
their future classroom – how it looked for in an our students for the
apply it in my
classroom relates to Baldrige employee working world
To prepare future
To get a better See how other
workers (our To get ideas from understanding of establishments
students) for jobs successful what our students conduct their day-to-
companies to adopt Environment
need to make it in day operations
Understand and learn in my program the real world “Life
about expectations of To learn To understand how
Skills”
employers to better prepare about efficient
businesses may
out students for work
To learn about operate in order to
employment & the environments become successful
better evaluating
changing work force my classroom’s
progress, growth,. To see what other
businesses feel is quality
To learn how a business in our community
uses data and quality tools to achieve quality To understand & learn more about
how businesses are run as well as
To meet our Baldrige how employees benefit from the
Quality Standards companies beliefs

Titled Categories with Header Cards

Affinity Diagram Example (Cont)
Why visit a local business involved in quality processes?
Learn about Compare How Schools Mandatory Staff Learn new Skills
Quality Workplaces Can Help Development
Workplace
Learn about
It’s required Quality Tools
To learn quality To compare a Better understand
strategies business skills/knowledge District Understand new
workplace to the my students will Requirement teaching tools
Gain an education need
understanding of workplace
Hurley’s Quality
See comparisons Find out work
Process
between areas expectations for
employment Business
See a quality Environment
business in action
Become aware of
what businesses Experience
Learn more about are looking for from corporate
Quality processes in our graduates world outside
other areas of school
See what kind of skills
students need to have Organization
for the workplace perspectives

See what other businesses Appreciate
require of their employees others

Exposure to job market See Quality Controls work
opportunities in other environments

251

Exam Example
Resources Learn
Attend class Watch video
Literature Primers
Group study Self study
Internet Textbooks
Mentor Tutor

Preparation Motivation
Experience Teach subject Bonus $ Motivate self

Study Study intensively Listen to Develop pride
subjects others
separately Practice exams Improve work

252

Interrelationship Digraph
• Write each issue on a card
• Place cards with the factors
related to each issue (from
the affinity diagram) in a
circle around the issue cards
• Draw arrows from all “cause”
cards to all “effect” cards
• Cards that have most arrows going from them
tend to be root causes. Cards that have most
arrows going to them are root effects. These are
thusly the needed key factors when there is not
enough information for a data-driven decision.

253

Interrelationship Digraph Example
CSQE
Cause Effect Work Tutor
shop

Get Prepare for Group
College
Primer study
CSQE exam classes

Bonus Attend Call-in
Get
class source
BOK
Study
tests
Peers
Self Inten
have Career
motivate Job sive
CSQE Takes
needs study
CSQE CSQE

254

Tree (or WBS) Diagrams
Leads directly into a project’s Statement of Work (SOW)

255

Statement Of Work (SOW)
• A written description of the agreed deliverables
– Detailed needs assessment / impact analysis
identifying resources, roles, and pre/post-tests
– Feed into Work Breakdown Structure (WBS) of primary
and subordinate strategies, activities, schedules, and
reporting to validate student achievement
– Scope of Work describes purpose in terms of
• Goals: targeted needs as assessed to improve
• Objectives: how performance / behavior will improve
• Metrics: verifying student achievement of goals
– Performance-based contracting structures all efforts
around purpose of efforts, not the manner of execution

256

Prioritization Matrix Process
The sorting and ranking of ideas
Weighted Criteria Criteria/Factor Prioritize
• List limited
Ranking • Weight
number of • List Factors Criteria by
Criteria being weighed Factor
Ranking
• Each person • Consensus rank
• Compute total
assigns (order) Factors
for each
percentages for each Criteria
Factor, to
– By likelihood of
• Sum to calculate success, ease of
• Focus on a
composite implementation, limited set of
weighting fit to capabilities, high-impact
urgency, impact opportunities

257

Weighting Matrix Example
Weighted Criteria
• List limited
number of
criteria
• Each person
assigns
percentages
• Sum to calculate
Composite
Weighting

259

Prioritization Matrix Example
Multiply Factor Ranking by Composite Weighting

Prioritization matrix Responsibility matrix
Admini-
Total Rank Teacher Taxpayer
strator

Program 2
Mgt

Product 1
Metrics

Verify & 3
Validation

Primary responsibility (12)
Secondary responsibility (3)
Need-to-know (2)
No responsibility

261

Brainstorming With Structure
• An Affinity Diagram takes specific ideas and
allows new themes to creatively emerge
• An Interrelationship Digraph creates focus by
identifying root causes and potential bottlenecks
• A Tree Diagram takes a chosen objective and
breaks it down into its component parts
• Next we want to establish priorities that will
enable us to choose the “best” actions or options
Affinity Interrelationship Tree Priority
Diagram Digraph Diagram Matrix

Expand Focus Expand Focus
Thinking Attention Thinking Attention

262

Process Decision Program Chart
• PDPC is useful for contingency planning when
the teaching team has stalled or lost focus and
needs a step-by-step stand-in planning process
• Extends response
diagram a couple of
levels by further
identifying non-
obvious risks and
countermeasures
• Avoid firefighting
time/money issues

263

Development Disruptions
• Besides common time and money problems,
• The teaching process will be disrupted by
– Adding new curriculum or programs
– Teaching faster or making learning easier
– Devoting resources to special problems
– Increasing, say, technical support budget
• New curriculum or programs most disruptive
– So, they should be the most controlled using detailed
control plan with special attention for any new features
– Use Activity Network Diagram or System Flowchart
• Starting from the Tree Diagram

264

Activity Network Diagram (AND)
• Top-down most efficient ordering of tasks for:
– The total amount of time needed for the project
– The sequence of serial task dependencies as well as
which tasks can be carried out at the same time
– Which are the critical tasks to keep a special eye on
• Simpler than Critical Pathway Method (CPM) or
Program Evaluation & Review Technique (PERT)

I love deadlines.
I love the sound they make as they fly by.
-- Douglas Adams

265

Or, Work Process Flowchart
• A picture of how people do their work, with inputs,
actions, and outputs recorded to improve process
– Select and define the process
– Map the primary and alternative paths
– Map inspection points (use a D to indicate a delay)
• This will help build a clear problem definition by
documenting brainstorming for possible causes
– Defect frequencies bar chart => Defect Check Sheet;
Sorting by location => Stratified matrix; by categories
=> Cause and effect or fishbone diagrams; etc
– Will getting a flat tire or running out of gas be more
likely? Should we check the spare tire or get gas first?

266

Systems Flowchart Symbols
Classroom
• Ovals – start and end
• Rectangles – process
• Diamonds – decision
• Describes deployment
or processes for
consensus
• Identifies “value added”
and “dead wood” School
activities as well as
documents changes

267

Yes No

Start Task Make a
Decision

Conduct a
Report End of
Meeting Out Process

Parents Bed Time
Kids 268

Initiate Bed Time Begin Bed
Procedures Time Routine
Are Kids
Ready Brush Teeth
Meet Need So For Bed?
Use Toilet
Kids Are Ready
NO
For Bed
Put On P.J.’s
Read Story Get Into Bed
Say Prayers
Tuck In Kids

269

Determining The Critical Tasks

2. Review
feedbacks
from similar
courses
1. Determine
target T= 7 days
audience for
new topic Example
3. Assess
competitor’s
T= 14 days
offerings

T= 21 days

© 2002 ATGCI

2. Review 270
feedbacks Earliest Earliest
from similar Start Finish
courses (ES) (EF)
1. Determine
T= 7 14 21 Latest Latest
target
audience for
days
28 35 Start Finish
new topic (LS) (LF)
3. Assess
T= 14 0 14 competitor’s
days When ES = LS and
0 14 offerings
EF = LF. That task is
on the critical path,
T= 21 14 35 and there is no schedule
days
14 35 Flexibility in this task

ES = The largest EF of any previous connected task
EF = ES + the time to complete that task
LS = LF – the time to complete that task
LF = The smallest LS of any connected following task
© 2002 ATGCI

271

2. Review 4. Develop 6. Develop
feedbacks course course
from similar objectives formal
courses

T= 7 14 21 T= 7 35 42 T= 14 42 56
1. Determine days days days
target 28 35 35 42 42 56
audience for
new topic 1
T= 14 0 14 3. Assess 5. Choose
days
0 14 competitor’s geographic
offerings location for
final course

T= 21 14 35 T= 2 35 37
days days
14 35 54 56

© 2002 ATGCI

272

7. Write draft 9. Develop 11. Conduct 13. Modify
content visual aids pilot draft
offerings materials

T= 30 56 86 T= 30 86 116 T= 21 116 137 T= 21 137 158
days days days days 15. Conduct
56 86 86 116 116 137 137 158 training

1
8. Develop 10. Secure a 12. Develop 14. Distribute T= 3 158 161
marketing training site and print course days
158 161
strategy brochure brochure

T= 7 56 63 T= 14 63 77 T= 21 77 98 T= 45 98 143
days days days days
71 78 78 92 92 113 113 158

© 2002 ATGCI

273

Identifying Opportunities
• If a small number of opportunities emerge early,
identify external drivers and ability to respond
Resource
Forces/Trends Competition
Controllers
– External dimensions • Political • Clients • Competitors
of opportunities • Economic • Customers • Collaborators
• Social • Stakeholders • Key forces
• Technological • Regulators

Resources Present Strategy Performance
– Internal • People • Overall direction • Measures
capabilities • Finance • Key units • Results
relative to • Information • Business processes • Trends
• Competencies • Functions
opportunities • Culture

274

Finding Abnormalities

• To find odd events (couldn’t happen by chance),
they must be large as compared to sample size
• Perceptions are also clouded by temporal delays,
what else we’re measuring, and our expectations

275
Control Chart (*)
UCL = Process Average + 3 Standard Deviations
y LCL = Process Average - 3 Standard Deviations

Upper Control Limit UCL

+ 3
Central Line or Process Average CL

- 3
Lower Control Limit LCL
Unacceptable Deviation,
beyond control limits

We quickly notice whatever seemingly could not happen by chance
x
TIME

276
Control charts translate
measurable
future needs of students into
characteristics
Control Chart or
upper statistical control limit

process average
design target values
lower statistical control limit

Control Chart
Over Time upper statistical control limit

process average
so that
lower statistical control limit

A Point In Time

products and services can be designed and built to
give satisfaction at a price the community will pay.

277

Types of Findings
• Can be both
– Qualitative
• Observe trends, habits, patterns,

– Quantitative
• How often was something done, what percent of
the time did something occur, how many different

Fewer tools produce greater improvements
– Determine and use only about six metrics

278

Consider Object Oriented Tools
Employee P1 P4
Review Calculate
timecards timecards Valid hourly timecards wages

Payroll data D3 Payroll

• Entity-Relationship Diagramming
records
Valid salary timecards Wage calculations
Payroll history
P3 P5 P6
Maintain Calculate Review
Garnishment notices employee Employee info. deductions calculations
records Draft calculations Tax and garnishes withholdings

(ERD) brings together Network,
Courts
Employee information

D1 Employee Final calculations
records
P7 P8 P9
Prepare Prepare Prepare
checks government periodic
Tax rates payments reports

Relations, and Entity modeling IRS
Tax bulletins
P2
Update tax
tables Tax changes
D2 Tax tabels
Checks

Employee
Checks and reports Periodic reports

Government
agencies

• Unified Modeling Language
(UML) focuses on systems and
users working outside in towards
objects that make things happen
• Workflow Modeling describes Sub-Process
Defined in
Business
Process Managed by

tasks, procedures, and people
Workflow
Process Definition Management System

Assigned as a
Composed of

needed for each process; and,
Case
(Process Instance)
Passed Along by
Manual Automated Consisting of
Activities Activities
Work Item Invoked

diagrams can be done in Visio
(Activity Instance) Application

279

What Can Benchmarking Do?
• Develop internal capacitities to intellegently and
honestly self-access school’s current practices
• Generate a visual map of school and its activities
• Provide data on effective programs and practices
• Provide information to feed into strategic plans
• Stimulate collective learning and transformation
• Provide basis to dialoque with other schools
• Promotes lifelong learning, identity, & democracy
• UNESCO Four Pillars: Learning to live together,
learning to know, learning to do, learning to be

280
But, “True” Cheerleading Primary
(Again, See Pygmalion Effect)
• The greatest gift of Ron Clark, David MacEnulty,
Marva Collins, and Jaime Escalante was energy
• Good to use Read 180, Springboard, Supported
Literacy, Strategic Instruction, Strategic Literacy
Initiative, America’s Choice Ramp-Up to Literacy,
Reading Mastery, Open Court, Success for All,
but you must be more than a methodology giver
• Key to success of these models is the ability
to convince teachers of the program’s merits
– Livingston, “Anyone who believes any child cannot be
highly performing has moral duty to exit the classroom”

281

Building Energy For Teaching
• Know your students: their problems, needs, and
aspirations to improve ability to enthuse them
– “It is up to the teacher to bring out the ‘ganas’ in each
student;” Jaime would often lead chant “Best ETS”
• Teach by example, demonstrate constant learning
• Build an atmosphere where it is OK to fail
– “Learn to fail or fail to learn,” Tal Ben-Shahar
• Network with other successful colleagues
• Keep a journal of what you do right each day
• Give no ifs, ands, buts, excuses, or in-betweens;
– Poor teachers are regularly in there just giving excuses

282

SWOT Analysis
Internal What strategies
• Strengths should be employed
• Weaknesses to optimize your
characteristics and
External take advantage of the
• Opportunities external opportunities
• Threats and threats to
successful learning?

Identify strategic issues by assessing
opportunities against capabilities

SWOT / TOWS Matrix 283
INTERNAL
FACTORS Strengths Weaknesses
EXTERNAL (S) (W)
FACTORS
WO Strategies
SO Strategies
Generate
Generate
strategies here
strategies here
that take
Opportunities (O) that use strengths
advantage of
to take
opportunities to
advantages of
overcome or use
opportunities
weaknesses

WT Strategies
ST Strategies Generate
Generate strategies here
Threats (T) strategies here that minimize
that use strengths weaknesses and
to avoid threats avoid threats

284

Strategy: Balanced Scorecards
An
organizational
tool that
translates a
mission
strategy into
objectives and
measures
organized by
four different
long term
perspectives: Customer, Financial, Business
Processes, Learning & Growth

285

Rigor and Relevance Framework
K Brainstorming
All, but
n T Evaluation Inquiry
Instructional Guided Practice

o a Synthesis Technology Lecture
Research Memorization

w x Analysis Socratic Teaching

l o Application Guided Practice Cooperative
Lecture Demonstration
e n Memorization Problem-based
Comprehension
d o Project Design
Role-Playing
Awareness
g m Work-based

e y Knowledge Apply across Real
In one Disciplines World
Discipline Situations
Application Model

Elrod and Tippett’s Expansion 286

on Team Performance Curve
High Performance Team (where members
have equal access, authority, responsibility)
Effectiveness

Real Team
Performance

Work Group
(with someone
in charge) use
Quality Circles
Potential
Team
Pseudo Team
(“committee”)
Team Maturity
Key for Escalante was to team with good principal and school counselor

287
Smaller Elementary Schools
(having less than 320 students)
• The Roman Army was built out of Maniples of
160 people and current brain research shows
this is the largest number of relationships that
people can sustain (companies like Gore-Tex
often limit factory size to this number as well)
– Roman Army also knew to use small teams of seven
• K-2 having no more than 14 students and 3rd-
5th grades having about 28 students per class
can produce two perfect “small teams” (under
12) of teachers and two maniples of students
– After decades of closing small neighborhood schools
to build larger “more efficient” schools, NY going back

288

Potential Team Description
• Communication: There is open discussion,
problem-solving and goal setting at meetings
– How would you rate your communication skills?
• Rewards and Recognition: Team members
understand the benefits of a team approach and
whole-heartedly support team building efforts
– 84% of employees site non-monetary recognition as
having a longer-lasting impact (1001 Ways to Reward
and Recognize, Reward and Recognition website, and
UI Learning & Development Resource Center)
• Loyalty and Leadership: Team members are
committed and prepared to do real work together
– How might you decrease absenteeism and turnover?

289

What is a Team Charter?
• A team charter is a critical defining method for
spelling out and gaining consensus on the role
and responsibilities of all team members
– Problem Statement, Project Mission and Scope,
Business Case, Values, Resources, Customers,
Deliverables, Success Metrics, Key Milestones,
Team Member Expertise and Commitments plus
Expectations / Consequences, Communication Plan
• Alas, the distribution of opportunities always
tilts toward the self-absorbed needs of authority
unless the group first identifies and wholly
commits to strong controlling ethical guidelines

290

Team Success Causal Predictors
• Well Defined Structural Elements (Harry Wong)
– Shared team vision and management
– Clear and agreed agenda and roles
– Conflict Management Strategy spelled out
• Positive Interdependent Behaviors
– Group encouragement of innovation and diversity
• Prevent disruptions by “integrity” of pre-agreed Team Charter
– Effective collaboration and decision making
• No bosses (or bullies); equal participants who all lead and act
• Information and help is freely shared (based on right, not need)
• All team members are equally responsible (as well as checked)
– Effective time management during all meetings

291

Dr. Ishikawa’s Quality Circles
• Strongly led workgroup (not team) of employees
who share responsibility or work on similar tasks
• 5-10 people who attend regular short meetings
to boost productivity, quality, employee morale
• Effectiveness, costs, savings, consequences to
other departments etc... are also considered
• Final solution is put forward to manager and
implemented by the Quality Circle group
• Failures due to micro-management, risk-adverse
culture, unshared benefits, insufficient training,
no common set of values, and lack of vision

292
Process Improvement
(Not a do it once and forget it undertaking)
• Plan
The
– Problem Selection
– Quality Indicator Goals
Shewhart
– Cause - Effect Analysis Cycle
• Do: Most Elegant, Effective, & Safe Solutions
• Check or Study
Or, The
– Quality Indicators
Deming
– Causes Reduced
Wheel
• Act: Standardize & CI

(is a loop that never ends)

293

Deming Cycle (PDCA)
PLAN
1 PROBLEM PERCEPTION
1) Process
WHAT
2
EVALUATION OF
CURRENT SITUATION Definition
WHY 3 ANALYSIS OF CAUSES 2) Process
WHO Simplification
WHEN
3) Characterization
PLANNING OF
4 COUNTER-MEASURES
WHERE
HOW
and Idealization
DO 5 IMPLEMENTATION OF

4) Control (SDCA)
COUNTER-MEASURES

CHECK 6 RESULTS EVALUATION

5) Fix Root Causes
7 STANDARDIZATION
6) Value Evolution
ACTION
8 SUMMARY & NEW PLANS 7/8) Re-design?
©1987-2000 Arthur M. Schneiderman

294

Requirements for Quality (*)
Top Management Systematic
Sense of Urgency
Commitment Method
leadership profit opportunity proven results
changed objectives competition kaizen
hands-on management fuel for change data driven
visibility cross-functional
support

Company Wide Organization/
Pilot Projects Involvement Systems
overcome skepticism weakest link training
build credibility internal customers guiding
get ball rolling policy deployment :
develop champions vendors/customers monitoring
rewarding
©1987-2000 Arthur M. Schneiderman :

295

Change Agents
• We can all be agents of change “The process of
– Developing change-agent (and sales) unleashing
skills are as important to our success expertise to
as our professional discipline skills implement
– The primary purpose of our jobs is to organizational
change what needs changing by change
adding value each and every day for the purpose
of improving
– Foresight, flexible, and responsive
performance”
• Competence maintains the system (Swanson &
• Expertise changes the system Holton, p. 260)

Development

296

Preparing Others for Change
• Change Readiness: It is the change agent’s
duty to prepare the group for change by
conveying credible positive expectations as
well as providing empathy and involvement
• Building A Shared Vision: The participants in
a change process must see what the pain and
work of the change process will bring them –
the change agent must build a vision with
them and continually communicate it
• Develop Political Power: Assess support

297

Elizabeth Kubler-Ross Model

Deal to skip: Detail benefits
Sabotage: Acknowledge anger Blame game: Focus on root
Shoot messenger: ID poor behavior cause
Withdrawal: Focus on problem
Owns solutions: Use as Coach
Focus on benefits: Provide
recognition

Forget it: Review business case
Apathy: Emphasize inevitability No Control: Stepwise w/ follow-up
follow-
Rationalize: Allow to sink in Absenteeism: Reinforce positive
(from http://www.army.mil/aeioo/tm/)
http://www.army.mil/aeioo/tm/)

298

Kurt Lewin’s Change Theory

Unfreezing Changing Refreezing

299

Lewin’s Force Field Analysis
Driving Forces E
Restraining Forces
Q
People pressing for U People variables
change I resisting change
L
Structure pressing Structure variables
I
for change resisting change
B
Task variables R Task variables
pressing for change I resisting change
Technology variables U
Technology variables
pressing for change M
resisting change

300

The Status Quo Learning Curve
Unfreeze Phase Change Phase Refreeze Phase

Either decrease
restraining
Productivity

forces And, then expect
temporary decline
in performance
before formalizing
Or, increase changes for
driving improvement
forces
Time
“Today’s illiterate are not those who cannot read or write, but
those who cannot learn, unlearn, and relearn.” -- Alvin Toffler

301

The “Performance Dip”
• Change naturally produces a performance dip
– Turns out that chaos and creation go hand in hand
• Principals and Teachers must make it clear that
mistakes are acceptable and avoid any kind of
punishment for error in a learning environment
• Impetus for change likely to come from outside
change agents as internal agents are threatened
by their loss of status in the organization and
tend to implement only incremental changes

Change Commitment Model

change is implemented
during this phase

(from http://www.army.mil/aeioo/tm/)

[whatever].

A motivating

(From http://www.youroklahoma.com/coreoklahoma/change1.pdf)

304

Project Life Cycle
• All ongoing operations and temporary projects
(to create / support a unique product, service, or
organizational change) are achieved by people,
constrained by limited resources, and must be
planned, executed, monitored, and controlled
– The important framework includes the environment,
integration, scope, schedule, cost, team development,
communications, risk mitigation, quality, procurement
– Life cycle of idea/feasibility/investigation, planning and
design, development, turnover/startup, and support
phases – each with milestones and deliverables
“The ability to learn faster than your competitors may be the
only sustainable competitive advantage” (Arie de Geus).

305

Action Research
Process Steps:
• A combination of research and 1. Diagnosis
action involving data gathering, 2. Analysis
feedback to the students & staff, 3. Feedback
discussion, planning, and action 4. Action
• Intentional and goal oriented 5. Evaluation
• Linear and continuous
Action research benefits:
• Then, second-order, Problem-focused rather
multidimensional, than solution-centered
multilevel, radical, and Heavy employee
discontinuous involvement reduces
resistance to change

306

PIECES Analysis
• School needs, existing processes and systems,
and the project scope and boundaries can be
identified using the following PIECES framework
P The need to improve performance
I The need to improve information (and data)
E The need to improve economics, control costs, profits
C The need to improve control or security
E The need to improve efficiency of people & processes
S The need to improve service to customers, suppliers,
partners, and employees

307

Feasibility Analysis
• Functional: does it meet student requirements?
• Technical: what part can technology assist?
• Schedule: can it be completed before the
problem goes away?
• Organizational (or Operational): can it work?
• Motivational: can it be sold to everyone?
• Economic: is it affordable (the buck stops here)?
• Ethical: is it really the “right” thing to do?
[Is it consistent with school value statement?]

308

What Can Be Changed?
• Culture – underlying values and goals
• Structure – authority relations, coordination
mechanisms, and job design
• Technology – processes, methods, tools, etc
• Physical Setting – workplace space, layout
• People – skills, expectations, behaviors
The target of education is “change and growth in the individual and
his behavior.” -- Bradford, Human Forces in Teaching and Learning

Tech Physical
Culture Structure People
nology Setting

309

Potential Sources of Resistance
“Lack of effective
• Years of practice as leadership,” 1993
autonomous professionals Murrell and Walsh

• No past accountability
– Conscripted to teaching, see
accountability only as compliance
• Wants only to work with children
• Not open to peer supervision
• Failure to focus on outcomes
• Inadequate funding
• Wedded to non-empirically
based theories

310

Schools are Loosely Coupled
• There are natural rationality limits: people prefer
the simple and easy, but schools especially so
– Relatively excessive resources for “slack time”
– Lack of coordination and few teaching standards
– So that influence is slow and weakens quickly
• Making it very difficult to effect sweeping changes
– Only few teacher/classrooms or principal/schools
• Long recognized, only greatly increased federal
accountability, market incentives, and focus on
professional culture can possibly break through
– But, need to focus on people, relationships, learning

311

Current Approach Flawed
• Dr. Cibulka, “Public opinion in many cities favors
a major overhaul if not outright dismantling of the
present educational governance structure.”
• Rationalist strategic planning tools must focus on
soft issues instead of structures and standards
• Schools are based on ambiguous goals, unclear
technologies, and very uncoordinated activities
– Teachers and administrators rarely fairly evaluated
and there are clearly no real consequences for failure
– Decision-making approximates “garbage can” model:
little direct resolution, overwhelmed, over politicized

312

And, Education is Big Business
• At the Federal, state, and local level, America
spends >$600 billion a year for K-12 education
– Two thirds of Arizona budget, which breeds corruption
• But, is state monopoly key problem of education?
Or, that few parents would move a failing child?
• Current reforms are effecting great improvements
(National Governors Ass, 2002; others, 2000-01)
• But, need to direct current reform efforts more to
supporting teachers and less on pressuring them
– Planning must both protect and guide the system
– Cohen & March, “Leadership In An Organized Anarchy

313

Living In A “Garbage Can”
• A “garbage can” is where decision-making is
frequently accidental and solutions often built
randomly (with answers out looking for question),
where schools go through the “garbage” looking
for a suitable pre-paired fix and call it a “solution”
– Where schools/districts produce vastly different goals
• Involve teachers more in decisions, educating the
opposition through participation, trade substance
for status, reduce number of projects (first item
on any agenda being a “throw away”), but open
discussions only after all parties seen privately

314

“You Can’t Measure Teaching!”
• What else are grades based on? What else is
school accreditation all about? Why else should
anyone spend more for a “better” education? Are
you a good teacher – an opinion based on what?
– Discover effective incentives to overcome barriers
– Present outside success stories (education & business)
– Impart TQI tools and improve staff’s teaming skills
– Begin with non-academic tasks, educational subsets
(GATE), & student teams to help develop TQI trainers
– Capture teacher attention by gradually infusing TQI into
a few classrooms and promoting techniques/successes

315

Available Student Metrics
• Academic Performance Measurements
– Standardized test scores (AYP), local assessments,
Grade Point Average, and state effectiveness rubrics
• Student Engagement Measurements
– Attendance, behavior referrals, attitude, homework
completion, drop out rates, graduation rates, course
completion, and contributing to school and community
• enGauge 21st Century Skills
– Digital-Age library, effective communication, inventive
thinking, high productivity, and constant adaptation
• Longitudinal Databases to track and compare

316
Advantages of Resistance
(clash of values, personalities, social norms)
• Forces management to check and recheck
each and every process improvement proposal
– Can help identify specific problem areas where
process changes are more likely to cause difficulty
• And, gives management information about the
intensity of employee emotions on the issues
– And, such release of emotions cause employees to
think and talk more about the value of changes
• Sparing consists of a value statement (code of
conduct), opening (bow), sparing (struggle),
closing (bow), and conditioning (practice)

317

The Pugh OD Matrix
Behavior Structure Context
Org. Poor climate: Wrong structure: Wrong strategy:
level Feedback survey Change structure Change strategy
Lack of Poor
Inter- Distance: Brings
cooperation: coordination:
group groups closer
Role negotiation Improve liaison
Poor team spirit: Unclear tasks: Poor resources:
Group
Team building Redesign work Change Tech-
level
exercises system nology or Staffing
Poorly defined Poor HRM
Individ Dissatisfaction:
jobs: Job application:
ual Counseling
enrichment Improve HRM

318

The
Change
Wheel
identifies
critical
success
factors
that will
facilitate
program
success
(From http://www.army.mil/aeioo/docs/TM_Strategy.pdf)

319

Organizational Socialization
• Formal
– Orientation Programs
– New Employee Training
– Employee Handbook
– Job Rotation
• Informal
– On-the-job Training
– Supervisor/Coworkers • Mentoring
– Experiences – Career Functions
– Word-of-mouth – Psychosocial Functions

320

Translating Organizational Culture
Unwritten Expectations, Values, Norms

• Core attitudes, values, Rules, Policies,

Core Beliefs & Assumptions
Core Beliefs & Assumptions
Language and
and Slogans Behaviors
and behavioral norms
Control
collectively valued by Stories, Legends,
and Heroes Systems

organizational members Symbols
and Artifacts
– Rituals, rites, annual Rites, Rituals,
and Ceremonies
promotion ceremonies
– Founder stories, legends, Language
heroes, guiding principles
– Rules, policies, slogans Rituals Customs
– Language, behaviors,
communication styles Organization
– Control systems
– Symbols and artifacts Legends Values

321

Organizational Psychology
• All organizations exhibit some psycho-pathology
– St. John’s Syndrome and Koinonitis
(Much of this
• Work is only a means and “groupthink” driven
adapted from
– Manic and Manic-Depression (Bi-polar) The Paranoid
• Grandiose plans with a sense of invincibility Corporation by
Cohen and
• Respond with structure and performance plans
Cohen)
– Schizophrenia
• Need to define mission and better time management
– Common Paranoia and Panic Anxiety
• Even successful intervention will make you unpopular
– Narcissistic, megalomaniacal, and theomanic
• Denial → meet with one-on-one mirroring
• Compulsive → meet with best failure awards

322

Organizational “Shrink”
• “Any organization that does not perceive its own
pathology, its socio-pathology, will destroy itself.”
– A lack of self-awareness endangers ones very existence
– Such schools will refuse to see internal problems and
then naturally project troubles on external sources
• Organizational health begins with consciousness
– Dr. Senge and others top
management consultants
refer to this as “presence”
– Determine if the current
solutions have been coerced

323

Culture Effectiveness Continuum
(Banner & Gagne)
Ineffective • Reactive: Meet challenges with
Where does action; always struggling to keep up
your school • Responsive: Good in stable
fall in the
effectiveness
environment, but not a dynamic one
continuum? • Proactive: Analytical, anticipating
What could be emerging trends, and always adapting
done to
improve the • Interactive: Vision based, functions
organizational as an interactive whole, and focuses
culture? on connectedness, trust, & teamwork
Effective • Inspired: Goes beyond constraints

(From http://www.neiu.edu/~aserafin/421/SchoolCulture/)

324

OD as a 5-speed Transmission
• 1st Gear – Strategy The five
– The “it” Organizational
Development
• 2nd Gear – People “gears”
– Who to do it
• 3rd Gear – Processes
– How to do it
• 4th Gear – Technology
– With what to do it
• 5th Gear – Continuous Improvement
– How to do it better

325

How Do We Handle Delinquency?
• Zero tolerance, scared straight, DARE, boot and
wilderness camps, prison, residential treatment
centers, group homes, sex offender treatment,
and electronic monitoring receive most funding
• BUT, none of these address any known risk
factors and usually only make things worse!
• Elliot (1998) reviewed 500 violence prevention &
intervention programs and only 3 did any good
– Every study for over three decades have found only
Multisystemic Therapy (and two similar ones) effective
– Why do we continue to use Entity Theory “cures?”

Causal Condensed Longitudinal
Model of Delinquency
Prior Delinquent
Behavior and low
Family verbal & social skills
Low Parental Monitoring
Low Affection
High Conflict
Delinquent Delinquent
Peers Behavior
Elliott, Huizinga & Ageton (1985)
School
Change can occur quickly (even with
bipolar disorder, etc) but only if the
Low School Involvement
treatment providers are held wholly
Poor Academic Performance accountable for achieving outcomes
and not ever the troubled children

327

Relational Skills Are Critical
• Like value of object-oriented coding, or activity-
based accounting over task-based balance sheets
• Relational skills by parents are first, but then,
especially for K-6 education, are the relationships
between students, including for peer tutoring and
peer collaborative problem solving methodologies
– Thus, time and sales (small talk and neuroeconomic
psychology) management skills are critical to learning
(so, see my “The Holistic Handbook of Direct Sales”)
• Working Alliance Inventory (for quality of client-
therapist relationship) for teacher effectiveness

328

Working Alliance Inventory
• Students scale affirmation to statements like
– I believe my teacher likes and understands me
– My teacher and I trust each other
– My teacher is the best at helping me to learn faster
– And, we agree on what is important for me to work on
• Teachers scale affirmation to statements like
– I believe my student likes and appreciates me
– My student and I trust each other
– What my student is doing in class provides him or her
new ways to look at learning and he or she agrees
with and understands what I am doing to aid learning

329

Nine Basic MST Principles
• Focuses on building social capital with family,
peer, work colleagues, & the community utilizing
– Developed when all other programs had failed
1. Individualized design by identifying associated
ecological factors – How did we get here?
2. Strengths, Weaknesses, Opportunities, and
Threats (SWOT analysis) able to be harnessed
3. Increasing individual responsibility for prosocial
accountability (compared to just compliance)
4. Action-oriented (for well-defined problems)

330

Nine Basic MST Principles (Cont)
5. Systems-based efforts to improve interactions
with altruistic, pro-social, support systems
6. Age appropriate assessments and safeguards
7. CMI – daily/weekly measurable improvements
with intensive Quality Assurance protocols
8. 360 reviews with MST team taking primary
responsibility for successes and failures
9. MST therapists facilitate change by focusing
on developing support expertise in the client’s
surrounding social systems to maintain growth

Cultural “Context”

Individual

Sibling(s) Community
Parent(s)

Family Intervention Points

Conduct therapy so that it matches the
individual family by identifying outcomes
Cultural “Context”
consistent with their unique features,
that are necessary to help, that are
obtainable by this family in this situation
Individual

Parent(s)


Conduct therapy so that it matches the Respect for each family, its
individual family by identifying outcomes
Cultural individuality, culture, and its situation
“Context”
consistent with their unique features, from viewing our families as:
comes
that are necessary to help, that are 1) unique organization
obtainable by this family in this situationdifferent and complicated
2)
Individual social systems
3) each with strengths and resources
to be tapped
Parent(s)


334

Community Based MST Efforts
• To empower (with leadership and management
training) and rally key decision makers so as to
increase accessibility to key needed resources
– Community support for any and all contributing issues
– Big Brother Sister (or similar) neighborhood programs
– Neighborhood Watch and security (locks, fencing,
surveillance, and immediate cleansing of graffiti)
– After-school community sport programs and Health
centers (for drug screening with counseling for
infectious diseases as well as behavior therapies)
with long-term in-home or in-school follow-up services
– Involvement forced by flexible local drug courts!

335

Multisystemic Therapy (MST)
• Single therapist working with only 4 to 6 families
• 4 months is the minimum treatment time
• Structured training (orientation and booster)
• On-job training (weekly expert case review)
• Weekly supervision of a group of 3-8 therapists
• Treatment fidelity and adherence is measured
with relation to the nine principles listed next slide
• Increased mainstream school attendance with
organizational support for adherence to MST
Valuable skills for all organizational coaches

336

No Hand-holding
• Don Bacon is a “dropout specialist” at TUSD
Saguaro High School and runs their ICE
(Isolated Classroom Experience) program
– Local schools found that kids who get in trouble and
get sent home are likely to drop out altogether
– So, they’re now kept on campus and sent to Bacon
– Visiting homes to lure back students missing class
• Since the program started, dropout rates at the
school are now below 1% (had been 7-10%)
• All but 2 TUSD high schools have like programs
– Student time-out program (STOP), Saturday School
and Student Court, Peer Mediation, and Anti-Bullying

337

We need the same no
hand-holding for our
schools
Normal
Exceeding
School Slope
Expectations B to 100%
%
A Proficiency
Proficient
C
Not meeting AYP
D Negative expectations always
F Slope means intervention
or team intersession
Is Failing! should be executed!
Current Time Target
Performance Performance
Level Level

338
What is an Intervention?
(must not be part of any blame game)
• Tiger Teams provide short-term intensive focus
on a single, recurrent self-defeating problem
– Holistic strategy for education, measurements, goal
setting, problem definition, structure, challenging
irrational beliefs, and unrealistic expectations
– Reflective process to establish key goals, criteria for
evaluation, model for change, break cycles, and
provide peer pressure needed to accomplish tasks
• Termination of effort upon meeting goals,
progress not maintained, or participant refusal

339

Tiger Team Best Practices
• Small focused team that works well together
• Clear procedures for activating the team
• Determine nature and scope of incident
• Define and assign team roles, schedules, and
metrics with dedicated tracking and reporting
• Produce, approve, and implement plan
– Identify Achilles heels and potential costs
– Vulnerability Report with initial work-around
• No more than days to weeks for results
– Exit plan (even if plan not approved)

340

What is an AZ ASSIST Coach?
• ASSIST (Arizona School Site Improvement
Support Team) Coaches support schools by:
– Promoting effective planning that incorporates the
Solutions Team Statement of Findings with the
Arizona School Improvement Plan (ASIP) designed to
address the specific developmental needs and
priorities identified by the Solutions Team
– Assisting coordination of internal & external resources
including the school’s improvement / leadership team
– Documenting the progress and implementation of the
ASIP and Solutions Team Statement of Findings
recommendations for improving student achievement
(From http://www.ade.state.az.us/schooleffectiveness/schoolimprovement/ASSIST/default.asp)

341

A Few ASSIST Insights
• Keep it simple => target 3-5 goals that will
have the greatest impact on teaching
– Focus on those things in your local control
• Ensure the School Improvement Plan is
a living document and not merely words
– Set the bar beyond what seems possible
– Develop multiple leadership sources
• Create a teaming/trusting atmosphere
(http://www.scho
– Remember that change is always messy olsmovingup.net/
cs/az/print/htdoc
(AZ School Improvement Director Brian s/az/home.htm)
Putnam volunteered to assist any school)

342

Integrity Means Walk the Talk
• “Talk” = Average
Yearly Progress Only Bloom is Currently
rd and Improving!
• In 05-06, 3
5th grade Writing Walk
greatly declined
(25% and 13%) Talk
We’re doing the talk
• NCLB requires
that every
Arizonian
student pass state AIMS testing in Reading,
Writing, and Math by 2013-14 through annual
Acceptable Yearly Progress (But, NOT the walk!)

343

Some Relevant Information
• Note that Erickson’s performance jumped one
year why? Could it be due to an “experiment”
of TWO school counselors – the results of which
were very promptly wholly ignored and forgotten?
• Also note, Erickson fell below NCLB minimums in
2004. Any school below such minimums should
fire their principal instead, the district promoted
Erickson’s principal to run two excelling schools!
– He convinced parents of surrounding schools, mostly
Bloom, to move their kids to one school, Wrightstown,
which may have created a performance jump at Bloom

344

“F” Trend Demands Intervention

345

Alas, At Every TUSD School

Not improving when
looking at raw scores

346

Even Old Excelling Schools

347

And, Recent Excelling Schools

348

Required Ingredients
• Just as bread requires flour and heat, education
require classroom management skills and the
unshakable conviction that every child can excel
– “Teachers’ expectations have dramatic affects on
children’s intellectual development” Livingston, 1988
• Tailor using statistics/data center & systems view
• Building confidence with experiences of triumph
– And, teachers can be encouraged by variable pay for
their management, encouragement, and math skills
• Beginning every class with an ethics discussion
– Social studies for building civic conscientiousness

349

In Conclusion
There are three growth paths key to education:
1) Building a “Hero” – Plato’s “ethical warrior”
While math, science, and language skills should be the
core purpose of education, the primary means should be
by simply raising our children to become better people.
2) Building a “Scientist” – Plato’s “rational leader”
Isidore Rabi (Nobel Prize winner in physics) once said
when others were asked “What did you learn today?” his
mother asked “Izzy, did you ask a good question today?”
And, asking good questions made him into a scientist.
3) Building a “Change Agent” – Plato’s “producer”

350

What Is An Adult?
• “Primitive” cultures identify passage to adulthood
by the Vision Quest that defined one’s identity
• “Modern” cultures measure adulthood by critical
thinking and math proficiency, for example, Six
Sigma determines an employee’s capacity to
contribute by one finishing Freshman Statistics
– If one is “not good at math,” it is only likely one was
expected to advance without ever learning fractions
• Regardless of chronological age, one without a
vision or math competency can be considered
rightfully emotionally and intellectually infantile

351

Adult Behavior Example
• When one is presented with a bulb turning on
while one of two switches is up, people typically
start with positive possibilities (what would cause
the bulb to light) and then modify the resulting
conclusion with negative possibilities (when the
bulb is off). Ultimately, we would consider any
valuable purposes for such a circuit and seek
out others with whom to share the experience.
• An “infant” will just look at the light and say, “uh”
– This is not a proper emotional “living in the moment”
response but only the action of a parasitical entity

352

What’s A “Good” Culture
• Typical measurements from a subjective social
capital view: individual morale and satisfaction
– Do you like what you do and are you good at it? Sadly,
7 out of 10 adults and 9 out of 10 children say, “No!”
– Theoretical goal of education is to “fix” this (morale the
result of legitimacy and satisfaction from competency)
• Also, needs objective long-term public moral good
– Just as govt. needed to force orphan drug development
– It is said, the rich plan for 3 generations while the poor
plan at most for the weekend (Japs plan up to 20 gens)
– Spiritual Theory about quality of relationships and the
success at stopping bullies (who now rule our schools)

353

Coming 4th “Great Awakening”
• Argued by Economics Nobel Prize winner Fogel
– The “Three Great Awakenings” was a religious / social
revival (as notable as Luther’s Protestant Reformation)
that drove scientific, industrial, and information ages
– Poverty instead of being the wages of personal sin are
now seen as the by-product of broader flaws in society
• Passing through a “disruption” of old social norms
failing to cross ethnic, class, & status boundaries
– So, unable to trust family (divorce) or strangers (crime)
• With a fresh spiritual base for new Symbiotic Age
– Equality of purpose replacing opportunity and condition
• Fogel says key is more education (esp. financial)

354

“Good” Culture Builds Trust
• As institutions were formalized, personal social
capital allowed to decline and we lost “village” ID
– More likely to be proud of exercise class than school
– So, need to build small teams of students and teachers
(one of key design goals of extracurricular activities)
• More responsibly breads greater trust / respect
– Another reason students must drive own education (by
leading Data Center, conferences, open house, etc)
• Team charter / classroom business documents
– Detailing expectations, responsibilities, consequences,
and rewards for students, teachers, as well as parents

355

Not Filling Cups, Lighting Fires
• The first step in becoming a “hero” is to find one’s
“voice” (or source of power, or individual strength)
– “First, you have to want to go somewhere,” M.J. Adams
• This occurs from the value choices we make (and
while people create ideas, we “plagiarize” values):
– So, who are (or were) your childhood heroes? Mine
were Mary Poppins (because she could turn any job
into a game) and Frank Serpico (because he seemed
capable of sacrificing everything for what he believed)
– And, how do you want history to remember you? I’ve
always wanted to be known for saying something
original (I haven’t done it yet, but I’m still working at it)

356

Hero: More Than A Sandwich
• The second step in becoming a “hero” is to be
part of a team (“team spirit,” to do it for the team)
– Great runners naturally perform below their individual
My
Native
levels, say, as members of a team. But, a good coach
Land can flame the desire to learn and produce by stroking
by W. team relational affection to where member’s personal
Scott
times synergistically surpass any and all prior ceilings
• Utilizing weaknesses to make all feel special
– A good choir director, say, will mix “limited” singers
into great performances (utilizing the whole team)
– Marva Collins even had parents complain their kids
didn’t want to watch TV anymore, only read and study

357

The Developing Scientist
• First, is to question everything, always checking
facts and understanding (regardless of source)
– A teacher once told me she had a “problem” child who
just that day had asked if rocks were alive (ha ha) and
I suggested instead of ridiculing the kid perhaps she
should have talked about how Native Indians believe
rocks are spiritually alive but science minimally defines
physically alive by being able to move, eat, reproduce;
and she replied, “I see you were a problem child, too.”
• The idea that any scientific premise is open to
debate is one of the hallmarks of real science
– Law of Gravity fails to explain planet Mercury or atoms

358

Science
• Some good statistical practices
– Blind population sampling to combat “fudging” (sadly
done in only 1% of education dissertations), tests for
reliability and internal consistency, good experimental
quality controls, writing conclusions (Null Hypothesis)
before taking data, probabilities of predicted events
– “The main problem seems to be poor training and a
general horror of anything to do with mathematics,”
says Michael Festing in “The Design of Experiments”
• Student must learn how to spot “urban legends”
– To value degrees, peer-review, & valid textbook theory
(by schools focus on science method during teaching)

359

The Budding Change Agent
• Lastly, take our voice and logic to collaboratively
resolve real world problems as a Salesperson
• Do community or school improvement projects
– When Alexandra Scott was four-years old, she started
a lemonade stand to raise money to fight cancer, she
raised $2,000 the first year – kids around the country
followed suit and together they raised over $900,000
• Do national or corporate science fair projects
• Start a business (Junior Achievement, NFTE, etc)
– Selling brownies, cleaning or yard work, baby sitting,
car washing, tutoring, puppeteering, or Internet sales

360

And, That’s In The Real World
• CEO’s of top German software development
companies have all likely spent at least 6 months
on a production line filing small metal parts since
they believe even software is for a physical world
– They also believe such efforts teach self-discipline
• Both classic psychology & modern neuroscience
show multitasking with technology often harmful
(memory and thinking is measurably muddled)
– Texting while driving more dangerous than a DUI
– People are 55% more likely to lie online or in an email
– Kids today more likely to write only paragraph snippets

361

Discussion Question
What is the difference between goal-driven
and purpose-driven quality programs?
• Goal-Driven • Purpose-Driven
– To-do list of short-term – To-be list of long-term
sequential objectives core values/principles
– Success defined by – Success defined by
achieving goal(s) staying on the path
– After needs are met, – Never ending effort for
program is finished systemic improvements

Is one better? Or, are both equally important?

362

More Reflective Dialoque
• How do you identify strategical and tactical goals?
• How do you know that your strategic planning
matches your vision as well as short-term goals?
• How do you know that the decisions you made
five months ago still matter and are valid today?
• What information is important to pay attention to?
• If there were no time or financial limitations, what
would the ideal school environment look like?
• Rich Dad Poor Dad’s Rob Kiyosaki made a million
dollar career out of mocking his real “poor” Dad’s
failed dreams for education reform. Is Rob right?

363
Flowers Are Red
By Harry Chapin
Your son marches to the beat of a different drummer, comer.
But don't worry,
We'll have him joining the parade by the end of the term
The little boy went first day of school
He got some crayons and started to draw
He put colors all over the paper
For colors was what he saw
And the teacher said What you doin' young man
I'm paintin' flowers he said
She said... It's not the time for art young man
And anyway flowers are green and red
There's a time for everything young man
And a way it should be done

364
Flowers Are Red (Continued)
By Harry Chapin
You've got to show concern for everyone else
For you're not the only one
And she said...
Flowers are red young man
Green leaves are green
There's no need to see flowers any other way
Than they way they always have been seen
But the little boy said...
There are so many colors in the rainbow
So many colors in the morning sun
So many colors in the flower and I see every one
Well the teacher said You're sassy
There's ways that things should be

365
By Harry Chapin
And you'll paint flowers the way they are
So repeat after me...
And she said...
Flowers are red young man
Green leaves are green
Than they way they always have been seen
But the little boy said...
The teacher put him in a corner
She said... It's for your own good

366
By Harry Chapin
And you won't come out 'til you get it right
And are responding like you should
Well finally he got lonely
Frightened thoughts filled his head
And he went up to the teacher
And this is what he said... and he said
Flowers are red and green leaves are green
Than the way they always have been seen
But, there still must be a way to have our children say

367

“Too Much Education”
• Einstein wrote to a student who wanted to see all
the colors, “I suffered exactly the same treatment
at the hands of my teachers who disliked me for
my independence and passed over me when they
wanted assistants ... There is too much education
altogether, especially in American schools.”
– (Albert Einstein, The World as I See It, 1949, p 21)
• But, being wholly ignored by his educators may
have permitted Einstein to have such a different
scientific point of view, allowing his “deschooling”
• What will you now do to help build better schools?

368

Four Reform
“It takes a
master
Principles
carpenter
to build a
Accountability: Guaranteeing Results
barn, but
any Research-Based Reforms: Only
jackass
can kick Proven Methods with Proven Results
one
down.” Flexibility: Local Control for Local
Lyndon
Johnson Challenges (state, school, classroom)
Parental Options: Choices for
Parents Providing Real Hope for Kids

369

FINAL MESSAGE If just one person was
able to walk 32 kids
through college AND
Michigan Education YES! teach them all how to
do the same, in his or
her lifetime all six
billion people on the
earth would wind up
with a college degree.

No Child Left Behind IS Possible!

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