This document discusses challenges facing the US education system and proposes solutions focused on implementing best practices. It notes declining test scores and graduation rates in the US compared to other nations. Lack of professional standards for teachers, outdated teaching methods, and income inequality are identified as contributing factors. The document argues for research-based curriculum, data-driven instruction, and preparing teachers through rigorous training as ways to improve student outcomes and ensure all children receive a quality education.
1. 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. 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. 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. 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. 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. 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. 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. 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
9. 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
10. 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
11. 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.
13. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 30
Who’s To Blame?
The Middle
School teacher
said:
“From stupidity
may I be spared.
They sent him in
so unprepared.”
31. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
54. 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. 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. 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. 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
58. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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%
71. 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. 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. 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. 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. 75
Who is to blame?
We all are!
Principals, teachers, & parents must each
promise students, “I will never let you fail.”
76. 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. 77
Sign a Student Learning Contract
• 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. 78
Sign a Student Learning Contract
• 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. 79
Sign a Student Learning Contract
• 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. 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. 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. 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
• Their African Americans, 13% less likely to pass
• Bloom Boys 12% less likely to pass AIMS
• Their African Americans, 25% less likely to pass
• ‘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
85. 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
86. 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. 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. 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. 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. 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. 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?
92. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
103. The role of leadership is to optimize the system . . 103
.
Aim of the
Organization
Goals &
Measures
Failing State Passing State Desired State
104. 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?”
105. 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. 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. 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. 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. 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
110. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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