It Is Time to Mold the Classroom Around Ts & Ss! Please Help!

We cannot afford to waste another school year. Next fall will be here before we know it and we must find superintendents who are willing to test a student-teacher-parent focused education model in one of their underperforming elementary schools. And yes, there are underperforming schools in both urban and rural school districts throughout the U.S.

Many of you reading this post are educators. We follow each other on Twitter so you have heard me make this plea, often. Please join the small but growing number of educators who have been both intrigued and excited after reading the education model I have developed. The model is based on my fifty years of experience working with kids, as an organizational leader, as a leadership and organizational development consultant, and as a substitute school teacher.

It is a model designed to support the important work of our teachers and students not impede their efforts. Please help me find a superintendent willing to test my model in one of their underperforming elementary schools next fall, for the 2019/2020 school year.

I ask you to:

  • Read my education model;
  • Follow my blog, Education, Hope and the American Dream:
  • Follow me on Twitter;
  • Share your enthusiasm for my model by “Retweeting” and “liking” my Tweets and by sharing my blog posts to the people whom you know and with whom you work;
  • Reach out to other educators, beyond Twitter, and encourage them to read the model; and, finally,
  • Implore superintendents, principals, and other administrators in your network to consider testing my model in one of their underperforming elementary schools

 

If you do, we can transform public education in America and begin repairing a nation that is becoming dangerously divided. I believe this is the only way we can preserve democracy in America for future generations.

If you take the time to read my model you will see that there is a solution to the challenges facing American schools, but it requires that we abandon a century-long tradition of employing incremental changes. These challenges demand that we go back to the drawing board to create an education process engineered to produce the results we seek.

Our children, their teachers, and our nation are in desperate need of an education process that rejects the failures of the past and put our focus on helping children learn so that they can use what they learn in the real world. Passing state standardized tests is meaningless if kids cannot use what they learn next semester, next year, and beyond. The same is true with respect to high school diplomas.

Please consider this informal analysis of students in my home state of Indiana.

ISTEP+ results in Indiana have been released, recently, and the numbers are staggering. Also understand, that Indiana is not unique. What we see in Indiana is true in school districts in virtually every state in the union and it has been true for decades.

ISTEP results for nine counties in Northeast Indiana show that there are at least 40 schools in which less that forty percent of the students in two or more grades, have passed both the English Language Arts and math components of the ISTEP. These exams are given to students in grades 3 to 8 and, again, in high school.

There are an additional 45 schools in which less than thirty percent of students, in two or more grades, pass both ELA and math components of the ISTEPs.

These schools represent both urban and rural school districts and both public, private and parochial schools. And, no, charter schools are no exception.

It is understood that we shouldn’t be testing. It is understood that many teachers and schools are under tremendous pressure to teach to the test. It is understood that high-stakes testing is the worst possible way to assess the performance of teachers. It is true that some of the tests, themselves,  may be flawed. None of these things, however, justify disregarding what the results tell us.

What the results of high-stakes testing tell us is that the education process, itself, is fundamentally flawed. It sets children up for failure. Disadvantaged kids, many of whom are children of color and/or who begin school with a low level of academic preparedness, suffer irreparable damage because of the education process.

This damage occurs despite the heroic efforts of our children’s teachers. Blaming teachers is like blaming soldiers for the wars they are asked to fight.

If that were not bad enough, there is research to show that many of the students who do well on such tests do not retain what they have been drilled to reproduce—to regurgitate—for more than a few weeks or months. As a former employer, I can attest that an alarming percentage of these young people are unable to use, in a real-world work environment, what their diplomas certify that they have learned.

The State of Indiana has begun letting students use the Armed Services Vocational Aptitude Battery (ASVAB) to help qualify for graduation when they are unable to pass their ISTEPs.

As one of many individuals who administer the ASVAB, both in schools and for young men and women seeking to enlist in the military, I can attest to the fact that more than 30 percent of the high-school graduates and high school seniors seeking to enlist, are unable to get the minimum score to qualify for enlistment. The percentage of minority students who are unable to pass the ASVAB (achieve a score of at least 31 out of a possible 99), is substantially higher, over fifty percent.

This is a national tragedy that, through the balance of this 21st Century, will have devastating consequences for American society. I would also assert, that the policies of neither Republicans nor Democrats will be successful if we do not act to replace the flawed education process employed in our nation’s schools. There are no short-term fixes and we cannot return to earlier, simpler times.

It is imperative that we act now!

The Hawkins Model: An Updated Version

THE HAWKINS MODEL

 Implementation Outline for Educational Model in Which There Is Only Success and No Failure.

By Mel Hawkins

Version dated: September, 2018

 

A Process is Just a Process

Teaching children in a classroom is a process of human design, no different than any other production, assembly, service-delivery process, or even a software program. It is a logical construct engineered to produce certain outcomes.

We are guided by the principle that when a process continues to produce unacceptable outcomes, no matter how hard people work or how qualified they are, then the process is broken and must be reinvented. The education process in our public schools must be tasked, organized, staffed, and resourced in such a way that every child leaves school with a quality education. It is such an education that gives them meaningful choices about what to do with their lives to find joy and meaning and to provide for themselves and their families. The education process must help students discover their potential and help them develop that potential and begin taking ownership of the pursuit of their dreams and ambitions.

The existing education process in use in public schools is structured like a competition in which some students win and others lose. It is a rigid process that requires teachers and schools to conform to its structure and organization. It is our belief that the structure and organization of teachers, students, and schools must be driven by the purpose for which schools and teachers exist: “To help all children learn as much as they are able at their own best speed.”

I challenge educators to examine the model you are about to read with an open mind, seeking to understand how it could work and not in search of reasons why it will not.  My hope is that this model will stimulate your imagination and open your heart and mind not only to the deficiencies of the existing education process but also to the limitless possibilities of a model created for you.

The model has been titled, the Hawkins Model, so I can retain the right of authorship. The Hawkins Model will be offered to public and parochial schools, free of charge. The only compensation I expect to receive would be royalties on the sale of my new book, that will be released, later this year, with the working title, The Hawkins Model: Public Education Reinvented, One Success at a Time!

This work will replace Reinventing Education, Hope, and the American Dream: The Challenge For Twenty-First Century America, published in 2013 through Createspace. Thanks to the wonderful professional educators who support one another and share ideas through social media, I have learned a great deal in the past five years. While I believe the original book is worth a reader’s time and consideration, I have discovered many new ideas and have abandoned others.

My final advice to prospective readers is to consider that positive advocacy for a new idea or solution is a far more effective means of driving positive change than complaints and protests. The latter are like fireworks. They are exciting, stimulating, and even inspiring, but when the last echoes fade into the night sky and the smoke has dissipated, they are quickly forgotten. Only ideas and solutions, promoted through the advocacy of positive leaders working together, have an opportunity to become real and have a lasting impact on the world.

 

Discarding the Past

What public school teachers and administrators will think when they first review my model is, “this will not work in my classroom(s),” and, of course, they are correct. This is exactly my point. In the current education process, it takes an extraordinary effort on the part of teachers and principals to implement innovative ideas and solutions that will endure and not be ground to dust by the unrelenting glacial power of the existing education process. It is my assertion that no educator can be satisfied, no matter how successful their own school, until every school is focused on the success of every student.

We commence this implementation process by rejecting our current educational process in which some level of failure is tolerated. We reject failure, absolutely.

 

Two Fundamental Truths

 There are two fundamental truths that are central to our purpose and every detail of the education model you are about to read has been designed to serve those truths.

 

Relationships

The first truth is that academic success is a function of the quality of the relationships between teachers, students, and parents. Children who feel a close personal relationship with their teacher, the kind that many of us recall when we think back on our favorite teacher(s), almost always give their best effort and that proves to be true throughout one’s whole life. In fact, is there any time in our lives when close relationships with other human beings are not the most important source of our happiness and well-being?

The current education process is not structured to facilitate those relationships for more than a given school year, if it happens at all. Neither is it an expectation on which teacher performance will be evaluated. That those special relationships that do develop are severed, routinely, at the end of a school year illustrates that the most important variable in the education equation is not even a priority in the education process in schools, today.

Of great concern is the tendency of some education reformers to denigrate the importance of teachers. We reject this notion, categorically.

In the Hawkins Model, nothing is more important to the success of kids than enduring relationships with caring teachers. Add concerned parents to the equation and students will soar.

 

Learning is the only thing that counts

The second truth is that the only thing that matters is that children learn as much as they can at their own best speed. One would think this would be obvious but all students in schools, today, are not given the same opportunity to succeed. The process is structured to move children along an identical path, at the same pace. At the end of the lesson, we assign a grade to each child’s performance, record it in our grade books, and move on to a new lesson; our job on the previous lesson, completed; or so we believe. At the end of the school year, we move all but a few on to the next grade where new teachers will try to get to know them and move them and their new classmates along the next measured segment of the path delineated by state academic standards. We then, repeat this process in succeeding years as we are gradually conditioned to tolerate a certain level of failure. It is difficult not to become inured to the failure of our students.

The model you are about to examine has been engineered to insure no child is pushed on to a new lesson until they understand and can demonstrate mastery on the current lesson. If a child has not learned a given lesson the job of educators is incomplete. The expectation must be that educators keep working with the child until they can demonstrate an acceptable level of mastery; until our students have learned. Nothing else matters. We must not be satisfied, however, that a student was able to pass a test. The true measure of learning is one’s ability to apply that skill or knowledge in real life situations. Simply stated, if a child cannot use a skill or knowledge they have not learned it, and this has devastating consequences with respect to the child’s ability to become the best version of themselves.

At the same time, the last thing we want to do is put a child in a situation in which they feel pressured to perform. Learning is supposed to be fun. It is one of the great ironies of life that many children perceive learning to be fun until they start school. Learning can be fun in any environment if success in learning is both assured and celebrated. We want children to believe in their hearts that learning is a great adventure. We want it to be a great adventure for teachers, as well.

This requires that we change what we teach. We must teach more than academic subject matter and we must teach the whole child. We want to teach applied academics–how to use what they learn in the real world. We want to teach them how to think creatively; how to solve problems; how to communicate effectively using all media; and, how to work together with other people both individually and as members of a team. We want them to embrace technology and use their imaginations to take on the challenges facing both the planet Earth and human society. We also want them to learn how to be kind; how to have an open mind and be non-judgmental. We want to teach them how to participate in their own governance and to respect the rights and beliefs of individual human beings and the principles of democracy. We want them to be good citizens who accept responsibility for their actions and their communities. We want to teach the principles of positive leadership, of organizational dynamics (people working together in organizations), and systems thinking, which is the process of bringing about systemic changes. Finally, we want to teach them to value life, family, and community.

Where our students will end up in life will be determined by their individual potential, their interests, how much they learn, and how hard they are willing to work. If they leave school with few, if any, choices about what to do with their lives then not only have they failed, we have failed them.

 

The Hawkins Model

 

Step 1 – Clarifying Mission and Purpose

The purpose of an education is to prepare children to be responsible and productive citizens who have a menu of choices for what they want to do with their lives to find joy and meaning. We want them to be able to think creatively. As citizens of a democracy, we want them to participate in their own governance and be able to make informed choices with respect to significant issues of the day.

The welfare and success of all students must be a teacher’s over-riding priority and the instructional process, and the very structure of the environment, must be molded to serve that purpose with the same dedication aircraft engineers use to design the cockpit to support and enable every function a pilot will be called upon to perform.

An education must teach children more than facts and knowledge, it must teach them that success is a process. Success and winning are not accomplishments rather they are a life-long process of getting the most out of one’s life by learning from one’s experiences; both mistakes and successes.

 

Step 2 – Objectives and Expectations

Our objective as educators is to help children learn as much as they are able, as fast as they are able, beginning at that point on the learning preparedness continuum where we find them when they arrive at our door. Each school must be a “No Failure Zone!”

It is our expectation that:

  • Every child will be given whatever time and attention they need to learn every lesson;
  • They learn that mistakes are learning opportunities and that they should never give up on themselves;
  • Success will be measured against a child’s own past performance and not the performance of other children;
  • We will strive for subject mastery and that the threshold for mastery is a score of 85 percent or better on mastery assessments;
  • Students must learn well enough that they can apply what they have learned in real life situations that include subsequent lessons, state competency examinations, and life in a democratic society;
  • There are no arbitrary schedules or time limits and that all students are on their own unique schedule; and, finally,
  • Learning is an adventure of discovery.

 

Education is not a race to see who can learn the most, the fastest and there is no such thing as an acceptable level of failure. No child should be asked to keep up with their classmates and no child should be asked to wait for classmates to catch up.

 

Step 3 – What do children need to learn?

Let us summarize all the things children need if they are to learn:

  • A close personal relationship with one or more qualified teachers;
  • The involvement and support of parents/guardians in partnership with teachers;
  • To start at the exact point on the academic preparedness continuum where we find them when they arrive at our door;
  • An academic plan tailored to their unique requirements and where disadvantaged students receive accommodations appropriate to their disadvantage much as we do for special needs students;
  • Access, under guidance of their teachers, to leading edge methodologies, approaches, and technologies; from STEM to stern;
  • Our patient time and attention;
  • A stable and safe environment for the long term;
  • The freedom to explore the world and pursue their own interests as well as the curriculum developed for them;
  • To learn how to be successful and they need to know that success and winning are nothing more than a process of striving toward one’s goal and making adjustments along the way on the basis of what they learn from experience; and,
  • To experience success and winning and to celebrate every success and every win.

 

As educators, we must understand that while cutting-edge technology may seem threatening to us, it will be an integral part of the world in which our children must, someday, thrive. Educators are encouraged to think of their smart phones as an example of something that was initially intimidating but has become an integral part of our lives. Notwithstanding that everything in life has tradeoffs, think about how our smart phones have benefited us in our daily lives.

 

Step 4 – Where do we begin?

We begin by selecting the lowest performing elementary schools in any of our targeted public school districts and using them as a test case and, also, by soliciting the support of local advocacy groups that represent the people residing in a given school’s boundaries. We stress our focus on public schools because this is the only place we can attend to the needs of all our nation’s children. When something works in public education, it will find its way into private, parochial, and charter schools but the converse is not true.

People in the communities to be targeted will be skeptical. They have spent a lifetime hearing false promises and enduring their own difficulties in school. We will need the help of a community’s leaders to convince people that this is something special that will truly give their children a path out of poverty. After sharing our objectives with the community, our primary agenda is to focus on children who are starting kindergarten and what we now refer to as first through fifth grade. Our objective will be to meet each child at the unique point on an academic preparedness continuum where we find them on day one. From that unique point of departure, our objective is to help each child move forward on their unique path at their own best speed.

 

Step 5 – Organization and structure

 We will eliminate references to grades K through 12 as well as any other arbitrary schedules in the educational process and replace those grades with three phases of a child’s primary and secondary education:

  • Elementary/Primary Phase (formerly grades K through 5)
  • Middle School Phase (formerly grades 6 through 8)
  • Secondary Phase (formerly grades 9 through 12)

 

While addressing pre-school learning is not within our purview, what we will be doing will bring the importance of pre-school learning and development into sharper focus. The primary focus of public schools, however, must be on the children who stand before us.

It is understood that many school districts have divided elementary schools into smaller segments, e.g. K to 2, 3 to 5, etc. While these segments could be preserved in our proposed education model, we would ask administrators and policy makers to remember that one of our core objectives will be to sustain the relationships between children and their teachers and between students and their classmates for as long as possible.

 

Step 6 – Teaching teams

We will rely on teams of 3 teachers with a teacher to student ratio no greater than 1:15, meaning not more than 45 students assigned to a team of three teachers. To optimize our chances for success we would solicit volunteers from among the school corporation’s most capable and most innovative teachers. We want teachers who will be proud to be part of something new and excited by the opportunity. It is our belief that while modifications to existing classrooms might be nice they are not essential.

Teams have proven beneficial in business and industry for a long time and they have a clear record of productivity and excellence. Even in strong union environments in manufacturing venues, teams often prove more effective in dealing with subpar performance and commitment than management. Individuals who are marginal performers and evidence low levels of commitment may be able to hide in the crowd. Within a team setting, there is no place to hide and each person is held accountable by the team.

Teaching teams have the added advantage that if one teacher is having difficulty with a student, another member of the team can step in, thus increasing the probability that every student will find a teacher with whom they can bond. Teams will also make it easier to develop a rapport with parents as we triple the likelihood that a parent will find a teacher with whom they feel comfortable.

Finally, teams provide much more stability. If one team member is off due to illness or other reasons, the team is still able to maintain its equilibrium, even given the insertion of a substitute or replacement.

 

Step 7- Optimizing teaching staff

If a school has teacher aide slots for elementary classrooms, we recommend that the funds allocated for such positions be redirected to paying for additional teachers. Striving to optimize teacher resources is a top priority and if we are utilizing the proper tools, aides will not serve our purpose, however capable they may be. Qualified teachers are an essential variable.

Like the practice of medicine, teaching is an uncertain science. Physicians practice medicine and they are challenged to learn, relentlessly. Just like their students, practice is an integral part of a teacher’s learning process and provides one with opportunities to learn from the outcomes we produce, whether positive or negative.

 

Step 8 – Duration and stability

Students will remain together as a group and will be assigned to the same teaching team throughout their full elementary/primary academic phase. Eventually, that model will be employed as students move from the elementary/primary phase to the middle school and high school phases.

Close personal relations with teachers and their students, in a safe environment, can best be accomplished by keeping them together over a period of years. Why would we want to break up relationships between teachers and students because the calendar changes? We are guided by the adage that “the child who is hardest to love is the one who needs it the most.” Sometimes, it takes teachers most of the year to bond with some of their most challenging students only to have the relationship severed at the end of a school year, which is nothing more than a designated point on an arbitrary calendar.

These types of long-term relationships also increase the likelihood that parents can be pulled into the educational process as partners with their children’s teachers. Finally, we believe keeping students together in such an intimate environment will strengthen the bonds between classmates and have a positive impact on both the incidence of bullying and our ability to respond to such incidents.

 

Step 9 – Reaching out to Parents

Reaching out to parents must be a high priority. By partnering with their child’s teachers, the parent can play an important part in helping the child succeed.  There is a high expectation that, as students begin to experience success, their parents/guardians will begin to see a difference in their children, at home. Success is contagious, even for those of us on the sidelines. It is our hope that the desire to share in and help celebrate their son or daughter’s success will lure even the most skeptical parents into partnerships with their child’s teachers.

We also know that when we form close relationships with parents we also get to know their families. This creates a real opportunity to intervene, if there are younger children in the home, to help insure that they enjoy improved enrichment opportunities thus optimizing their academic preparedness. With each parent we pull into the process, we expand our presence in the community and raise awareness that our new education model is a special opportunity.

 

Step 10 – Assessment and tailored academic plan

Select an appropriate assessment process/tool and utilize it to determine the level of academic preparedness of each child when they arrive at our door for their first day of school. We will then utilize what we learn to create a tailored academic plan to meet each student’s unique needs.

We know that the disparity with respect to academic preparedness of students spans the full spectrum. We also know that children have different learning styles. What educators must do is to recognize that these differences exist and do their best to accommodate the unique style, potential, and interests of their students.

 

Step 11 – The learning process

Academic Standards

Academic standards have been established by most states and on a nation-wide level there is “Common Core.” These standards drive expectations of schools, teachers, and their students and they also drive the high-stakes testing that assesses performance against those standards. While assessing standards and curricula is not my area of expertise, the other area of concern is the expectation that students are all expected to be at the same place at the end of a school year. Given that students have different starting points and that they are headed for more than just one destination, such expectations set millions of kids up for failure.

As new approaches to teaching children using experiential learning methodologies gain popularity, the greater the disconnect will be between standards and what kids truly need. Education leaders and policy makers must begin to re-evaluate the efficacy of existing standards.

Most of us would agree that there are foundational academic skills upon which a diverse population of young people can build different lives. The common denominator, however, is no longer limited to being able to read and write and to have basic math and science skills, although these are essential. Our challenge is to prepare children for life, not test-taking, and this demands that we find new and better ways to help kids learn by doing. Critical skills such as creative thinking, communication, team work, problem-solving, and the ability to understand and utilize technology will be as essential to their success as reading, writing, and math skills. The compelling need to be better stewards of our environment will make science and engineering more important than ever. As citizens of the 21st Century, our students must not only be able to utilize what they learn they must be able to adapt to the accelerating speed of obsolescence.

Because of the disparity in the academic preparedness of children arriving for their first day of school, we need to help children progress along a tailored academic path from their unique starting point and we must also be helping them assume ever greater responsibility for their own growth and development. As their interests and aptitudes evolve they must begin charting their own futures, with the help of caring teachers. The process for helping kids develop mastery over an ever-widening range of subject matter must be adaptive and involve, in some form:

  1. Presentation, appropriate to the subject matter, through utilization the full spectrum of media, methodology, and technology;
  2. Practice and review, giving the student as much time as they require to learn from their mistakes;
  3. Assessment of their ability to demonstrate mastery over subject matter, which we define as the ability to utilize it in the real world. When that level of mastery is quantifiable, such as a grade on a test or other instrument of measurement, the target will be minimum of 85 percent;
  4. The expectation that no child will be pushed ahead before they are able to utilize what they have learned even if that means starting over using other means and approaches; and,
  5. A verification assessment, in each subject area, to confirm retention of subject area mastery at a point in the near future, such as 6 to 8 weeks.

 

If the student scores 85 percent or better, their success must be celebrated and, also, formally documented. Students are, then, ready to move on to the next steps on their unique academic path in a given subject area. It is envisioned that such formal documentation will, someday, replace the need for standardized competency exams given once a year.

One of our Twitter colleagues, @nkgalpal, reminded us that students can also play a vital role in helping classmates who may be struggling on a given lesson or subject area.  Educators have long recognized that one of the best ways to learn something is to teach it. This suggests that more advanced students benefit as much or more as the classmates they have an opportunity to help. Not only does this enhance the level and quality of learning that takes place it also strengthens the bonds between students.

We want our classrooms to function like a family or like an athletic team in which members have formed the strong bonds that result from dedication to shared purpose and objectives; sharing the demanding work required in practices; cheering for and supporting their classmates; and shared celebration of success in overcoming their academic challenges. Think about how many times you have seen starters, at the end of a basketball game, cheer excitedly for teammates who work hard in practice but rarely get an opportunity to make a basket, a steal, rebound, or an assist in an actual game. These bonds are enduring.

 

Character, Creativity, Imagination, Service, and Civic Responsibility

As we have noted, our objective as educators extends beyond subject matter mastery. Even when character, creativity, imagination, service and civic responsibility are covered in the academic standards of some jurisdictions, they are easily forgotten in challenging environments and situations, particularly in our era of high-stakes testing.

We suggest that these things are interdependent. Think of subject matter mastery as laying a foundation upon which character, genius, and individuality will be built.  An individual’s ability to explore and create is very much, if not always, a function of fundamental knowledge and skill sets.

 

Step 12 – State-of-the-Art technology and tools of success

Provide each student and teacher with appropriate technology with which to work. We must be willing and able to utilize state-of-the-art technological tools, as they evolve, to help teachers teach and kids learn. Among other things, this requires that teachers be willing to relinquish their reticence.

No matter what some education reformers might say, technology will not and cannot replace teachers. This education model is premised upon the primacy of teachers in the education equation. Technology can and will empower teachers, however. The world is becoming and will continue to become more technology-driven than it is today, and this trend will only accelerate and expand in scope.

Our children will live, work, and rear their own families in a technological world that surpasses anything most of us can imagine. Our job is to prepare students for that future, not find ways to avoid it because of our own fear and reluctance.

There are wonderful digital tools on the market but many of them are specialized to the extent that it is unlikely they will provide the full range of support teachers and students need. We are seeking something comparable to an Enterprise Resource Planning (ERP) system that is real-time, cloud-based, and integrated with 360-degree feedback capability. Such technology must be relieve teachers of all classroom management responsibilities, so they can be devoted, optimally, to relationship building and teaching.

It is envisioned that, as the scope of the potential market for such a product begins to reveal itself, developers of technology solutions will be competing aggressively to capture sustainable market share. Astute providers of such solutions will work closely with their prospective customers to ensure satisfaction.

A system must help the teacher manage the process as they will have students working at multiple levels, in various subject areas, utilizing an array of resources to meet the needs of a diverse student population.  Students will be on a unique path even though many of the paths may be parallel.

Software must be able to:

  • Keep attendance records;
  • Manage various subject areas;
  • Help teachers and students through lesson presentations;
  • Generate practice assignments and grade them if they are quantitative;
  • Permit teacher to enter qualitative assessments of performance;
  • Identify areas that need review and more practice;
  • Signal readiness for Mastery Quizzes;
  • Grade and record the results of quizzes and assignments and then direct students onward to a subsequent lesson module or back for more work on current modules;
  • Celebrate success much like a video game;
  • Signal the teachers at every step of the way;
  • Recommend when it is time for a Verification Mastery Quiz;
  • Document Mastery achievements as verified by VMQ as part of the student’s permanent record; and,
  • Give students the freedom to pursue their interests, as they strive to explore the universe.

 

Our objective is to empower teachers so their time can be devoted to meaningful interaction with each and every student as they proceed along their tailored academic journey. Meaningful interaction will include teaching, coaching, mentoring, consoling, encouraging, nurturing, playing, and celebration. That interaction must also include time spent with students’ parents.

 

Step 13 – No Failure and No waiting

No student is to be pushed to the next lesson until they have mastered the current lesson as success on one lesson dramatically improves the readiness for success on subsequent lessons. Similarly, no student who has demonstrated that they are ready to move on will be asked to wait for classmates to catch up. Every student moves forward at the best speed of which they are capable. This creates opportunities for students to move ahead on their own initiative and take ownership of their own adventure of discovery even if it means teachers must scurry to keep up.

It also means that no student will experience the humiliation of failure.The ultimate mission of education is to put the fun back in learning and teaching. Success is what drives motivation, commitment, and fun. If all we ever do is lose when playing a game, it is only a matter of time until we avoid playing.

Success is a process of applying what we learn from our experiences, whether successful or unsuccessful. The more we succeed, the more confident we become and the more confident we become, the more motivated we are to learn and grow. As children gain confidence in their ability to control the outcomes in their lives, their self-esteem is strengthened and their ability to overcome obstacles, including discrimination, is enhanced.

Educators are challenged to understand that the single greatest flaw in education, both public and private, is its acceptance of failure on the part of our students. Nothing destroys motivation to learn and creates an atmosphere of hopelessness as much as repeated failure. The fact that we permit children to fail is unconscionable and inexcusable.

In our definition, “failure” and “making mistakes” are not the same thing. We all make mistakes. Mistakes become failure only when students are allowed or are required to stop trying before they come to understand. This happens every time we ask a child to move on to a new lesson before they are ready and every time teachers are asked to record an unsatisfactory grade in their books. This type of failure not only deprives children of an opportunity to experience success, it robs them of the essential knowledge and skills they will need to be successful on subsequent lessons, and to live productive and meaningful lives.

Children must be able to use what they have learned in “real-life” situations. The National Assessment of Education Progress (NAEP) defines “proficiency” as:

“having a demonstrated competency over challenging subject matter, including subject matter knowledge, application of such knowledge to real world situations, and analytical skills appropriate to subject matter.” [The emphasis is mine.]

Anything less than proficient is unacceptable and that includes “approaching proficiency.” Approaching proficiency is a good thing only if a student subsequently  becomes proficient. The work of our teachers and schools is not complete until students have actually achieve “proficiency.”

 

Step 14 – the Arts and Exercise

We also consider the arts and physical exercise to be essential components of a quality education. Student must be given the opportunity to go to art, music, and gym classes where they will:

  • Develop relationships with other teachers;
  • Exercise their young bodies;
  • Learn to appreciate and to express themselves through art; and,
  • Interact with children from other classes.

 

Step 15 – Performance Management and Metrics

Identifying how performance against objectives will be measured is a vital part of any operational plan because how we keep score determines how the game will be played. We want teachers and administrators to be rewarded for the quality of the outcomes they produce. Our objective is to measure how effectively teachers are helping kids learn and be able to apply what they have learned in real-life situations.

Students will be expected to pass not only a Mastery Quiz (MQ) with a score of 85 percent or better before moving on to subsequent lessons, but also a Verification Master Quiz (VMQ) that will be administered to students 6 to 8 weeks after passing the MQ. The purpose of the VMQ is to ensure that students have retained what the have learned and are able to utilize that knowledge and/or skills in real life situations. This can best be measured by determining the percentage of students who pass their VMQ on the first attempt. The higher the percentage of passage the better the performance of teachers.

We are not expecting perfection, however. Certainly a few students will not pass their VMQs, signaling that they were not ready. While we want to minimize such occurrences, teachers will not suffer consequences. We must ensure that “pace of learning” does not replace “understanding” as the objective of teachers or the education process. The failure of a VMQ by a student is nothing more than an opportunity for teachers to learn from their disappointing outcomes.

 

Step 16 – High Stakes Testing

The performance of teachers will not be evaluated on the results of high stakes testing. We do not want teachers to feel pressured to move students along before they are ready. Every student who passes a VMQ will be demonstrating that they were, indeed, ready.

High stakes testing using state competency exams will not disappear until they have been proven to be irrelevant and obsolete. Teachers and students should spend no time worrying about them or preparing for them. If students are truly learning, their ability to utilize what they have learned will be reflected in competency exam results. Such exams are, after all, nothing more than a real-life opportunity to apply what one has learned.

 

Step 17 – Stability and Adaptability

We will not concern ourselves with the arrival of new students or the departure of students during the process or with teachers who may need to be replaced, for whatever reason. These events will occur, and we will deal with them when necessary. These inevitable events must not be allowed to divert us from our purpose. We must keep in mind that there are no perfect systems, but the best and most successful systems are the ones that allow us to adapt to the peculiar and the unexpected.

 

Step 18 – Relentless, non-negotiable commitment

We must stress that winning organizations are driven by operating systems in which every single event or activity serves the mission. When we tinker with bits and pieces of an operation out of context with the system and its purpose, we end up with a system that looks very much like the educational process we have today. It will be a system that simply cannot deliver the outcomes that we want because there are components that work at cross purposes with the mission.

We are striving to create an environment in which the fact that some children need additional time to master the material is inconsequential in the long run and in the big picture, much like it is inconsequential if it takes a child longer to learn how to ride a bicycle than his or her playmates. Once children learn they all derive benefit from the knowledge gained.

 

Step 19 – The Power of positive leaders

As with any human endeavor, positive leadership is crucial. Administrators at every level, whether superintendents, assistant superintendents, principals, or assistant principals, must be trained to be more than administrators. They must be powerful positive leaders who understand that their success is a function of both their ability to keep their organizations focused on purpose and the quality of leadership they provide to their people. The bottom line is that the over-riding priority of positive leaders is to help their people be successful at every level of their organization and its supply chain; which includes students, parents, and the community.

Education departments in our colleges and universities must ensure that the study of leadership is a core component in the education of school administrators, at every level. We must view them as leaders, not administrators.

 

Step 20 – Special Needs

At anytime along the way, from initial assessment and beyond, if a child is determined to have special needs they will be offered additional resources, much as happens in our schools, today.

 

Summary and Conclusions

The only justification for preserving the status quo in public education would be if we truly believed the children who fail are incapable of learning. If, on the other hand, we believe all children can learn, we are compelled to act.

The fundamental premise of the Hawkins Model is that all children can learn if given the opportunity and if they feel safe and secure. The fact that we have clung for so long to an ineffectual educational process that sets kids up for failure and humiliation is unfathomable. Refusal to seize an opportunity to alter this tragic reality is inexcusable.

Once a school district becomes satisfied that this new model produces the outcomes they are seeking, the model can be implemented in every school in the district and can be modified to fit the needs of students as they move on to middle school and high school.

The success of this model will also drive the need for revolutionary change in our institutions of higher learning. Colleges, universities, community colleges, technical schools, and vocational education programs must be prepared to reinvent themselves as the needs of their students will have changed exponentially.

 

Black Panther, the Movie: a Call to Action!

 

To this white viewer, the movie, Black Panther, has a compelling message for all Americans, but particularly for successful men and women of color. It is a call to action with an unequivocal message that It is not acceptable to isolate oneself from the problems of society when one’s successes, discoveries, and genius can make a meaningful difference.

In the fifties and sixties, civil rights leaders had a clear and all-consuming purpose. They were driven to ensure that people of color be granted equal protection under the law. They achieved their purpose with the passage of the Civil Rights Act of 1964 and other subsequent legislation.  Now, however, 50 years later, our society remains separate and unequal with respect to black and white Americans and other minorities and that separation is being perpetuated by the performance gap between black students and their white classmates in our nation’s schools. The dream so eloquently envisioned by Dr. Martin Luther King, Jr. and for which he and the other heroes of the civil rights movement sacrificed so much, has not been realized.

 Black Panther, the movie, is a call to action to address the civil rights issue of the 21st Century, public education. Take a moment to think about public education in America.

There are many men and women of color who have enjoyed success and accomplishment in every conceivable venue including being elected to the American presidency. Look at what so many men and women of color have achieved in the last half century. Look at your own accomplishments. Your successes did not come easily. For each of those successes you worked hard to overcome the formidable obstacles of bigotry and discrimination. How were you able to overcome discrimination?

The key was a quality education that provided you with a portfolio of the knowledge, skills, and understanding you needed to seize opportunities. You did it, also, because you were blessed to have people in your lives who helped you develop a strong self-esteem, self-discipline, and the determination needed to overcome discrimination.

Now, consider the millions of men and women of color who languish in our nation’s poor urban and rural communities, entrapped in a maelstrom of poverty and failure. These Americans have not been successful in acquiring a quality education and neither have they been able to acquire the strong self-esteem and self-discipline necessary to render themselves impervious to discrimination.  As a result, they have spent their entire lives living under a canopy of hopelessness and powerlessness, vulnerable to those who look upon them with suspicion and derision because of the color of their skin.

The sons and daughters of our nation’s poor communities, a disproportionate percentage of whom are children of color, now populate the same public schools in which their parents struggled. In poor urban and rural community school districts around the nation, the data is indisputable. An unacceptable number of these children are failing. It begins in the early grades when these boys and girls arrive for their first day of school with what I call an “academic preparedness deficiency.”

In many school districts, by the time these kids reach middle school, the percentage able to pass both the math and English language arts components of their state’s competency exams may be 20 percent or lower. The performance gap between black students and their white classmates is as wide if not wider than it has ever been.

It is vital that we understand that this lack of academic achievement is the result of an obsolete education process and not because of bad teachers and bad schools and not because disadvantaged kids cannot learn. Our public school teachers are dedicated men and women who do the best they can to make an obsolete education process work for their students.

We must also understand that the “school choice” movement with its focus on high stakes testing and privatization through the establishment of charter schools is not the answer. The performance of charter schools is often no better than the public schools they were intended to replace, and this should come as no surprise. Except in rare circumstances, these charter schools rely on the same obsolete education process as our public schools. Just moving kids to a different building with different teachers will not change outcomes. Teachers in public, private, parochial, and charter schools are all trained in the same colleges and universities.

Most public-school educators and policy makers insist that public education is better than it has ever been and that the performance gap between black and white and rich and poor kids exists because society has not been successful in addressing the issue of poverty in America. I suggest an alternate explanation.

The truth is that our nation has done something about poverty in America. Our state and federal governments, over the last century, have spent trillions of dollars building public schools in every community and hiring public school teachers trained in our nation’s finest colleges and universities. That children are still failing does not mean they cannot learn or that our teachers cannot teach. It only means that what we have been asking teachers to do, does not work for disadvantaged students.

If what we are doing does not work, it is not okay to give up and say we tried. We must keep searching for new ways to do what we do until we find something that does work.

I challenge successful men and women of color and white Americans who share my belief that diversity is and has always been our greatest strength as a democratic society, to join forces on a mission to transform public education in America. This is the civil rights issue of the 21st Century.

Based on my 40-plus years of combined experience in working with kids, in organizational leadership, as a leadership and organizational development consultant, as administrator of the Armed Services Vocational Aptitude Battery, and as a substitute teacher in a public-school corporation, I have developed an education model that rejects failure and is focused on success.  It is a model that:

  • determines the level of a child’s academic preparedness when they arrive for their first day of school;
  • tailors an academic plan based on the unique requirements of each child;
  • creates an environment in which teachers are expected to develop close, enduring relationships with each student;
  • strives to pull parents into the process so that they can be partners sharing responsibility for the success of their sons and daughters;
  • Expects teachers to give students however much time and attention they need to learn from their mistakes and be able to demonstrate that they can use what they learned in real-life situations, including future lessons;
  • Enables teachers to use whatever innovative methodologies and technologies they deem necessary to help their students succeed; and,
  • Celebrates each student’s success so that they can gain confidence in their ability to create success for themselves.

 

Please take the time to examine my education model at http://www.melhawkinsandassociates.com/education-model-white-paper/

The only justification for ignoring this call to action is if one chooses to believe that disadvantaged children and children of color are incapable of learning.

If you believe that these kids can learn, how long are we going to wait and how many children will we permit to fail before we say enough is enough? Until we refuse to allow these children to fail, the schoolhouse to jailhouse track will remain a super highway to the future for far too many young people.

Unlike the civil rights heroes of the 50s and 60s, we need not sway Congress or even state legislatures. The changes we propose will not alter anything other than the way we organize students, teachers, and classrooms and what we do inside those classrooms. We will still teach to the same academic standards and will still be subject to the same accountabilities.

We need only convince a handful of superintendents of school districts with low-performing schools to test my model in one of their struggling elementary schools. If it works as I believe it will, those superintendents will be compelled to expand the model into all their districts’ schools and other public school corporations will be compelled to follow suit.

Imagine a future in which every child leaves high school with a full menu of choices about what to do with their lives to find joy and meaning in life and provide for themselves and their families. This future can be realized if you choose to accept Black Panther’s call to action.

Time: An Essential Variable in the Education Equation

In recent posts we have talked much about the critical role relationships play in learning. Strong, nurturing, enduring relationships between teachers and students is one of the essential variables of the education equation. If parents can be pulled into the relationship as partners, sharing responsibility for the education of their children, the students’ probability of success will soar.

One of the other essential variables in the education equation is time. Not just time by itself, but time and our patient attention. In most school settings; whether public schools, private, parochial, or charter schools; the education process is structured around arbitrary schedules of time. This is not surprising because everything human beings do is done within the context of time. Not all things are meant to be on a predetermined schedule, however.

If you have ever been a part of a child’s life from birth to adulthood, you know that each child is unique and learns at their own pace. The human brain, particularly a child’s brain, is a remarkable thing, possibly the most remarkable thing in all creation. A child’s brain is programmed to learn; it is like a sponge that soaks up the world around it. While science has determined that there is a clear developmental path through which children grow and mature, the variance in rates of childhood development can be great. If your eldest child walks at 12 months and speaks in sentences by 18 months, there is no reason to be concerned when you second child takes a first step at 13 months and says only a few words at one-and-a-half. The only thing that matters is that the important bases are touched and that once a skill is acquired the child can utilize it, effectively.

When children arrive for their first day of school, we see much the same pattern. Some are already reading by that monumental first day but many of their new classmates are not. Some know their letters and numbers, others may know colors and shapes. Where they fall with respect to an academic preparedness continuum is determined by the unique characteristics of their individual lives and genetic capability. Not only do they have varying starting points, some learn more quickly than others and their manner of learning may differ. Just like early childhood development, however, the bottom line is that they all can and will learn. The question is: How can we best help them learn?

Everything else changes beginning on that first day of school. No longer is the pace and direction of a child’s development determined by nature or a child’s interests and talents. Pace and direction are now guided by academic standards that are essentially an arbitrary determination of things educators believe children must learn if they are to enter adulthood with choices. When I suggest that the standards are arbitrary, I am not suggesting they have been poorly researched, rather that there is an underlying assumption that the standards and their accompanying timelines are appropriate for all “non-special needs students.” This assumption has a powerful influence on the academic success and failure of our students.

No longer is learning a natural and fun process that progresses at the child’s own pace. The first change with which children are confronted is that specific learning objectives have been identified and prioritized. The second change is that the specific learning objectives have also been correlated to a schedule that provides guidelines for the pace of learning. The expectation of teachers is that they guide their students down an academic path, as outlined by state standards and at a pace that conforms to what has been determined to be an acceptable rate of progress. Teachers have some latitude to help if the number of students who are getting off to a slow start is small. The larger the population of students who struggle and the older they get, however, the more problematic it becomes for teachers.

To gage how well students have progressed through the outline of academic standards, competency assessments have been developed. It turns out that the performance of students, on these assessments, has been determined to be an effective way to hold schools and teachers accountable for the performance of their students. Therefore, the process has come to be known as high-stakes testing.

The process begins to break down when individual students are unable to keep pace and we can be certain that learning is no longer fun for these children.

As it turns out, the two most essential variables of the education equation; which I have suggested are enduring relationships between teachers and students (not to mention parents) and that children are given however much time and patient attention they need to learn at their unique pace, are difficult to provide within the context of the current education process. The education process is comprised of two essential components. The first are the academic standards and schedules and their accompanying competency assessments; and, the second is the way teachers, classrooms, students, and resources are organized to achieve their purpose.

Think about the current education process as a conveyor belt designed to move kids along the path outlined by academic standards and that the speed with which it moves is an arbitrary schedule intended to correspond to the benchmarks placed along the path. The way we have organized teachers is that they ride along with their students as the conveyor belt moves toward its destination.

When we place a diverse population of children on that belt it appears to work well for many of our students. Other students, however, lack the skills (academic preparedness and pace of learning) that enable them to remain secure in their seats. Gradually, these children begin to fall off the belt and they lack the ability to climb back on, unassisted. Their teachers reach out to them and retrieve as many as they can, while others fall quickly out of reach. The students who have been retrieved still lack the skill necessary to hang on, however, so they fall off again and again.

Never are teachers able to retrieve all students who have fallen behind and the population of children who are failing at school grows, unrelentingly. These young people have fallen off the conveyor belt and they have no where to go other than to be swallowed up by a maelstrom of poverty and failure that plagues our society.

Until we abandon the conveyor belt as obsolete and replace it with an education process that is engineered to meet each child’s unique requirements, students will continue to fail no matter how hard our teachers work; even with innovative and sophisticated tools and methodologies that are being developed.

If, however, we utilize our imaginations, in combination with our education and experience, to design and construct a process around the way children learn, and that empowers both teachers and students, we can help each child receive the best education of which they are capable. A nice bonus will be the discovery that, in the right environment, most of our innovations with which we have been struggling will work.

Once again, I urge you to take time to review my white paper and education model to see one way we can create a teacher/student-centered education process. Please read it not in search of reasons why it will not or cannot work, rather in hope that it might work. The model, which will be available for public school systems to use, free of charge, is available for your review at http://www.melhawkinsandassociates.com/education-model-white-paper/ You are also invited to peruse the other 150 plus articles posted on this blog, Education, Hope, and the American Dream.

How Many Kids are Failing and What Does It Tell Us?

Here are some numbers to gnaw on from a well-respected, diverse midwestern public school district reporting on students who did not pass both the Math and ELA components of the state’s competency exams. Please note that the public school teachers and administrators to which we refer are all well-qualified, are dedicated professionals, and work hard to help their students. Although there are low-performers in every profession, the majority of our nation’s teachers are unsung American heroes.

Elementary school

Black students not passing both exams = 1,343 (76.6%)
Hispanic Students not passing both exams = 825 (64.4%)
Children of color not passing both exams = 2,816 (68.2%)
White Students not passing both exams = 1,498 (46.0%)

Total Elementary students not passing = 4,314 (58.4%)

Middle School
Black students not passing both exams = 1,030 (81.7%)
Hispanic students not passing both exams = 558 (66.7%)
Students of Color not passing both exams = 2,078 (72.5%)
White Students not passing both exams = 1,190 (52.5%)

Total Middle School students not passing = 3,268 (63.6%)

Total students unable to pass both exams = 7,582 (60.6%)

Many states commence the process of testing students for levels of competency in the third grade and continue testing through the eighth grade. Thereafter, competency testing shifts toward assessing eligibility for graduation. When results are reported, we will see that a certain percentage of students were unable to pass the Math and English Language Arts components of the assessment tool, as in the case of the above public school district. In another jurisdiction, the results may be reported as students being at, above, below, or approaching “proficient.” The term “proficient” typically implies a high level of mastery in subject matter and also and ability to utilize that knowledge in the real world. In others, the broad descriptors may be relative to where a student is relative to “grade level.” Always, the results offer some manner of comparison to state academic standards.

Although results vary depending on the level of diversity or segregation of school districts with respect to race. ethnicity, and relative affluence the above data are representative.

This is just one of more than a thousand school districts reporting comparable performance, and of course there are many smaller school districts with students who struggle, and even our nation’s highest performing districts have some students who perform poorly. Think about the numbers for a moment. We are talking about many more than ten million American children who are performing poorly in school, and these data reflect performance only in public schools. Private, parochial, and charter schools also report students who are not performing well in school.

There are a few patterns that emerge from the results of competency examinations that deserve discussion.

The most common is that, typically, black students perform well below their white classmates and moderately below children from other minority groups. Hence, the “performance” or “achievement” gap, and public education in general, are often referred to the Civil rights issues of our time. That so many children of color perform poorly in our public schools has tragic consequences for our nation and its future.

With respect to relative affluence, students from low-income families generally perform below their more affluent classmates. Another pattern with respect to children who perform poorly on competency assessments, is that their performance often drops by the time they reach middle school. Each of these patterns have been widely discussed and researched for decades. This is not “News!” fake or otherwise.

What concerns me are the students who consistently perform poorly on competency assessments, from one year to the next. My assumption, which you are invited to challenge, is that the “population of children” who perform poorly, beginning in third grade all the way through eighth grade is comprised of the same boys and girls as they move from grade to grade.

What does it say about the education process if the same children who fall short of expectations beginning in the first round of competency assessments, administered when they are eight and nine years old, are the exact same children who perform poorly every year thereafter? What does it say when there is a decline in the performance of this population of students after they reach middle school?

If, indeed, we have these huge populations of children who perform poorly all the way through elementary and middle school, what does it say about our focus on the purpose of public education? What does it say about our strategy. Does it work?

My answer to these questions is that it is time to re-evaluate our assumptions, our purpose, our strategy, and our practices.

It is my assertion that this phenomenon exists because the education process—what educators are asked to do and how—is not consistent with our purpose or mission. Rather than focus on making sure each child is ready for middle school by the time they reach the age of 11 or 12; for high school by the time they reach the ages of 14 and 15, and ready for the responsibilities of citizenship by the time they reach the age of 18, teachers are expected to move students from point to point on the outline delineating the academic standards adopted by a given State as a group, whether they are ready or not.

What the results of competency examinations tell me is not only is our focus misdirected, it is also uncompromising. The education process demands that teachers permit students to fail because giving them the time they need to learn each lesson is not even a consideration, let alone an expectation. Certainly, many teachers strive to give extra help but, depending on the number of struggling students in a teacher’s classroom, rarely is there sufficient time.

We instruct our teachers to record, in their grade books, the results of each lesson in each subject area before moving on to a new lesson. The natural consequences of this practice are students who are increasing less prepared to be successful as they move from lesson to lesson and grade to grade.

Now, step back a moment, and let’s think about what we know about the children who arrive for their first day of school, at age 5 or 6:

• We know that the disparity in their level of academic preparedness runs the full range of the continuum;

• We know that the pace at which they learn is equally disparate;

• We know many are away from their mothers and other family members for the first time; and, therefore, need to connect quickly with a caring adult;

• We know that there are some children who have few adults who care about them, if any at all; and,

• We know that many are unprepared for most of the new experiences they will face.

Now, think about our purpose but do not rush to answer.

What is our objective with these children? Think hard about what it is that their community will, someday, need from our children?

As simply as we can state them, their community needs each child to grow into:

• A well-educated young man or woman who is prepared to accept the responsibilities of citizenship in a participatory democracy;

• Who has sufficient knowledge, skills, and understanding of the world to give them choices about what to do with their lives to find joy and meaning; and,

• Who can provide for themselves and their families.

What is the best way to accomplish these objectives?

Is it to push them along so they move from lesson to lesson, grade to grade, with their classmates, ready or not?

Or,

Is it to help them progress; from where they are intellectually and emotionally on that first day of school to become the best version of themselves that they can be and to learn how to create success for themselves?

If it is the latter, what we do today is not what children need and, clearly, it does not work. The data is indisputable.

Someday, we might be able to eliminate high-stakes testing, but that is not within our power, today. The best we can do is figure how to utilize the process to our best advantage and for the best advantage of our students. The same is true for the grading process in use in our classrooms. The purpose both types of assessments must not be to pass judgment on our students and teachers rather to gage our progress so that we can determine next steps, as we strive to fulfill our purpose.

Our primary goal is to prepare children for life after completion of their formal primary and secondary education. Our intermediate goals are to help them get there, one step at a time. We want to start at the exact point where we find them on their unique developmental path and begin to lay a foundation for intellectual and emotional growth and development. Once we have laid that foundation, our purpose is to help them master, one successful step at a time, the knowledge, skills, self-discipline, and understanding they will need in life. We are concerned about the whole child:

• We want them to have the healthy self-esteem they will need to control most of the outcomes in their lives;

• We want them to be able to develop healthy relationships with the people in their lives;

• We want them to be able to express themselves through all forms of human communication and interaction;

• We want them to understand and appreciate the diverse cultures of humanity as expressed through the arts and social sciences;

• We want them to understand history so that they can apply what we as a people have learned from our mistakes throughout the millennia;

• We want them to have sufficient understanding, through science, of the complexity of the world in which they live, so they can make thoughtful decisions about issues facing society;

• We want them to be able to create value for themselves, their families, communities, and society; and, finally,

• We want them to have a sufficient understanding of the role and principles of government so that they can participate in their own governance.

We cannot help children develop these crucial things by lumping them with a group of other children; by assigning them to teachers in such a way that forming close personal relationships is problematic; by imposing arbitrary time frames, or by allowing them to fail. Kids learn from their mistakes. Mistakes are not failures, they are opportunities to learn. Failure is when we say to them, “I’m sorry but we cannot justify spending any more time with you on this subject matter; we have more important things to do.”

We can reinvent the education process to give our nation’s children the quality education they deserve if we are willing to challenge our fundamental assumptions about the way we teach our children and then open our hearts and minds to a new way of doing what we do. My education model, which is designed to do just that, is available for your examination at http://www.melhawkinsandassociates.com/education-model-white-paper/ I encourage you to read it not in search of reasons why it will not or cannot work rather in hopes that it might.

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An Open Letter to Jason Riley at The Wall Street Journal

Thank you for your column in the Wall Street Journal, “Do Black Students Need White Peers?” There are several issues in your column to which I want to respond.

The direct answer to your question is, “No, But.”

Black students do not need to have white children in their schools and classrooms in order to learn and I will elaborate on this point, below. The “But” part, however, is that all children benefit from being in in schools and classrooms with a diverse population of children. I believe diversity benefits every human being, whatever their age or venue.

The second point to address is the “Choice” movement with its focus on charters schools and vouchers. While I have nothing against charter schools, it is a myth that they always perform at a higher level than public schools. The data shows that while there are many successful charter schools, there are many that underperform when compared to the public schools they were intended to replace.

My biggest problem with the education reform movement focused on “choice” is that it is suggested that this is the solution to improving the quality of education in America; that it will end the performance gap between black and white children; or, that it will improve our nation’s ability to compete in the world marketplace. None of these assertions are true.

Having the best product or service in the world means nothing unless you are able to deliver it to customers. Any solution must be logistically feasible and it is simply not feasible to believe that we can solve the issue of the quality of American education with a handful of charters schools scattered in communities throughout the U.S. It would take us generations to create a sufficient number of charters schools to meet the needs of millions of American children and we cannot wait that long.

Besides, we already have school buildings in every community in the nation, all staffed with qualified teachers, trained in the same colleges and universities in which most charter school teachers were educated. The problem with both private and public education in America is that the education process that is utilized to teach our children has been obsolete for most of our lifetimes.

It is not the school building that makes the difference and it is not the teachers that are the problem. The only thing that makes a difference is what we do in our classrooms–what we ask of our teacher–wherever it is located. The sad but undeniable truth is that the education process in place in American public schools has not changed, materially, for as long as anyone can remember while the world into which our children are born has changed exponentially. The education process does not work for disadvantaged children and I believe the current education process does a disservice to even students on the upper end of the performance continuum.

The failure of the education process is not because teachers are incompetent and not because they do not care. The vast majority of American public school teachers are unsung heroes striving to do a difficult job under nearly impossible circumstances. My only complaint of teachers is that they have been blamed for the problems in our schools for so long that they have grown defensive when they should be banging on the table and yelling that what they are being asked to do does not work.

The real problem in our schools is that education leaders whether principals, superintendents, college professors, or policy makers are not under the same pressure, as their counterparts in a business environment, to relentlessly challenge their assumptions and to question whether they are meeting the needs of their customers.

The longer we delay fixing this obsolete education process the more young Americans will be forced to endure failure. We cannot afford to waste a single child and neither can our nation afford the incalculable opportunity cost that these children represent. Public education is the civil rights issue of our time and is at the root of all of our nation’s social and political problems. That so many people are so poorly educated that they are unable to bear the responsibilities of citizenship is why so many other Americans have grown bitter and resentful. The bitterness and resentment in the hearts of people for whom the American Dream is not real burns every bit as deeply.

The irony is that reinventing the education process to meet the needs of every American child is a relatively easy thing to do if education leaders, advocates, and policy makers would simply open their minds and hearts to the idea that their might be a better way.

As I have written, so often, the education process is no different than a production, assembly, or service-delivery process in the business world. Neither is it different than an application software. It is simply a logical process designed by human beings to produce a desired outcome. Such processes are altered, reinvented, and re-engineered with regularity in the private sector because businesses must respond to the dissatisfaction of their customers and to the dynamic changes in the expectations of those customers. Reinventing a process to produce a better outcome is a routine necessity in the private sector. In public education, and in many other public venues, such reinventions seem to be beyond the imagination of our leaders.

There is an axiom in operations management that if a process continues to produce unacceptable outcomes no matter how hard people work or how qualified they are then the process is flawed and must be replaced. We must go back to the drawing board. Just as in any other venue, a process must be focused on its purpose to such a degree that every single activity must be judged on the basis of how well it serves that purpose and how well it supports the people on whom one relies to do the job. The same is true for teaching kids.

In her book, The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future, Linda Darling-Hammond makes the same point when she wrote:

“A business world maxim holds that ‘every organization is perfectly structured to get the results that it gets.’ A corollary is that substantially different results require organizational redesign, not just incentives for staff to try harder with traditional constraints.”

In American public education we have not reinvented the education process in generations, and no, just providing new and more sophisticated tools is not sufficient. The education process is not focused on the needs of students and it sets them up for failure and humiliation.

When young children show up for their first day of school the disparity in terms of their academic preparedness is cavernous. Yet teachers are expected to move kids along, from year to year, marching to the beat of a given state’s academic standards—common core or not—at relatively the same pace. As children begin to fall behind because they need more time to learn a given lesson, they are pushed ahead, ready or not. The teacher records a low or failing score in their gradebook and it’s off to the next lesson. In many subject areas, the child’s ability to learn a new lesson requires that he or she be able to apply what they have learned on previous lessons. As a result, the probability that a child who has fallen behind will fail, yet again, increases.

If you examine state competency scores in any state you will find that by the third grade, only about a third of disadvantaged students can pass both the English Language Arts and mathematics components of those exams. By the time those students reach middle school the percentage of those same kids who are able to pass both ELA and math exams has dropped to 25 percent or less. What we are teaching these kids is how to fail. School districts may boast of high graduation rates but an unacceptable number of those diplomas are worthless pieces of paper.

As it happens, I administer the Armed Services Vocational Aptitude Battery (ASVAB) to young men and women who wish to enlist in the military. Most of these young people who take the ASVAB for enlistment purposes are recent high school grads or high school seniors. The minimum score for enlistment eligibility in the Army, for example, is a percentile score of 31, meaning that 30 percent of the candidates are not eligible for enlistment. (Some services have higher eligibility requirements).

ASVAB scores for blacks and other minorities mirrors the performance of middle school students on state competency exams that I referenced above. If one is unable to qualify for even the least desirable jobs in the military, for how many civilian jobs will they be qualified? So much for 80 to 90 percent graduation rates. It’s not the diploma that matters it is how one can apply in the real world that which they learned in school.

The sad but compelling truth is that this has been going on for more than a half century and, as a result, our poor urban and rural communities throughout America are filled with multiple generations of men and women who have always been poor and who all failed in school, diplomas notwithstanding. Many are dependent on their government, to the great resentment of other Americans. Why, because the education process has never been designed with the same rigorous focus on the needs of its students or to support teachers in meeting those needs.

It doesn’t need to be this way but no one wants to listen. We can alter this reality for all time as easily as we can alter a production process at a manufacturing facility or re-engineer the software of a computer application.

I invite you to check out my website where you will find an education model I have developed at http://www.melhawkinsandassociates.com/education-model-white-paper/

I, also, invite you to check out my blog, “Education, Hope, and the American Dream” where I have posted over 150 articles on the subject of public education and the challenge of meeting the needs of disadvantaged students, a disproportionate percentage of whom are black and other children of color.

For nearly 5 years I have been seeking a public school corporation willing to test my education model in just one of its underperforming elementary schools to demonstrate that we can teach every child to be successful and insure that no child fails. I have had no takers.

Since it takes 13 years to get a new Kindergarten student through high school, every year we delay creates a whole new generation of young Americans with no choices of what to do with their lives to find joy, to support a family, or to participate in their own governance as a well-informed citizen of a democratic society.

How long are we willing to accept an avoidable tragedy that destroys millions of young lives and that jeopardizes the future of our society?

Inequality and Education are Interdependent: Can’t fix one without the other!

Check out the video at Inequality and Education – Part 1, the video

Public Education is the civil rights issue of our time. Affirmative action programs are assessed not on the basis of what management says they do rather on the disparate impact it creates. The performance gap between white and black proves that our current education process has been failing for generations.

The time for talk is over. It is time for action. The reader is encouraged to share this video with every one you know and ask them to join us in this crusade to transform public education in America.

It is the single most important thing many of us will be asked to do for our country.

Please help this crusade go viral.

Here is the text of the video message in the event you are unable to pull up the video”

“Hello!

I’m Mel Hawkins, with a word about how inequality and education are affected by each other.

Inequality is ugly fact of life in America and is at the root of all of our nation’s problems.

It divides us as a people and threatens the very principles of democracy.

Is this really who we want to be?

Public schools were intended to be the great equalizer, yet the performance gap between black and white kids proves the education process has failed for generations.

It entraps young people in a cycle of poverty and hopelessness and sets them up for failure.

It, also, weakens our nation from within.

It doesn’t have to be that way.

We can address inequality simply by helping public education keep its promise to America, that everyone gets a quality education.

Reformers say our schools are failing while educators insist those same schools are better than ever.

They can’t both be right, but they can both be wrong.

When given an opportunity to walk in the shoes of public school teachers, I got a glimpse of the truth.

I saw students struggle in spite of the tremendous efforts of dedicated teachers and,

I witnessed an education process that is flawed beyond repair.

When systems like this break down and stop working, we must go back to the drawing board and reinvent it to produce the outcomes we want.

By applying my nearly fifty years of experience working with kids, providing leadership, solving problems for clients, and teaching; I created an innovative new model for education, focused on success.

It’s designed to help teachers give each and every child the unique attention they need to be successful, starting at the moment they arrive at our door.

By teaching to success, not failure, students will walk away with a quality education and the healthy self-esteem they will need to overcome challenges, even discrimination.

Charter schools serving a few kids are not the answer for the masses.

We have schools, everywhere, staffed with teachers and filled with kids.

This is where the challenge exists and where it must be met!

Black kids and other minorities suffer the most.

For that reason public education has become the civil rights issue of our time.

We must rally black America around this cause just like the civil rights movement in the 50s and 60s?

It’s time to make the dream come true for everyone.

When we all join in, we will be a powerful force for change.

Our kids are the future and we need every last one of them.

We cannot afford to waste a single child.

Please open your mind and examine my education model and white paper, at melhawkinsandassociates.com.

Share this video with everyone you know and ask them to join our crusade to transform public education.

This may be the most important thing you will ever be asked to do for your country so don’t just sit there!

Millions of kids are counting on you to do something.

Why not help our crusade go viral?

Is there a better gift for America’s kids than an education focused on success?

Remember, “It’s All About the Kids!”

“Say it ain’t so, Joe!”

These words were shouted at the great Shoeless Joe Jackson when news of the 1919 Black Sox scandal hit the press. Shoeless Joe’s fans did not want to believe that their star could have been involved in throwing the 1919 World Series between Jackson’s Chicago White Sox and the Cincinnati Reds.

As we prepare for the 2017/2018 school year it is business as usual for both private and public schools throughout the U.S. Having made no substantive changes in the education process, we can expect the same disappointing outcomes that we have seen in previous years, for as long as any of us can recall. Sure, there are many schools where kids do well and this lulls us into a false sense of security that all is well with public education. However, in schools serving large populations of disadvantaged kids, a disproportionate percentage of whom are black or other minorities, are failing in great numbers. This is an American tragedy of historic proportions and as a fan of public school teachers, I do not want to believe that they will permit this American tragedy to continue. These are children who will suffer their whole lives because we are not willing to change what we do and how we teach.

“Say it ain’t so, teachers!”

Beginning now and over the next several weeks, a whole new class of five and six year-olds will be starting Kindergarten just as others have done in the past. Wherever their public schools may be, they will be greeted by professional teachers who will give their best effort on behalf of their students—our nation’s children. The fact that there is a cavernous disparity in terms of the academic preparedness of the children who will be arriving for their first day of school will not alter the teaching plans that have been developed and approved to help prepare these boys and girls for the first grade.

People underestimate how much of an adverse impact this disparity has on the academic performance of these children. Some of the more advanced students are already reading, can count and maybe do some basic arithmetic. Students on the other end of the academic preparedness continuum may not know or be able to recognize the letters of the alphabet and may not know numbers, colors, or shapes. The challenge to get such a diverse population of students ready to move on to first grade by the end of the school year is formidable. Fortunately, in most states, teachers need not yet worry about high stakes testing, which adds greatly to the pressure to move kids quickly.

Kindergarten teachers do their best to prepare their students for first grade but giving each and every student the time and attention they need in order to learn is neither a priority nor an expectation against which teacher performance will be evaluated. In classrooms where all students are relatively well-prepared, the year will go smoothly. In classrooms where few, if any, are well-prepared things will not be so easy and teachers will struggle to give each child the attention they require. There are just too many of them. When they do move on to first grade, this latter population of students will be as ill-prepared to meet first-grade expectations as they were when they began Kindergarten.

By the third grade when high stakes testing rears its ugly head, the number of students who are struggling will have grown and the results of their first competency exams will reflect that lack of preparedness. Already, there will be many students who are beginning to give up on themselves because they are not learning to succeed, they are learning to fail.

Three years later, when these kids arrive at middle school, the majority will have already stopped trying and will have lost hope. Don’t take my word for it. Pull up the websites of any state’s department of education and you will find that in poor urban and rural school districts, roughly 75 percent of black, middle school students will have been unable to pass both math and English language arts components of that state’s competency exams. In those same schools you will often see that as many as 50 percent of white kids are unable to pass both math and English language arts components.

What you will find in these schools is a cultural disdain for education that transcends both racial and economic boundaries. By the time these kids move from middle school to high school the one lesson they have learned best is that they are unable to learn and that learning is not worth the effort. Let me rephrase that statement. This is not a lesson they have learned on their own, it is the lesson they have been taught simply because the education process has allowed them to fail. We allowed it because teachers were unable to give these kids the time and attention they require and because those same teachers were unwilling to shout out at the tops of their lungs that what they are being asked to do does not work for disadvantaged kids.

Is it any wonder that education reformers are essentially abandoning public schools in our nation’s distressed communities in favor of charter schools? It is unfortunate that reformers lack the insight to recognize that they are making the same mistakes as those made by the leaders of underperforming public schools. At present, charter schools are no more successful in meeting the needs of disadvantaged kids than any other school.

Now, ask yourself how we can go from 25 to 50 percent of middle school students unable to pass state competency exams in math and English language arts to 90+ percent graduation rates from the high schools to which these middle school students will be going. If you think we were able, somehow, to turn these students around during four years of high school, then think again. It would take an extraordinary effort on the part of teachers and students, with the full support of parents, to make up in four years what these kids were unsuccessful at learning during their first nine years of school. Most teachers would be willing to make that effort but that is not what they are being asked to do; it is not the way the education process has been designed to work.

Ninety percent of these young men and women will leave high school, after four years, with a diploma in hand but, for many, it is a meaningless piece of paper. The real world in which these young adults must now make their way is unforgiving and intolerant of shoddy effort and performance. These young people will be confronted with the stark realization that they are unqualified for all but the most menial jobs and they will find this to be true whether they seek work in civilian life, or seek to enlist in the Armed Services.

And, we wonder why education reformers have lost faith in our nation’s public schools. As long as public school superintendents, principals, teachers, and advocates are unwilling to open their eyes, hearts, and minds to the reality that is happening around them, reformers will continue to work, with great zeal, to put public schools out of business. If we allow that to happen the tragedies that the poor and minorities endure, today, will pale in comparison to the consequences of a world in which a quality education is not even available to them. Ours will have become an elitist society and there will be precious little any of us can do about.

Say it ain’t so, Joe!

The Challenge to Leaders of Public Education

In all business organizations, it is the top executives who bear responsibility for assuring that the entity is focused on its mission and that the mission, itself, properly serves the needs, interests, and expectations of customers. The process must also be structured and resourced to support the people on the line. This is the essence of organizational leadership; of positive leadership.

Positive leaders are guided by three principles or axioms of organizational development:

1) It is not until one accepts responsibility for a problem that he or she begins to acquire the power to solve it;

2) If a process continues to produce unacceptable outcomes no matter how hard people work or how qualified they are, then the process is flawed and must be replaced; and

3) The point at which a process can no longer be improved is the exact point in time that it becomes obsolete.

In public education, the top leaders are superintendents and the people on the line are principals, teachers and their students. In spite of a procession of incremental improvements over the last half century, disadvantaged students still struggle to pass state competency exams. More importantly, when these students leave school they find themselves at an even greater disadvantage in society. This reality has enormous adverse consequences for American society and is at the root of our nation’s greatest social, economic, and political challenges. The opportunity cost that these young men and women represent is incalculable.

Assertions by public school educators and their supporters that public education is better than it has ever been are difficult to comprehend, given the data. Even a cursory examination of the process shows that kids who start out at a disadvantage are not given the time and attention they need to learn. The proof of this assertion can be found in teachers’ grade books, everywhere. If a teacher records a failing grade, it means the teacher has moved his or her class on to a new lesson even though some students have not yet learned. These kids are pushed ahead with the rest of their class, ready or not, and it is only a matter of time before they give up, stop trying, and begin acting out.

The education reform movement, with its focus on high-stakes testing and privatization through the creation of charter schools and vouchers is a response from dissatisfied customers of public education. These powerful men and women leading the education reform movement are justified in their concerns but their solutions could not be more wrong. They are wrong because of their lack of understanding of how kids learn. They are doing great harm to our nation’s most vulnerable children and to their teachers, schools, and communities.

The education process at work in schools, both public and private, has become obsolete and no longer meets the needs of a diverse population of 21st Century students. Over the decades, while the process has deteriorated, public school teachers, administrators, and policy makers have learned to tolerate what they consider to be an acceptable level of failure. Public school educators blame poverty and segregation for these failures and suggest that it is up to society to address these issues.

Somehow, educators have lost sight of that fact that society has already taken action to address the issues of poverty and segregation. Society has created a system of public education; has built public schools in every community in the U.S.; has allocated trillions of taxpayer’s dollars to support this purpose; and, has hired professional educators who have been trained to teach a diverse population of 21st Century American children. At no time has society carved out exceptions with respect to which children will be taught and at no time has society said there is an acceptable level of failure.

This reality exists for no other reason than we allow it. If we want to put an end to the failure we must completely reinvent the education process. Such a reinvention is a straightforward organizational development project in which we design the education process so that teachers are expected to give every child the time, attention, and support they need to learn. All it requires is a little imagination and a willingness to acknowledge what we all know to be true. What do we know?

That the current education process is set up as a race to see who can learn the most, the fastest. Our response to students who are unable pass practice assignments, quizzes, chapter tests, and state competency exams is, first, to record their Cs, Ds, and Fs in the teachers grade book and, second, to report those grades to parents and the school corporation. Those grades then become part of a child’s permanent academic record and color both our expectations of our students and our students’ expectations of themselves.

We cannot change this reality through incremental changes or through the introduction of new and innovative programs unless they are part of an integral whole. Transformational change requires that we deal with the education process as a systemic whole and that we create a structure with the same diligence and attention to detail that is utilized in developing a software application in which every piece of code is written to serve and support the application’s purpose.

We must take action to transform public education in America before it is too late. The responsibility for this transformational change rests on the shoulders of all public school educators but superintendents—the CEOs of public education—bear the ultimate responsibility. It is time for them to step up and become the powerful, positive leaders that our society needs them to be.

I challenge The School Superintendents Association (AASA) to take the lead and guide its members through the transformation process. Our children and the American people are counting on them, as are public school teachers and administrators. This is the only way to stop the drive to privatization and high stakes testing that threatens our children, their schools and communities. If our superintendents do not accept responsibility and act, to whom can we turn?

I offer a model that I have developed and that was initially presented in my book, Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America (Createspace, 2013). The model has, since, been refined to accommodate all that I have learned since my book was published over four years ago. The model and an accompanying white paper that lays the logical foundation for the model are available for review at my website at http://www.melhawkinsandassociates.com/education-model-white-paper/.

I challenge the AASA to assemble its most creative members and use my model as a starting point. I believe they will discover that it will work and that authorizing its implementation will be within the statutory power of local school boards. That being said, these leaders of public school corporations throughout the nation are invited to come up with a better solution, if they can. I also challenge teachers, both individually and collectively, to do whatever is in their power to influence their leaders to act.

Is this not the most important issue on the American agenda? Is it not worth our best efforts?

The reality is that if The School Superintendent’s Association, the American Federation of Teachers, the National Education Association, the Bad Ass; Teachers Association, and every other advocacy group in support of public schools, would set aside their differences and focus on their common interests, they would have more than enough power to make education work for all children, even disadvantaged students.

The coup de grace would be that the education reform movement with its focus on testing and privatization would become irrelevant.

Relationships Are an Indispensable Variable in the Education Equation!

Recently, I have heard many very smart people trash such ideas as “personalized learning” and “digital learning.” While I have great respect for all of you, I ask you to consider the question, “what if you are wrong?”

Just because “Education Reformers” who are attacking public education are misusing these concepts does not mean they are bad ideas! Clearly, education reformers are wrong to think that the future of public education will be realized by kids working independently on computers, going their own way, and not needing the help of teachers. Anyone who thinks that would be a good thing and would increase the quality of education our children receive does not know much about working with children.

Those of us who have worked closely with children, especially kids as young as 5 and 6, know that relationships matter more than anything. And make no mistake, relationships are every bit as important to preteens and teenagers. Think back on the kids with whom you had the most success and it will almost always be the students with whom you had the best relationships. Also, think back on those times when you were successful in your own endeavors. More often than not, in those special times in our lives, we were working closely with a favorite teacher, boss, or mentor.

When working with children of any age, not only do relationships matter, they are paramount. Relationships are an indispensable variable in the education equation.

“De-personalized learning” is what kids are getting, now, and it is tragic.

Every year, young children who arrive for their first day of school and who are starting at a disadvantage are placed in a race with other students in their classroom. It is a race in which these children are totally unprepared to compete. When they begin falling behind, we act surprised when they give up on themselves, stop trying, begin acting out, and maybe even drop out of school before graduating.

In the hands of qualified teachers whose minds and hearts are open to new ideas, “personalized learning” can be a powerful strategy. When a child is beginning from his or her own unique starting point on an “academic preparedness continuum” and is being given the time he or she needs, the child will begin to learn and will progress at his or her own best speed. As kids begin to discover that they can learn, they will gain confidence and gradually increase the pace at which they learn. Once kids discover that they can learn, successfully, learning becomes fun!

It is my belief what children need is learning of the most “personalized” kind, from capable and qualified teachers with whom they feel a close, personal connection and who have at their disposal the most sophisticated tools and resources.

Dissing “digital learning” is another example of educators reacting with Pavlovian predictability to neutral names and labels that have become pejorative words and phrases. Just because reformers over-value digital tools does not reduce their potential as tools for capable teachers. And, the fact that they undervalue teachers and the relationships between teachers and students creates a real opportunity for those of us who are against high-stakes testing, privatization, charter schools and vouchers.

It creates an opportunity to demonstrate how effective public schools will be when they employ an education process or model that:

• Optimizes the power of positive relationships between teachers and students;

• Pulls parents into the equation as partners in the education of their sons and daughters;

• Identifies an appropriate starting point for students based upon where they are on an academic preparedness continuum when they arrive at our door for their first day of school;

• Tailors an academic plan to meet the unique requirements of each student, in conjunction with academic standards;

• Expects students to learn as much as they are able at their own best speed;

• Expects teachers to give each child the time and attention they need to learn as much as they are able;

• Expects teachers to help kids learn from mistakes even when it takes multiple attempts and then celebrate each success like the special achievement it is.

• Equips teachers and students with the best tools and resources available, including cutting edge digital tools and learning technology; and,

• Expects students to achieve a sufficient level of mastery of subject matter that they can apply what they have learned in the real world and where nothing less is acceptable.

With such a model, public schools will outperform charter schools and other experimental classrooms at every level.

Champions and heroes of public education, at every level, are asked to take a step back so that your passion does not overshadow your wisdom. The job of public school educators is not to blame poverty and segregation for the failure of so many of our disadvantaged children. Rather it is to accept responsibility by acknowledging that what we are doing does not work for everyone and not giving up until we find a solution that will work.

Public school educators have been blamed for so long for the problems in public education that they will not listen to just anyone. It is for that reason that the champions of public education whom teachers have come to admire and respect are in the best position to influence public school educators at every level. Having the respect of teachers comes with certain responsibilities the most important of which is to provide positive leadership.

I have applied all that I have learned from over thirty years of organizational development and leadership experience to examine and strive to understand all that I witnessed during the 10 years in which I worked as a substitute teacher for an urban public school district. My objective, initially, was to understand why so many children are failing and I very quickly realized that I also needed to understand why some children manage to succeed in spite of all of the disadvantages they face. Once I felt I had a solid understanding, I began applying the skills I developed while working with my clients as an organizational development and leadership consultant.

I was guided by an axiom from operations management that said “if a process continues to produce unacceptable outcomes no matter how hard people work or how qualified they are, then the process is flawed and should be replaced or reinvented. In almost every instance, giving hard working people a process that works proved to be empowering and led to unprecedented success.

In every project the objective and methodology was the same. Apply the principles of systems’ thinking, organizational development, and positive leadership to clearly identify mission and purpose and then design a process that is tasked, structured, and resourced to produce the outcomes my clients were seeking. The outcome of my effort with respect to education was a process or model designed to empower teachers and meet the needs of all students, even the disadvantaged children.

I invite you to examine the model and accompanying white paper at
http://www.melhawkinsandassociates.com/education-model-white-paper/. I then ask for your help in finding at least one superintendent and school district willing to test my model in one of its lowest performing elementary schools.

It’s all about the kids!