The Essential Purpose of School: Help All Kids Learn or Just Document and Accept their Success or Failure?

It is time for educators, at every level of the education process in America, to redefine and reaffirm their essential mission. For what purpose do they exist to serve?

 Is it to use their talent, skills, and all the resources available to them to help children progress along their unique developmental and learning path or is it to push them from one lesson to the next on an arbitrary schedule or calendar?

 Is it to teach children how to be successful and help them celebrate their successes as they learn and grow or is it to document their successes and/or failures after an unending sequence of arbitrary time periods? Is it to move students from one lesson to the next, in each subject area, ready or not, or is it to ensure that they are able to utilize what they have learned throughout their lives, in real-life situations, the least important of which are standardized tests?

 Critics of public education find it easy to point their fingers at teachers but that is a “cop-out.” It is always easy to blame someone else for our problems. Teachers can only do what their administrators tell them to do and they can only teach to the academic standards that have been established by their state government. They must teach the curricula they are given.

 It is also easy to blame teachers’ unions and associations that exist only for the purpose of representing the interests of their members and defending them from policy makers, government officials, and reformers who want to blame them for the unacceptable outcomes of the flawed education process in which they are asked to work. These critics have not taken the time walk in the shoes of the teachers they are so quick to blame.

 Perhaps if administrators and policy makers would acknowledge that it is the education process that is flawed and that teachers are their most important asset, they might find that teachers’ unions and associations would be willing partners in reinventing the education process. Imagine an education process that, truly, does function to serve teachers, students, and parents in the important work they do.

Even in our highest-performing schools, many teachers are frustrated. It is such schools, however, where the symptoms of the flawed education process are subtle. This leads many educators to proclaim “public education is better than it has ever been.”

 The best teachers, if they were to look deep inside their hearts, know that many students are not learning as much as they could, even in high performing schools. They know the process is moving students along an assembly line.  

 In struggling schools that perform poorly, as measured by state competency exams, the flaws are apparent. Teachers know their students are not getting the education necessary to enter adulthood with meaningful choices. Teachers know something is awry every time they are asked to move students on to a new lesson before they can demonstrate understanding of preceding lessons. Teachers know the education process is flawed every time a student arrives in their classroom who is so far behind that catching up seems improbable, if not impossible. Teachers know something is wrong every time they record a low or failing grade in their grade books. They know it is a sham when administrators seek innovative ways to justify the issuance of diplomas to students who have made little or no effort throughout four years of high school; young men and women who lack the academic foundation necessary to make a place for themselves in main-stream society.

 The fact that most of the schools that produce low test scores are populated by disadvantaged students is no secret. We all know this. How is it that we have become inured to the failure of these students? How can administrators and policy makers avert their eyes and pretend that the education process is working for all kids?

 The fact that a disproportionate percentage of disadvantaged students are children of color is also common knowledge. How can the leaders of public education not see that the education process is failing theses students? Have they convinced themselves that this is the best we can expect from black students and other minority children?

 Leaders of the black community and other minorities must surely be appalled by the academic performance of so many of their children? They know these kids deserve better and they know their own children are as capable of learning as any other child. Is it not obvious that something is broken? Why are the leaders of black community not marching in the streets to protest what is clearly the civil rights issue of the 21st Century?

 One can only judge a process by the quality of the outcomes it produces. This is true of assembly and manufacturing processes, of service-delivery processes, and it is true of the education process in American schools.

 Before we rush to join the bashers of our nation’s public schools let us state, unequivocally, that the same disappointing outcomes are being produced by many private, parochial, and charter schools.

The problem is not our public schools and it is not the teachers. Schools are nothing more than structures constructed of brick and mortar and our teachers are all trained in the same colleges and universities and are certified to the same standards.

 The problem is an education process that became obsolete a half century ago and no longer serves its essential purpose. The education process at work in American schools is not structured to ensure that every child gets the time and attention they need to learn. The education process is not designed to nurture our nation’s most precious assets. It is a process that honors stale traditions of a distant past and that suppresses the creativity and craftsmanship of teachers.

 The problem with the education process begins with academic standards. We must have academic standards to ensure that we are teaching our children the things they need to know to become healthy, confident, and productive citizens. Quality standards give us direction. What we must do, however, is challenge the fundamental assumptions upon which the current standards were established, beginning with the assumption that all children must develop and learn at the same pace.

 We know that some children learn to walk or talk earlier than other kids. Even within our own families, some of our sons and daughters reach the notable milestones of child development earlier than their siblings. A child’s brain is not software, programmed so that every step in the developmental process is scheduled to occur at a precise point in time. Child development research may have established broad guidelines, but they are only guidelines. Each child is unique in every conceivable manner or characteristic. When children arrive for their first day of school, they are not at the exact same point on the growth and development chart. Not only are they genetically unique but they come from households that are diverse by every conceivable measure.

 How is it, then, that the establishers of academic standards expect all students to move from grade to grade on the academic standards continuum, in unison? We do not expect children to reach puberty at the exact same age nor do we expect synchronous growth spurts. Are we striving for regimentation or are we seeking the optimal growth and development of each of our students; intellectually, physically, and emotionally?

 Let us step back and re-think the essential purpose of education and then construct an education process that is engineered to support that purpose. This is what I have labored to do with the education model I have designed. It is structured to help each child learn and grow at their optimal pace while also developing their unique interests, talents, and potential.  It is an education model engineered so that teachers can adapt to the individual and dynamic needs of their students with creativity and craftsmanship. I urge you to take an hour to read it at:

 http://www.melhawkinsandassociates.com/education-model-white-paper/

No one has ordained that we must follow the obsolete traditions of a past we have out-grown. Please open your hearts and minds to the simple belief that the creation of an education process that will help your students fulfill their inherent potential is within our power. 

What School Could Be, 2018, by Ted Dintersmith

A Five Star Review by Mel Hawkins

 

If you are an educator, parent, grandparent, or are just concerned about the quality of education being provided to our nation’s children, What School Could Be: Insights and Inspiration from Teachers Across America, (WSCB) by Ted Dintersmith is a must read. It is a look at what school in America could be, juxtaposed with the reality in an overwhelming majority of American schools.

Many educators have said that reading about these “teachers and children in ordinary circumstances doing extraordinary things”  has given them hope, inspiration, and encouragement. For teachers struggling with the day-to-day challenges of “teaching to the test,” finding encouragement and inspiration is reason enough to read Ted Dintersmith’s book.

We can only hope that teachers, administrators, and policy makers are shaken and motivated by Dintersmith’s core message that “our education system is stuck in time, training students for a world that no longer exists.” His challenge to educators is that “Absent profound change in our schools, adults will keep piling up on life’s sidelines, jeopardizing the survival of civil society.”

Over the past eight years, I have been comparing the American education process to a 1950s assembly line with an obsolete quality system, producing piles of discrepant material. These piles are the allegorical equivalent of remedial classrooms full of high school students unable to pass state competency exams. We place the future of our democratic society at risk when we send these young men and women out into the world, with or without a high school diploma, unprepared for the challenges of the Twenty-first Century workplace. For young people entering adulthood with few skills and choices, the American dream quickly becomes a nightmare.

It is my hope that American teachers, administrators, and policy makers will rally around someone of Ted Dintersmith’s stature and platform and be motivated to act; with a sense of urgency. I also hope those of us with a vision for our schools can work together to bring it to life.

In WSCB, Dintersmith suggests that our schools must help students develop: PEAK (Purpose, Essentials, Agency, and Knowledge). He suggests that these things “abound in preschools, kindergartens, and Montessori schools—places where children love school, learn deeply and joyously, and master essential skills.”

How ironic is it that learning is fun until children arrive at school where such initiatives as No Child Left Behind, Race to the Top, and other policies have “shoved PEAK out of our classrooms.”

“The purpose of U.S. education. . ,” Ted Dintersmith writes, describing the current reality, “. . . is to rank human potential not develop it.” And, that “’College ready’ impedes learning and innovation in our K-12 schools.”

The journey on which WSCB takes its readers provides examples of schools, in diverse communities throughout America, that focus on “hands-on learning” where children are challenged with “real-world problems.” You will see students who are excited by learning and teachers who are fulfilled by teaching. It reveals a vision of education where students develop their unique potential and leave school with knowledge, skills, and abilities they can utilize in the real world, rather than with abstract academic concepts they may or may not be able to regurgitate on standardized tests, let alone apply in life.

One of the people Dintersmith encountered on his excursion was a chief of staff to a state governor whose attitude reflects the scope of the challenge facing those of us seeking to transform education in America. This aide said, in response to his query, “Look. I know everything I need to know about education. You don’t need to tell me anything.”

One can only wonder how anyone could ever think they know everything there is to know about anything? Breaking through this kind of resistance is the challenge educators face and if you are a teacher in a classroom, the sense of powerlessness can be overwhelming. Possibly, Ted Dintersmith and others, can give teachers hope and inspiration around which they can rally. They need not be powerless.

Teachers unions and associations were created to give teachers a voice and some sense of power over the outcomes in their professional lives. The key is for teachers and administrators to use the power of their numbers as advocates of positive ideas rather than as a forum for complaints. There are few things as powerful as a positive new idea in the hands of a community of people with a shared vision. Ted Dintersmith’s accounts of his visits around America provides his readers with real examples of things schools and teachers can do for their students.

The questions that nag at me after reading WSCB, and that have nagged at me for years, are “why do so many of the innovative programs and initiatives we read about focus on kids in high school or even middle school?” Why do we wait for children to be bored, unmotivated, and discouraged before we act? Why not begin changing the way we teach them from the moment they arrive at our door for their first day of school? Why not make learning fun and meaningful right from the start? Imagine how we would be pushed to reinvent college, high school, and even middle school if fifth grade boys and girls were successful learners prepared to take ownership of their educations.

Do not wait to read What School Could Be: Insights and Inspiration from Teachers Across America, 2018 by Ted Dintersmith. Go ahead and treat yourselves. You deserve it.

Teach to the Kids and the Tests Will Take Care of Themselves!

In his books Stephen Covey often used the story about taking time to sharpen the saw and it is a good lesson for public school educators. As we work hard, cutting wood, the saw gradually loses its edge. If we don’t take time to stop and sharpen the saw, it won’t matter how hard we work; our productivity will begin to decline until we are accomplishing almost nothing at all. It is the same concept as an athletic coach pushing his or her athletes to focus on the fundamentals.

The era of high-stakes testing has led public school policy makers and administrators to push teachers to work hard doing the wrong things when what they really need to be doing is teaching to the kids and their unique requirements and not to the test. It seems that no matter how hard our dedicated teachers work toward our misconceived purpose, the test scores rarely improve and when they do they see only gains of the slimmest of margins.

From a child’s first day of school, at age five or six, our focus needs to be on identifying each child’s unique starting point. We need to know where they are on the academic preparedness continuum. Once we have identified what they know and where they are lacking, we can develop an academic path tailored to the unique needs of each child.

Our goal is not to train them to pass state competency exams rather it is to help them lay a solid academic foundation on which they can build the future they will be learning to envision for themselves. Once they have that academic foundation they can begin the wonderful and fun journey of discovery of who they are, what they can be, and where they can go in life.

Their destination should not be based upon anything other than their own evolving sets of knowledge, skills, interests, and dreams. We are not teaching them to be successful in the world as we know it because that world will not exist by the time our students leave school as many as 13 years later.

Think back on your own teachers. Could they have envisioned the world in which you are now asked to teach. The world has undergone such phenomenal change that if our deceased grandparents and educators were able to drop down today they would be overwhelmed by a world that is nothing like the one they knew.

Our job is to make certain our children are always moving forward from one stage of their individual development to the next, irrespective of what their classmates are doing. We must not prepare them for college because college may not be what they will someday want and need to find joy and meaning in their lives. The last thing we must do is allow them to become discouraged, to give up, and to lose hope. We want them to be excited about the adventure and we need to be excited to be their guide, coach, mentor and friend

If we give them a solid foundation they will be primed to go wherever their curiosity, interests, talents, and abilities will take them. They will be primed to thrive in a future we can barely imagine. It will be a different world where every aspect and institution in society will have had to adapt to accommodate whole new generations of motivated young men and women with both the hunger and wherewithal to make a difference and with a dream to follow.

We cannot wait until kids reach middle school and have become so far behind that they have given up and lost hope. Certainly, we must help the children we find at this tragic point in their young lives but it is not where our overall focus must be. Instead, we must focus on children in grades K-2 and makes sure they never fall behind because we have given them a foundation upon which they can construct their own future.

The last chapter of my book,  Reinventing Education, Hope and the American Dream: The Challenge for Twenty-First Century America (2013) was an attempt to envision how different the future might look if we help our children develop their full potential. Envisioning that future, I wrote:

“Post secondary educational institutions have had to virtually reinvent themselves as the demand for more advanced mathematics, science, engineering, and information technology classes has exploded. The evolution of institutions devoted to a wide range of technical and vocational educational opportunities has been similarly phenomenal.”

 

My education model has been developed to allow such a future to evolve and I encourage you to examine it with an open mind. If you are inspired by what you find, as a number of readers have been, I urge you to share it with as many of colleagues as you can. Imagine what it would be like to teach in such an environment. You will find my model and an accompanying white paper at http://www.melhawkinsandassociates.com/education-model-white-paper/ 

In a few months, I will be releasing a new book focused on the model and what it will allow us to accomplish. More important, it will focus on what we can enable our students to accomplish so they can take their place in a troubled world where their knowledge and imagination will be desperately needed.

 

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.

 

Important Questions for Public School Teachers

We begin with a declaration that American public school teachers strive to do their absolute best to help all their students learn as much as they are able. The purpose of my questions is to understand whether teachers are satisfied that they can give their students a genuine opportunity to learn, given the education process within which they are asked to teach, and the resources allocated to them.

Many public school teachers and other educators are concerned about the future of their own schools, about the future of public education as a whole, about their own futures and of the teaching profession, and about the future of our nation’s children. These concerns are justified considering the extent to which public education is under attack by education reformers with their focus on privatization of schools, high-stakes testing, attacking teacher unions and associations, and minimizing the reliance on teachers through increased utilization of digital technology.

The following questions are posed to all teachers, but especially to those who work in public schools under scrutiny because of low test scores and/or who have students who struggle to keep up. Think of the education process as the manner in which teachers, classrooms, time, and resources are organized to allow you to teach your students.

(Please note that I am not asking you to share your answers with anyone, only that you answer each question, as honestly as you can, to the satisfaction of your own hearts and minds.)

1) Given your commitment to do your best to help every one of your students experience academic success, how well does the education process support your efforts to give struggling students the extra time and attention they need to learn?

2) How often is it necessary for you to move your class on to a new lesson when one or more of your students—often a significant percentage of your class—are unable to demonstrate subject mastery on end-of-chapter exams?

3) How many times in a grading period, semester, or school year do you find it necessary to record a “below-passing score” in your gradebook?

4) By the end of a school year, what percentage of your students meet the objectives that were established for them per state academic standards for their grade level?

5) What percentage of your students earn a below-passing score on one or both Math and ELA components of your state’s competency exams (high stakes testing), or are unable to meet the criteria required to be identified as “proficient” in these subject areas; not “approaching proficient?”

If your answers to these questions raise doubts in your mind about the viability of the education process and the adequacy of the resources at your disposal, I ask you to consider another way to organize and teach our nation’s children. Please take the time to examine my education model, which is available for your review on my website at http://bit.ly/2k53li3 along with a white paper that provides the logical foundation for the model. It is an education model that has been developed through the utilization of a “systems-thinking” process, the principles of organizational development and positive leadership, and a focus on purpose that, in education, is helping every child achieve academic success.

Please note that “systems-thinking,” the principles of organizational development and positive leadership, and a focus on purpose or mission are utilized routinely in the private sector to help organizations address the concerns of dissatisfied customers and engage in continuous improvement of products and services. Often, this requires positive leadership to take an organization and its production process back to the drawing board to reinvent a process to produce better products and services or, in many cases, create new products and services. Make no mistake, education reformers and their supporters are nothing more than dissatisfied customers of public education.

If, upon review, you believe that my education model might improve the odds of success of your students, I ask you to help me spread the word, put an end to the failure of so many children, and end the frustration of public school teachers, everywhere. Implementing an education model focused on success will also render irrelevant the education reform movement with its focus privatization, high-stakes testing, and diminishing the role of teachers.

More Evidence that It’s Time for Public School Superintendents and Advocates for Disadvantaged Kids To Act!

If you are a public school superintendent or an advocate for black kids and other minority children who cares deeply about kids—yours or anyone else’s—if you could see what I see and hear what I hear, it would break your heart.

Every Thursday evening, I have the privilege of testing young men and women seeking to enlist in the Armed Services of the U.S. A significant majority of these young people (90+ percent) are recent high school graduates and high school seniors. They come from high schools throughout Northeast Indiana and they are seeking a place for themselves in society. They come to take the Armed Services Vocational Aptitude Battery (ASVAB), which is used to demonstrate enlistment eligibility.

Eligibility for enlistment is determined by the “AFQT” score, which is a component of the ASVAB Battery made up of four of the ASVAB’s ten tests: “Arithmetic Reasoning” (arithmetic word problems); “Word Knowledge,” “Paragraph comprehension,” and “Mathematics Knowledge.” A minimum score of 31 is required for enlistment eligibility, although some branches require a higher score.

Even though a score of 31 makes them eligible for enlistment, prospects are considered “desirable candidates’ and qualify for enlistment incentives only if they achieve a score of 50 or better.

One can reasonably conclude that a young man or woman who is unable to qualify for even the most basic jobs in the military services will, similarly, be unable to qualify for even the most basic jobs in civilian society. The candidates who are eligible to enlist but fall short of the threshold that would designate them as desirable candidates, will be assigned the least desirable jobs.

Over the past year or more, I have tested approximately 700 public school students. Although I am not authorized to provide specific data, roughly 30 percent of the young high school graduates and high school seniors who took the exam were unable to achieve the minimum score of 31. Given that these are percentile scores based on the data from the millions of ASVAB exams administered during the last decade or longer, the outcomes I witness are not unexpected. Approximately 55 percent of the 700 high school graduates and high school seniors were unable to achieve an AFQT score of 50 or higher.

On a given Thursday evening, I might test anywhere from 5 to 20 young people. There is always a sense of nervous anticipation as candidates arrive for testing and I can hear excitement in their voices. From their recruiters, they have heard what the various branches have to offer, and the benefits are substantial.

Some of the questions and comments I get while checking them in for the exam are:

  • “Will I know my score, tonight?” and the answer is “Yes”
  • “Will I know what kind of jobs I will be qualified for?” I explain that their recruiter will help them understand their scores.
  • “I hope I do well because I would like to do “___________.”
  •  “Is this test hard? I really need to pass!”

 

Others will talk about how hard they have been studying in preparation for the test, not realizing how little that will help.

Teachers and other educators know how ineffective it is to cram the night before a test if students have not taken their classroom assignments seriously. We know it is impossible to make up, with a few hours of cramming, what takes most of us 12 or 13 years to learn and master.

As I monitor the candidates during the test, it is sad to see the discouragement set in as they begin to realize how poorly prepared they are for the material on which they are being tested. Their body language quickly reflects their discouragement: their shoulders begin to sag, they begin to fidget in their seats, or start looking around to see what other examinees are doing. When they begin racing through the questions, it is clear they have given up and are no longer trying; a strategy they have learned all too well.

I once had a young man raise his hand and then ask me one of the most profound questions I’ve ever been asked:

“How are we supposed to know this stuff?”

 I am not permitted to answer questions about the exam, but I would have loved to have been able to answer that question. Were they never told that learning “this stuff” was the purpose of going to school?

This high school graduate became one of the 3 to 5 percent of the examinees who achieved a single digit score, meaning they are functionally illiterate.

Over two-hundred times in the last year, as they left the testing room with score in hand, young men and women were confronted with the stone-cold reality that there are no good opportunities for them, whether in the military or in civilian life. Their faces tell the story. They are permitted to take a retest in 30 days, and again after another 30, and yet again 6 months after the 2nd retest.  It is exceedingly rare, however, for them to improve their score well enough to reach the “eligibility threshold,” let alone the “desirability threshold.”

I have been administering the ASVAB for fourteen years and have seen this story play out over 3000 times, whether testing in Fort Wayne, which is my primary testing site, or occasionally in South Bend, Gary, Muncie, Lafayette, or Kokomo, Indiana.  It is a story that is repeated in communities all over the U.S. as millions of young American men and women are leaving school without the knowledge and skills they will need to have meaningful choices in life. These young men and women come from all racial, ethnic, and demographic groups but a disproportionate percentage are young blacks; testimony to the fact that the performance gap or achievement gap between black students and their white classmates, is real.

It is unfortunate that public school superintendents and principals are not present to see their former students facing such stark realities; that they are not witnessing this tragedy up close and personal.

The roughly 55 percent of the candidates who score below 50 and are, thus, unable to qualify for enlistment incentives, are only marginally less at risk than those unable to score 31.

I ask the reader to understand that this population of young Americans represents only those who have sufficient ambition to, at least, seek out a better life for themselves. Many of the young men and women who leave school with minimal academic achievements do not even try to seek out opportunities because they have given up all hope. That many of this latter group of young Americans, black men especially, will end up in local, state, and federal correction facilities or meet an early, violent death is a national tragedy of immense proportions with staggering ramifications for the future of the American democracy.

All hope is not lost, however.

This is a tragedy that can so easily be avoided if the leaders of public education (our superintendents and policy makers) would first, acknowledge that what we are doing in our public schools does not work for disadvantaged children; and second, would accept responsibility for finding a solution.

It can be avoided if advocates for black children, Hispanic children, and other disadvantaged children would come together and demand action to address this civil rights issue of our times with the same relentless determination as the civil rights heroes of the 1950s and 60s. I can assure these advocates that the people who promote “school choice” are not their friends and do not have the best interests of disadvantaged kids in mind.

This is an American tragedy of staggering proportions and it happens only because the education process at work in our public schools is not structured to give disadvantaged children the time, care, and attention they need to overcome their disadvantages.

Many Americans are quick to blame teachers, but this is grossly unfair. Public school teachers are victims of the same flaws in our systems of public education, as are their students. Teachers are too busy trying to make a flawed education process work for as many of their students as possible.

Public school superintendents, and to a lesser extent, their principals are the professionals who have the best opportunity to bring about meaningful change. If superintendents have underperforming schools in their districts, they have a moral obligation to join forces with their colleagues and shout, loudly, that it is time to transform public education in America. I offer my education model as a starting point. Please check it out at http://www.melhawkinsandassociates.com/education-model-white-paper/

How the Littlest Thing Can Constrain One’s Ability to Do One’s Job!

For five years I have been pleading with educators to examine an education model I have developed to empower teachers to teach and students to learn. http://www.melhawkinsandassociates.com/education-model-white-paper/

It is model in which everything has been tailored to remove obstacles that impede the work of teachers and inhibits the work of students. These are two of the most important jobs in American society! Having had the opportunity to work in classrooms as a substitute teacher and view the education process through the eyes of an organizational and leadership development consultant gives me a unique perspective.

The following is a true story about a small manufacturing operation I worked with over a six-month period. The company employed 120 people. The owner/CEO was frustrated beyond description that the products being produced were not meeting customer expectations and that production costs made it impossible to price it competitively. His fear was that he was about to lose customers to his competition.

What I discovered, very quickly was a manufacturing process that seemed purposely designed to make his employees’ jobs more difficult.

This was one of the littlest and most obvious things to the point of being ridiculous, looking at it from my objective perch. It was, also, one of many examples of archaic structure and design that had an enormous adverse impact on the people, the quality of the work, the cost of production and, ultimately, customer satisfaction. Archaic structure and design is just another way of saying archaic and self-defeating leadership.

While at lunch with the management team of another client, I received a call from a shop-floor supervisor with whom I had spent much time. He told me that one of the lines had been shut down for an hour and was causing a chain reaction of shutdowns of the other three lines that were dependent on the first. The problem, it turned out, was that the first line had run out of masking tape needed to prepare the work-in-process for the next phase of the production process. The masking tape cost the company one dollar per role.

I said, “help me understand how you could be completely out of masking tape?”

The supervisor answered, “Oh, we have plenty of tape in inventory but its locked in the supply cabinet.”

It turned out that the plant manager did not trust his people to have access to the supply cabinet, so he kept the only keys. That morning, the plant manager had instructed his shop floor supervisors that he would be in a meeting for four hours and was not to be disturbed for any reason. Clearly, the shop supervisors had learned not to disregard this plant manager’s directives.

The ultimate irony of the situation was not that all four production lines had shut down for four hours because the shop floor supervisors were not trusted with the key to the supply cabinet to access a one dollar roll of masking tape. Rather, it was that the plant manager’s meeting was a series of interviews with prospective new shop floor supervisors. His intent was to replace the current supervisors who could never seem to address production issues.

The moral of this little story is that a process—whether production, service delivery, or teaching children—must be designed to support the mission in every conceivable way. Literally, the process must be constructed around the needs of the person doing the job, just as the cockpit of a fighter jet is engineered to enable every single action the pilot might be called upon to perform. If the process consistently produces disappointing outcomes no matter how hard people work or how qualified they are, the process is flawed and must be reinvented.

Now think about what happens to 5 and 6-year-old students, many of whom are away from their mothers for the first time, when they arrive for their first day of school.

The first thing they need is to bond as quickly as possible with a teacher who will be a surrogate mother. He or she will nurture the children during this first, most important transition in the lives of many of them, make them feel safe, secure, and special. How easy is it to accomplish this objective when it is one teacher for every 20, 25, 30, and sometimes even 35 students?

While handling that critical responsibility, the teacher must figure out how to prepare this diverse population of children with disparate levels of academic preparedness, motivation to learn, and parental support, to the point where they are ready to move on to first grade, as per criteria established state academic standards.

Oh, and I forgot, we would like for our teachers to reach out to the parents of these children in hopes that they will become partners, sharing in the responsibility for the education of their sons and daughters.

Clearly, academic preparedness, relationships between teachers and students, motivation to learn, and parental support are at the top of the list of essential variables in the education equation. Our teachers must accomplish all these challenging objectives knowing that the probability of their students’ success in first grade, and every grade thereafter will, in large part, be dependent on how well teachers do their jobs in that critical first year.

And, let’s not forget, at the end of their first nine months students will be separated from the only teacher they have ever known and with whom they may or may not have been successful in bonding. One of our colleagues, I believe @GetUpStandUp2 (Susan DuFresne), correct me if I’m wrong, likened this event to the trauma of divorce.

This is just one example of the many things teachers are asked to do for their students that the education process neither supports nor enables and for which it is not resourced.

A Minefield of Distractions or a New Education Model

In a recent exchange on Twitter, I made a comment that “Relationships put teachers in position to teach but too often the process gets in the way. [The] Process can be designed to clear the way, so teachers are always able to seize those moments. The existing education process is a minefield of distractions.”

A good athlete or team will put themselves in a position where they can win a game. That doesn’t mean they win every time, but they give themselves a chance to win. There are no certainties in athletic competitions just as there are no certainties in classroom teaching. In many ways, teaching is like the practice of medicine. Public school teachers and physicians are craftspeople working to apply an uncertain science to help people. Good teachers, like good physicians, are always working to develop their craft and they never run out of things to learn and new things to try.

What I want to spend a few paragraphs discussing is the last part of the sentence, “relationships put teachers in a position to teach but, too often, the process gets in the way.”

For going on six years I have been striving to make the point to public school teachers that the education process within which they work gets in their way. The existing process truly is a minefield of distractions. I have yet to find the correct words to explain myself in a way that resonates with teachers, however.

Public school teachers have been teaching within the same structure and education process for their whole careers. It’s the same education process within which their own teachers had to work and the same one within which their teachers’ teachers had to work. The current education process and structure have become an “unalterable given” in the minds of public school educators and it does not put them in a position to win/teach very often. When it does put them in position, teachers must often make an extraordinary effort to accomplish their objective with a student or class. It is an extraordinary effort of the type that only the most dedicated teachers are inclined to make.

Think about how an operating room is constructed to serve every need of the surgeon. It has been engineered to assure the surgeon has whatever he or she needs, within easy reach. It is designed around the way a surgeon works and thinks and the way they have been trained to react to unexpected events and crises.

One can even see this process of “designing to specifications” on state-of-the-art assembly lines in a manufacturing venue; even to the detail that when the worker needs a cap screw or nut, all they do is turn and reach, knowing it will be there. It is applied ergonomics where the environment and all physical resources are designed and organized to optimize the capability of the physician or production worker.

Why would we not want to create the same work environment for teachers? Is there any job in society more important than teaching? Is there anything in society more important than our children? How would our children grow up to be doctors, scientists, engineers, teachers or other professionals if were not for our teachers?

Teachers work with a population of students that is diverse to the extreme; each student has a unique set of needs and abilities to which the teacher must respond; and each subject area offers multiple strategies to convey content and concepts to their students. Teachers must, however, practice their extraordinarily complex craft within the context of a brittle structure, regimented to the nth degree, following an inflexible set of academic standards, while working within the confines of an arbitrary schedule.

We all understand how important it is for teachers to form close, nurturing relationships with their students, but the education process is not designed in a way that supports teachers and students through that relationship-building activity. There are too many kids for too few teachers with too little time, and no backup systems to help teachers spend extra time with the children with whom it is the most difficult to connect. Then, whatever progress is made in forming those relationships is scrapped at the end of a school year when kids move on to the next grade where they will start, anew, with another teacher with whom they may or may not be able to bond.

We all understand how important it is to pull parents into the process as partners, sharing responsibility for the education of their sons and daughters, but there is no well-developed strategy integrated within the daily activities of teaching for accomplishing this objective.

We all know kids arrive for their first day of school with cavernous disparity with respect to academic preparedness and motivation to learn, but we make no formal effort to assess their state of readiness, so we can formulate a strategy that optimizes our ability to attend to their unique requirements.

We all believe that every child needs time to learn and that the best way for most children to learn is to get concentrated help to understand their mistakes and then have an opportunity to try again and apply the lessons learned. We do our best, of course, but the age-old process very quickly prompts us to move the class on to a new lesson, knowing that there are any number of students who are not ready. We don’t like it, but this is the way the process is designed to work and we all feel the burden of competency examinations looming in the future. We are asked to conform to the arbitrary structure, process, and schedule rather than expecting these things to conform to the needs of our students and teachers. How does this improve academic preparedness and motivation to learn?

It is just common sense that when we stop a lesson before a child understands, because time is up, that they will be that much less prepared to succeed on the next lesson, which may well require that they apply what they have already learned. Kids cannot effectively apply knowledge they’ve been unable to gain because an arbitrary schedule was the priority.

Almost everyone understands that it is through our successes, and the celebration of them, that we gain confidence in ourselves, thus improving the odds for a student’s successful mastery of future lessons.

When we record a failing grade, the research has long concluded that this has a labeling effect that colors their teachers’ perception of a child’s ability to learn, diminishes the student’s self-esteem, and makes it easy for them to believe what they hear when their classmates refer to them as one of the dumb kids.

How many more examples do we need to offer before educators begin to see that the existing education process has grown obsolete and truly is a minefield of distractions from their purpose. It is not created to make their job easy or to make learning easy and fun for students, or to help them develop a powerful motivation to learn. The process is not teacher/student focused.

Why don’t educators and education policy makers go back to the drawing board and start from scratch to create an education process that utilizes applied ergonomics to help teachers bond with their students; pull parents in as partners; makes sure every child is able to start from the exact point on the academic preparedness continuum where they were when they arrived at our door; that is structured in a way that helps us tailor an academic path to meet the unique requirements of each child; that gives each student however much time they need to learn a given lesson because a teacher’s job is not done unless the child can utilize what they have learned.

From about the middle of 2006 until late in 2013, creating such a teaching/learning environment has been my focus. I started by striving to make sense of what I had witnessed as a substitute teacher from 2002 through 2012. I had retired from my positive leadership and organizational development consulting business to pursue my lifelong dream of writing books and chose to sub to earn some extra income. As I began to observe the challenges faced by both teachers and students, it seemed natural to begin applying my experience in positive leadership and organizational development consulting to address a process that was clearly dysfunctional.

One of my specialties was evaluating the production and service-delivery processes of clients who were frustrated that their outcomes were unacceptable. My job was to analyze the process and then modify it to produce better outcomes or, far more often, reinvent the process to produce the desired outcomes. It was simply a process of making sure the internal logic and activity of the process were perfectly aligned to serve its purpose. It involved organizing the activity of the people doing the work to make sure they remained focused on that purpose and ensure that the process was engineered in a way that every action and resource existed to support the work people were asked to do; to help them do their jobs to the highest standards of quality.

The result of my work on the education process was reported, first, in my book Reinventing Education, Hope, and the American Dream: the Challenge For Twenty-First Century America, which includes the initial version of a new education model. After the book’s publication, in 2013, I continued to work to refine the process and published those results on my blog, first in a white paper that was written to lay the foundation for the education model and then present the model, itself. During this time, I also published over 150 articles on the challenges facing teachers and students in the public-school districts of America. They were written to challenge teachers to break out of their conventional boundaries and undergo a paradigm shift.

My intention was to create a system much like what I outlined above; an education process molded around the relationship between teachers and their students, putting teachers in a position to teach and children in a position to learn. And, then defining purpose and objectives, creating a structure to support the efforts of people, and the other components of an effective service delivery process. I continue to revise the model as I learn things from you, the professional educators with whom I interact on Twitter, Facebook, LinkedIn, Email, and through my blog.

I invite you to look at http://www.melhawkinsandassociates.com/education-model-white-paper/. What do you have to lose? Imagine what it would be to work in an environment that was conceived and constructed to support you in your work in every conceivable way.

An Open Letter to the Educators of and Advocates for, Children of Color

If you do not stop the failure of disadvantaged students, a disproportionate percentage of whom are children of color, who will?

In the movie Deja Vu, Denzel Washington’s character asks a young woman:

“What if you had to tell someone the most important thing in the world, but you knew they’d never believe you?”


Ladies and gentlemen, this is one of those occasions.

Many public school educators and policy makers have convinced themselves that they are powerless to do anything about the failure of these children until society addresses poverty and segregation.

If you are reading these words, please believe me when I tell you that you are not powerless! These children are capable of learning if we place them in an environment that takes into consideration any academic preparedness disadvantages they bring with them on their first day of school.

If we make the effort to discover what they know and help them begin building on that foundation, one success at a time, it is only a matter of our patient time and attention until a motivation to learn takes root. From that point on, with the help of caring teachers and parents working together, there will be no stopping them.

Imagine a future in which every child who graduates from high school has the knowledge, skills, confidence, and determination to create a positive future for themselves and their families.

It takes thirteen years to help a child progress from Kindergarten to the moment they walk off a stage with a diploma that is more than just a meaningless piece of paper, so we must start now! We cannot afford to squander another day, let alone waste another child.

That millions of disadvantaged students, many of whom are black and other minorities, are failing in school is an indisputable fact of life in America. Because this has been going on for generations, urban and rural communities throughout the U.S. are full of multiple generations of men and women who have always failed in school and have always been poor. Consider the possibility that this is not an inevitable outcome of poverty and segregation.

I suggest an alternate reality in which poverty and segregation exist because so many children have been failing for so long. It is a chicken versus the egg conundrum, I know. The reality is that the failure of so many children and the poverty and segregation within which they live, are like a Gordian knot; intertwined, interdependent, and seemingly impenetrable.

Disadvantaged students fail not because they are incapable of learning and not because our teachers are incompetent rather because these kids arrive for their first day of school with an academic preparedness deficiency. They start from behind and are expected to keep up with more “advantaged” class mates and with academic standards and expectations that make no allowance or accommodation for their disadvantages. As these children are pushed ahead before they are ready, they begin to fall behind.

What do any of us do when we discover that we are unable to compete and begin to lose/fail repeatedly? When we fail, again and again, we get discouraged and if the pattern continues, we give up and stop trying. If we are a child in a classroom, we begin to act out.

Our teachers, who have worked hard to help us, begin to perceive us as slow learners and begin to accept our failure as inevitable. Our classmates begin to perceive us as dumb and this affects the way they interact with and think about us. This reality makes it easy for them to target us, first for teasing, then insults, and then bullying.

Worst of all, we begin to view ourselves as unequal and it damages our self-esteem. When this happens anytime, especially at an early age, the impact on our self-esteem and our view of our place in the world can be altered for the rest or our lives. We begin to think of ourselves as separate and apart.

This is tragic because it is so unnecessary. We can begin altering this reality, immediately, if educators would simply open their eyes to the reality, on the one hand, that this is not our fault, and on the other, that we have the power to change the reality and end the failure.

All these kids need is the time and the patient attention of one or more teachers who care about them. For 5 and 6-year old children warm, nurturing relationships that allow the children to feel loved and safe are as essential to their well-being as the air they breathe. Such relationships are an essential variable in the education equation. This is true for all kids, even those with loving parents. For children who do not feel loved and safe at home, such relationships may be the only deterrent to the schoolhouse to jailhouse track.

This latter group of children pose a significant challenge because many of them have learned not to trust.

For this reason, schools must make forming such relationships their overriding priority. That means not only making the formation of such relationships a primary expectation for teachers but also crafting an environment that fosters and sustains such relationships. Because of the background of these youngsters, great care must be taken to ensure that these relationships, once formed, endure. One of the best ways to ensure that they endure is to give the child more than one teacher with whom they can bond and by keeping them together for an extended period of time.

The next step in the creation of a no-failure zone is to do a comprehensive assessment of each new student’s level of academic preparedness and then tailor an academic plan to give them the unique support they require to be successful. Student’s must be given however much time they need to begin learning and then building on what they know, one success at a time. Each success must be celebrated. Celebrating an individual’s successes and even their nice tries, is a powerful form of affirmation that helps them develop a strong and resilient self-esteem. There is nothing that ignites a motivation to learn in the hearts and minds of children more than learning that they can create their own success.

Interestingly, teachers who have never experienced success in reaching these most challenging students will be on a parallel path in their own career development. They are also learning that they can be successful with even their most challenging students.

Children discover that success is not an event, it is a process that often includes a few stumbles along the way. If we teach them that each stumble is nothing more than a mistake and that we all make mistakes, kids begin to view their stumbles as learning opportunities and as an inherent part of the process of success.

Because of the way the current, obsolete education process has evolved, many teachers have become disconnected from their purpose. They have come to view themselves as scorekeepers and passers of judgment.

What we want all teachers and administrators to understand it that we have only one purpose and that is to help children learn. Starting from their first day of school, and over the next thirteen years or so, our purpose is to help them gain the knowledge, skill, wisdom, and understanding they will need to make a life for themselves and their families. Our job is to ensure that they have a wide menu of choices determined by their unique talents and interests. We want them to be able to participate in their own governance and in the American dream.

For children of color, we must help them develop the powerful self-esteem that will make them impervious to the ravages of discrimination and bigotry. However much we might want to legislate an end to the racism in the hearts of man, it is not within our power to do. The best we can do is to make sure not a single child is left defenseless. Every successful man or woman of color has faced the pain and heartache of discrimination in their lives but because they were not defenseless, they have been able to create incredible achievements for themselves, their families, and for society.

One young child even grew up to be President of the United States. Who knows, there might be a boy or girl in your class who has, within him or her, the makings of a future President. Our challenge as educators is to make sure each boy and girl gets the opportunity to develop their unique potential.

Imagine a future in which every young man or woman of color, or who was once disadvantaged, leaves high school with the skills, knowledge, wisdom, talent, and motivation to become a full-fledged player in the American enterprise; to partake fully in the American dream. This is the dream that Dr. Martin Luther King, Jr. envisioned and for which the heroes of the civil rights movement sacrificed so much.

Please take time to read my White Paper and Education Model at http://www.melhawkinsandassociates.com/education-model-white-paper/ Please read it, not in search of reasons why it will not work, rather in hope that it might. Utilize it as a spark to ignite your own imagination.

Brainstorming Session!

How many times throughout your lifetime have you heard other people say “Well, that’s the way we’ve always done it!”

The way you are asked to teach your students, today in 2018, is because someone, many decades ago, sat down and designed an education system in a way they thought would make it easy to teach kids. In present times, we continue that tradition of one teacher per classroom of 35 or fewer children.

Now, imagine that you and the other teachers at your school decided to create an opportunity to spend a day brainstorming, without the participation of administrators telling you what you can and cannot do. Imagine that the challenge you were given was to create an education model from scratch that would enable you to do all the things you have always wanted but were unable to do with and for your students. Would it look anything like the education process in which you work today?

Go ahead and try it! Plan a brainstorming session some weekend and see what happens. What do you have to lose?

Like seeds, ideas germinate the easiest when planted in fertile soil so, to kick it off and get everyone in an “exponential-thinking mindset” so you can all think outside the box. Someone told me recently that “think outside the box” has become cliché. The phrase might be cliché but the process of getting outside of one’s frame of reference is an essential tool of creative thinking.

Suggest to your colleagues that they review my education model before arriving for your brainstorming session at http://www.melhawkinsandassociates.com/education-model-white-paper/ just to get a glimpse of what might exist beyond the boundaries of conventional wisdom. Then, set both my model and “the way you have always done it” aside and have at it. Start with a clean whiteboard and no constraints. There is no such thing as an idea too crazy to consider.

Start by going around the room and asking every participant, one after another, to identify anything and everything they can think of that children need in order to learn. Do not stop until there are no more ideas. Then, work together to try to consolidate and prioritize that list, but do not erase anything. Remember, you want to teach the whole child and even the smallest things might make an enormous difference. Once you have completed this step then start back around and begin to suggest ways you could organize yourselves to ensure that every child has every one of his or her needs, met.

Remind yourself that the existing education process was designed a century ago and things have changed since then; in fact, everything has changed since then, many times over. Educators have experimented with modifications and there have been many innovative approaches, tools, and methodologies over the decades, but the original model is still at work in public schools, as well as private and parochial school, all over the U.S.

The reason these ideas have not proven successful is not because they were bad ideas and not because teachers are incapable. The innovative approaches, tools, and methodologies have been disappointing because we tried to force them into an outmoded and brittle process. As I have written, before, it is like the parable of storing new wine in old wineskins that leak and turn sour the wine we had worked so hard to produce.

Today, you are teaching in an archaic structure and process only because that’s the way we’ve always done it. This would be okay if the way we teach worked for everyone. But, of course, we know it does not.

Some of you might be thinking, “it works in my school” but if there is a single failing grade in even one teacher’s gradebook, then a child has failed. There are many schools where it we be difficult to count all the failing grades that have been recorded in the gradebooks of all the teachers in a given school over the course of a semester.

We have been conditioned to think this is the best we can do and that the responsibility for the failure of children who live in poverty, a disproportionate percentage of whom are also children of color, must be borne by society, not our public schools.

As education reformers and other critics of public education have become more aggressive and are now offering alternatives to traditional public schools, it is only natural that public school teachers have grown defensive. That it is why it is vital that public school teachers, administrators, and policymakers step back and challenge their fundamental assumptions about what they do and why. It is my belief that teachers are in the best position to take responsibility for this process because they are close to the problems. Teachers live with the challenges of teaching every day and they witness the struggles and failure of children.

Consider one last chilling thought. We have noted that educators suggest that it is up to society to address the problems of poverty before teachers can be expected to teach millions of our nation’s disadvantaged students. Guess what? Society has done something to address the issues of poverty that make it so difficult to meet the needs of all our nation’s children; needs that are often extraordinary.

Over the past fifty years, American society has spent trillions of dollars building school buildings in communities all over the U.S. and have staffed them with the most qualified teachers our colleges and universities can produce. Society has been waiting on you, the best teachers we can produce, to find a solution because the American people don’t have a clue. You, America’s teachers—unsung heroes all—are the only Americans who truly understand the needs of the children with whom you work every single day.

America needs each of you to put your heads together and come up with a new way of teaching that will allow every child to learn and be successful in the classroom and that will refuse to let a single child fail. You know better than anyone that your students do not start off from the same point with respect to academic preparedness and with reference to your state’s academic standards; you know that they do not all have supportive parents; you know they do not all learn at the same pace; and you even know that there is no expectation that they will all arrive at the same destination. You also know that they are children and that they need us to like them, to be patient with them, to support them in every conceivable way.

You also know that our nation’s disadvantaged students, are the most vulnerable. They need us to tailor an academic process to their unique requirements and they are also the students who need us the most no matter how challenging it might be to teach them. Remember, the child who is hardest to love is the one who needs it the most.

What you may not have considered is that American society needs these kids every bit as much as they need us. We can no longer afford the enormous cost of caring for a growing population of Americans who lack the academic skills to support themselves and their families. We can no longer afford the incalculable opportunity cost that these generations of children represent if we are to rise to the unprecedented challenges the balance of this Twenty-first Century will present.

Finally, we all need to understand that we cannot legislate an end to the prejudices in the hearts of the American people. Neither can we legislate an end to the resentment, bitterness, and anger in the hearts of Americans who are frustrated that they are asked to pay taxes to support people whom they perceive to be unwilling to support themselves. What we can do, gradually, is to reduce the population of Americans who have become entrapped in a maelstrom of poverty, failure, hopelessness, and powerless; thus, leaving others to find something else to be angry and embittered about.

This is not something that can be done in a day. After all, it takes eighteen years to raise a child and it takes thirteen years in school to help them acquire the skills, knowledge, and understanding they will need to have choices about what to do with their lives to find joy and meaning when they leave high school. They must, also, be able to accept the responsibilities of citizenship in a participatory democracy.

Teachers, I urge you not to wait for someone else to fix the problems in our nation’s public schools. And do not forget that education reformers are working hard and spending huge sums of money to take that responsibility away from you. Scariest of all, these reformers haven’t taken the time to understand the real challenges in our public schools and are oblivious to the harm they do. You, our teachers, are the only ones who can stop the reformers and the only way to stop them is to render them irrelevant.