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.

 

Let the Positive Leadership of LeBron James and Akron Public Schools Lead the Way

However the controversy plays out, of athletes kneeling during the National Anthem before NFL football games, I want to go on record as a supporter of these talented and courageous men. Besides, when did kneeling with one’s head bowed become a sign of disrespect. I would encourage participants in any performance venue to take similar action.

Contrary to what many critics suggest, these are not spoiled, selfish millionaires showing disrespect for the American Flag. Rather these are Americans who are using the platform they are blessed to have been given to speak out against injustice in America; a nation that has not yet risen to the level of greatness to which it aspires. The American flag is a beautiful symbol of our democratic principles, but its symbolism is only as relevant as the principles, themselves. What is disrespectful is the presentation of the colors by people whose actions demonstrate a disdain for those principles.

Whether it is:

• attempts to prevent minorities from exercising their constitutional right to vote in our local, state or national elections;
• separating children from parents who have sought to immigrate to this “nation of immigrants” to escape religious, political, racial, or other forms of persecution much as our own ancestors have done;
• discriminating against men, women, and children because of their religious faith or nations of origin; or
• denying the right to the same presumption of innocence to which the rest of us are entitled, by profiling and unjustifiably shooting black or other minority suspects of criminal behavior, or even acts of civil disobedience.

These and many other injustices are far more disrespectful of the principles of liberty and justice delineated by the Declaration of Independence, the United States Constitution, and the Amendments that we refer to as the Bill of Rights; than kneeling during the “Star Spangled Banner,” our National Anthem. Every American not only has the right to take a stand or a knee on behalf of those for whom the principles of liberty and justice are being denied, we have a sacred duty to do so.

A few months ago, I wrote that “the movie Black Panther, has a compelling message for all Americans, but particularly to successful men and women of color.

“It is a call to action with an unequivocal message that it is not acceptable to isolate oneself from the problems of society when one’s successes, discoveries, and genius can make a . . . difference.”

NBA star LeBron James has set a marvelous example of giving back to one’s community with the creation of his I Promise School, in partnership with Akron Public Schools. We must all accept responsibility for ending the failure of millions of disadvantaged children, a disproportionate percentage of whom are black or other children of color, in so many public schools as well as charter schools, or parochial.

I challenge successful men and women of color—and every other socially-conscious American man or woman—to come together as powerful positive leaders to transform public education in America, similar to what the LeBron James Family Foundation and Akron Public Schools are striving to do.

I would ask these positive leaders, however, not to delay intervention until children are in the third or fourth grade. Instead, start on the first day they arrive for Kindergarten to help them not only overcome their disadvantage but help them catch up and develop their unique talents and abilities so they can become the best version of themselves.

Can you think of anything that would do more to make America great, than creating a reality in which every single young man or women, upon finishing grade twelve, is literate, numerate, and in possession of a portfolio of knowledge and skill that, in conjunction with a healthy self-esteem, will give them choices about what to do with their lives in order to find joy and meaning; to be full members of our participatory democracy.

I offer an innovative education model that changes the way we prepare our nation’s children to fulfill their God-given potential. I believe this education model, which you can examine at http://www.melhawkinsandassociates.com/education-model-white-paper/ can and will transform public education, with your help. All it requires is a willingness to open your hearts and minds to a new way of educating our nation’s children and that you abandon the long tradition of incremental improvements; a tradition that has brought us to the point at which we find ourselves today.

Through our utilization of the principles of positive leadership, we have the power to end the failure of disadvantaged children and all other kids, for all time. What are we waiting for?

Grades Based on Age and Focus on Standards and Testing Obscures Purpose!

In the mid-19th century, the one-room schoolhouse with one teacher working with children at varying stages of learning, each pursuing different academic objectives, began giving way to Horace Mann’s vision of an education process. Mann was influenced by the Prussian education model that organized students by grades, based on age.  The Prussian model was designed for organizational efficiency and discipline. Mann’s model and focus remains the process of choice, today, in private, parochial and public schools.

If there is meaningful research to show that this is the best way to structure classrooms and organize students and teachers for learning, I hope someone will share it with me.

In a one-room schoolhouse, a teacher’s priority was to help every child get from where they were upon arrival for their first day of school, to where they needed to be when they left school to embark upon life as an adult citizen. Some students only needed to learn how to read and write; others needed to prepare to find a job or to take over their family’s farm or business; and, some  aspired to go to college to become teachers, doctors, and other professionals. Each student was guided by their inherent abilities, their unique interests, by their own dreams for the future and the dreams of their families, and by a caring teacher.  That teacher’s only purpose was to help each child prepare for whatever future to which he or she aspired.

It is my assertion that the existing education process, to which so many educators are loyal, has obscured that mission and purpose, for generations.

One of the characteristics of organizations, irrespective of venue, is that if leadership is not diligent in remaining focused on and reminding the organization and its people of its core mission or purpose, the process that was created to serve that purpose becomes the entity’s focal point. Over time, that mission or purpose becomes obscured by the clutter of the process. This is what happened when administrators and policy makers  committed to moving students from Kindergarten or first grade to twelfth grade, as a class.

The existing education process requires that “students at each grade level” be able to meet certain criteria before they are deemed ready, as a population, to move on to the next lesson or grade level. The shift in focus from preparing individual students for their unique future to preparing all students of a given age to advance as a group is subtle, but with each school year the degree of separation between the original purpose and the secondary agenda, expands.

When formal academic standards were established, teaching to the standards and meeting their arbitrary time frames grew in importance. No longer were we teaching individual children according to their unique level of academic preparedness or pace and style of learning, rather we were marching to the cadence of the Prussian fondness for order and organizational efficiency. The standards also opened the door for high-stakes testing, that was viewed as a method of assessing the effectiveness of schools and teachers. Not only did we begin teaching to the standards, we began teaching to the tests.

What high-stakes testing measures, however, is not the effectiveness of teachers and schools. It reveals, instead, the ineffectiveness of the education process in helping individual children learn as much as they are able at their own best speed; despite the efforts of public school teachers. Educators must cease viewing the results as an indictment against themselves and use it as evidence to show what they are asked to do does not work for all kids.

Can you imagine a teacher in a one-room school house telling a child, I’m sorry but time is up! I need you to move on to the next lesson, along with your classmates, ready or not?

I’m certain some of you are thinking, “but we don’t teach in one room schoolhouses!” And, of course, you are not. But, “are you teaching kids to prepare for their own unique futures or are you “teaching to the standards” or “teaching to the test?” You need not feel guilty after answering truthfully. Neither should you feel powerless to bring about a transformation.

The appropriate question educators and positive leaders at every level should be asking, is: “has our fundamental mission and purpose changed?”  And: “should mission and purpose be driven by structure and process or should it be the other way around?” It is this author’s assertion that mission and purpose should always drive structure and process and assuring that this is the case is the responsibility of positive leaders.

At one time, holding a student back so they could repeat a grade (be given a second chance to master the subject matter) was not uncommon. Gradually, educators gravitated away from that practice because it was perceived to be the greater of two evils.

A decade ago, writing about this issue in Educational Leadership, Jane L. David[i] wrote, describing the reality in public education:

 

“School systems cannot hold back every student who falls behind; too many would pile up in the lower grades. Moreover, it is expensive to add a year of schooling for a substantial number of students. Therefore, in practice, schools set passing criteria at a level that ensures that most students proceed through the grades at the expected rate.” (March 2008, Volume 65, Number 6).

 

By sacrificing so many children to preserve the process we demonstrate that the process was then and continues to be viewed as more important than our students.

Had “mission and purpose” been driving “structure and process,” educators and policy makers of an earlier time might have asked the question positive leaders should pose, relentlessly, “who exists to serve whom?”

What I have endeavored to create is an education model designed to remain loyal to “mission and purpose” amid the dynamic changes taking place around us. It offers a process that gives educators the freedom and support necessary to: form close, long-term relationships with students; elicit the support of parents; help children experience, celebrate and expect success; shield them from loss of hope that comes with repeated failure: and, to apply leading-edge methodologies, tools, and innovations for the benefit of their students.

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

 

[i] Jane L. David is the Director of the Bay Area Research Group

We Must Be Willing to Believe There Is a Better Way to Teach Our Children!

One of the things that distinguishes positive leaders from the rest of the crowd is their belief in the possibility of a better world. How many times, when presented with a new idea for solving a problem have you heard the response, “That’ll never work!” “You will never convince them of that.” “Management will never go for something that grand!” “You are biting off more than you can chew!” “You will never get the funding!” “What makes you think they will be willing to listen to you?” “That’s impossible!” “You are spitting in the wind!” “You’re dreaming!” We could go on and on with similar examples of the excuses people use for not taking action when getting of unacceptable outcomes.

Right now, in the USA, we are producing unacceptable outcomes that have an adverse impact on millions of young people. In our public schools, disadvantaged kids, a disproportionate number of whom are black and other minorities, are failing in great numbers. This is an untenable situation that has a negative impact on almost all aspects of American society and is placing our democracy at risk.

We have the power to alter this reality, beginning now and all it requires is for professional educator—teachers, principals, superintendents, and policy makers—to admit to themselves, if not to the world at large, that what they are doing is not meeting the needs of millions of our nation’s children. The only thing stopping us from altering this reality for all time is our unwillingness to acknowledge that their must be a better way, one that will meet the needs of every child, including disadvantaged kids.

Yes, I know many teachers in many of our nation’s best schools are happy with the job they are doing but they must not be content with the success of their own students and schools. What about the students who are struggling in other public schools in communities throughout the U.S? What about your colleagues who are giving their hearts and souls to students less fortunate than those in our nation’s best public schools?

It is time to reinvent the American education process in use in schools throughout the nation, both public and private. I have offered an idea educators can use as a starting point. I believe if you take the time to truly understand the model I have developed, you will see that, not only can it work, it would be relatively easy to implement and would require minimal action on the part of our state legislatures, if any at all.

What do you have to lose but a few hours of your time? What you may gain is something that might very well inspire you to act. At the very least, it will give you food for thought and get you thinking of other ways the failure of disadvantaged kids can be remedied.

You have the power to help create a whole new world for students, teachers and their communities. All it requires is that you convince, first, yourselves that maybe there is an idea that would work, and then, ask one or more of your closest friends and colleagues to join you in a campaign to transform public education in America.

Can you imagine how exciting it would be to participate in something that will change the world around you? Can you imagine how satisfying it would be to begin a process that will render education reformers and high-stakes testing, irrelevant.

Please examine my model at http://www.melhawkinsandassociates.com/education-model-white-paper/ and envision what it would be like to teach in such an environment. Imagine the difference it would make for your students. Envisioning better outcomes and then utilizing their imaginations to bring that vision to life is what positive leaders do whether or not they occupy formal leadership positions.

Public Schools Need Visionary, Positive Leadership!

Positive leadership in any organization or enterprise is crucial and this is especially true in venues that are being challenged by dissatisfied customers or constituents. Public school districts and public education, in general, are examples of such venues.

In public school corporations, the leader at the top of the organization is the superintendent. Like all top executives, superintendents are responsible for: conveying mission, vision, and values to their people and community; developing a leadership cadre to help create and preserve a culture of excellence in which teachers, students, and staff can be successful; driving their districts toward fulfillment of its mission; overseeing the administrative, managerial, and fiscal functions of their school  districts; and representing their districts to the community—their constituency.

 Two of the most important components of representing one’s mission to constituents are, 1) being fully attuned to the level of satisfaction of one’s customers/constituents and, 2) being able to envision innovative solutions in response to customer concerns and in anticipation of evolving wants and needs. Positive leaders must go out into the community or marketplace so they can actually listen to and be able to articulate the sentiments of their constituents.

 Assessing customer satisfaction is an area in which public school leadership is under-performing. I believe public school educators and policy makers rely too heavily on self-assessment.

 Consider the example of a chef in a restaurant. It is not sufficient for the chef to be satisfied that the food she prepares is of the highest quality. This might be adequate if she viewed herself as an artist engaged in the development of her craft for self-expression. It is insufficient, however, when the chef is working to create a product for which patrons would be willing to pay. In the latter case, quality can only be assessed by an objective measurement of customer satisfaction. Satisfaction is easy to assess in private enterprise because a business is either financially viable or not. Assessing customer satisfaction with a public school corporation presents different challenges and rarely will self-assessment be enough.

 When a superintendent announces that their district’s graduation rate has increased from 89 to 91 percent, as an example, such statements are inconsequential if those high school graduates lack meaningful choices of what to do with their lives. If high school graduates are unable to take advantage of opportunities because they cannot pass a basic academic skills tests for employment purposes, for acceptance into a college or vocational training programs, or for enlistment in the military services, their diploma is meaningless and so is a graduation rate.

 Superintendents of public school corporations must be willing to recognize and accept that the education reform movement with its focus on privatization is a symptom of wide-spread customer dissatisfaction with public schools. The diminution of the willingness to bear the cost of public schools on the part of taxpayers; the erosion of the esteem in which public school teachers are held by their communities; and, the outcries from minority communities that the needs of their children are not being met are all symptoms of pervasive customer/constituent dissatisfaction. 

 Like the “Me Too Movement” the outcry of men and women of color, with respect to the willingness of public school educators to tolerate the failure of disadvantaged kids, will no longer be silenced.

 Public education is in dire need of visionary leaders who are willing to go back to the drawing board to reinvent an education process that will meet the needs of all students, even disadvantaged kids. The goal must be that every child learns as much as they are able at their own best speed, beginning at the precise point on an academic preparedness continuum where we find them when they arrive for their first day of school. An education is not a competition to see who can learn the most, the fastest and it must not become triage where we pick and choose to whom we will offer opportunities.

 The measure of the success of our children must not be their ability to pass high stakes testing rather that they be able to utilize what they have learned in the real world. And, yes, we can teach to this standard even if we must continue standardized testing. If we succeed, it is inevitable that high-stakes testing will be rendered irrelevant.

 I urge the leaders of public education to open their hearts and minds to a new way of thinking about how we teach our children and I offer an education model as a point of embarkation. http://www.melhawkinsandassociates.com/education-model-white-paper/ You are invited to examine my education model, not is search of reasons why it will not work, rather in search of reasons why it can. If you think my model and its education process will work, then test it in one of your lowest performing elementary schools. If you think you can make it better, then do it. Just don’t think, for even a single moment, that we can fix public education by tinkering with one incremental change after another. Our nation’s children deserve better.

Quadrilateral Pegs through the Round Holes of Public Education

Participating in the dialogue between teachers, principals, superintendents, and other players in our public schools has been enlightening and inspiring on the one hand and frustrating and discouraging on the other. It is wonderful to know there are so many amazing men and women who have dedicated themselves to teach our nation’s children. It is heartbreaking, however, to see how so many seem to be unaware that they are being asked to do one of the most important and most challenging jobs in the world in an environment that has not been significantly altered in at least a half century and clearly has not been adapted to meet the needs of 21st Century children.

It has been a struggle to find an analogy that resonates with teachers, principals, and superintendents so they can see what it looks like to observe them at work, from afar. I know that many consider me an outsider because I have not been trained as a professional teacher, making it easy for them to make light of my education model. My perspective is unique, however, and merits the attention of our nation’s public school policy makers, leaders, and classroom teachers. I am speaking as an advocate for public education and for American public-school teachers and school administrators, not as an adversary. I consider public school teachers to be unsung American heroes and I’m asking you to open your minds to a new idea.

As a student, I have earned two masters’ degrees, one in psychology and the other in public management. On my own I have been a student of leadership for over forty-five years and have written a book to share what I’ve learned about the power of positive leadership. Also, I have been a student “systems thinking” since reading Peter Senge’s book The Fifth Discipline: The Art and Practice of the Learning Organization, when it was first published in 1990.

I have had an opportunity to both participate in and observe what happens in public school classrooms from the perspective of a substitute teacher over a period of ten years. I have worked with some of my communities most challenging children as a juvenile probation officer for the first nine years of my career. I have spent 30 years of my career in organizational leadership and consulting where I designed from scratch or reinvented service delivery and other processes to produce acceptable outcomes for the customers of my organizations or for my clients’ organizations. I have both taught and counseled CEOs, managers, and supervisors how to be effective positive leaders of their organizations and its people. I have been both the designer and instructor of multiple employee training programs.

What I have witnessed as an observer of the public schools of my community are dedicated, hard-working professional men and women, giving their hearts and souls to their students in a system and structure that has not been significantly altered since I started school in the fall of 1951.

If you can imagine, even for a moment, what our nation’s system of highways would look like—given the number of automobiles and trucks on the roads, today—if neither President Eisenhower, in 1956, nor any of his successors had envisioned America’s interstate highway system, you will have an idea of how our public school classrooms and the education process at work within those classrooms look to me, observing from afar.

We are asking good people to educate our nation’s incredibly diverse population of students on the education equivalent of Route 66. These kids are the future men and women who must be prepared to lead our nation through the unprecedented and unimaginable challenges the balance of the 21st Century will present. Think about the diversity of American public-school students. They represent every color of the human rainbow, speak innumerable languages, come from families both fractured and whole from every corner of the planet, and with a range of backgrounds with respect to relative affluence and academic preparedness that is as cavernous as America is wide.

Public school educators are striving to do their absolute best for students in an environment in which they are without the support of our federal and many of our state governments and are under attack from education reformers with their focus on “school choice.” These reformers and the politicians who are influenced by them are destroying our public schools and the communities those schools were built to serve. As I have written on so many occasions, a handful of charter schools serving a few hundred students at a time, even if they were innovative, will never meet the needs of the millions of American children on whom our nation’s future depends. These charter schools that are being funded with revenue siphoned from the coffers that were meant to support our public schools and rely on the same obsolete education process used in the public schools they were intended to replace.

We already have school buildings in communities throughout the U.S., staffed with the best teachers our colleges and universities can produce, and filled with kids. This is where the problem exists and where its challenges must be met. We just need to change the way we teach these kids and the way we support both teachers and students as they go about their essential work.

There have been many innovations in public education in recent decades, but they and other incremental changes will be no more effective within the context of an obsolete education process than repaving the highways of the 1950s would be in meeting today’s transportation needs. It is the education process or system that is obsolete.

Over the past few years, I have worked to build an education model that I believe will put both teachers and students in a position to be successful. It is a model that was designed from scratch to be molded around the relationship between teachers and students, enabling all to perform at their optimal level.

I am seeking a superintendent of a public-school district willing to test my education model in one of its underperforming elementary schools. You know the numbers and, therefore, that what you have been doing has not altered the bottom line with respect to student performance in any meaningful way. Why not consider a novel approach?

My education model and white paper, can be examined at my website at: http://www.melhawkinsandassociates.com/education-model-white-paper/ along with over 200 articles on public education on my blog. I am asking you to risk a couple of hours of your valuable time. Are your students worth at least that much given that the value of the upside is incalculable?

We often blame poverty, discrimination, and segregation as the reasons why these children fail. The reality is that when we ignore the unique requirements of our students and try to push their quadrilateral pegs through the round holes of public education we are the ones who discriminate. What we are doing has not worked for the last sixty-five years and it will not work for the next sixty-five years. When we let them fail we render them defenseless against discrimination.

Our goal must be to arm these young people with the skills and knowledge they need to be impervious in the face of prejudice and discrimination and to ensure that they have meaningful choices. We can only accomplish this goal if we transform public education in America.

The Recurring Theme of Obsolescence!

It is a recurring theme, I know, but the existing education process, which has been in place for most of our lifetimes, is neither tasked, structured, nor resourced to give our students what so many of you consider to be the essential variables in the education equation.

Whether it is making certain our students feel important, cared about, and confident that their teachers are one hundred percent committed to their success because relationships are an essential variable. Relationships are everything and all the knowledge, talent, and achievements in life pale in comparison to the importance of the people in our lives; people who care about us unconditionally. We must understand that it is only through our relationships with our students that we can compete with the power of the peer group.

Whether it is the belief that we must, somehow pull parents into the process as partners sharing responsibility for the education of their children.

Whether it is knowing that children are more than just test scores and that high-stakes testing forces us to teach to the test.

Whether it is knowing that teachers need to be guided and supported by visionary, positive leaders who exist to help us be the best teachers that we can be rather than search for what we do wrong. Just like our students, we need help to learn from our mistakes. This is what positive leaders do.

Whether it is wanting each child to be given the opportunity to learn from mistakes even if it takes more than one or two attempts. We know, from infancy, learning is all about making small adjustments based upon the mistakes they make and that all kids are on a unique time table. A child’s brain is programmed to learn, relentlessly; to soak up the world around them. How is it that somewhere along the line we throw obstacles in their path that cause them to stop trying, convince them that learning is anything but fun, and dampens if not destroys their motivation to learn.

Whether it is the belief that each child has inherent, if unknown, potential and that the job of our public schools and teachers is to help them discover who they are and who they can become, if given the chance; to help them create their own unique futures. Who knows, there may be a child in your classroom who could grow up to be President of the United States, if only we were able to help them through the, often, challenging learning process. Whether or not they will become a real President and not a pretender may well be up to you.

Whether it is believing that we must make the effort to understand the unique level of academic preparedness of each child when they arrive at our door for their first day of school because it is only when we understand what they know and where they lag that we can chart out a unique academic path and truly provide personalized learning.

Whether it is believing that we need to be open to and free to explore all the innovative ideas, personalized learning, digital learning, and other approaches, tools, and methodologies until we find what works for each child; recognizing that what works for one boy or girl may not work for another.

Whether it is knowing that we must teach the whole child and not just fill their heads with facts, numbers, and knowledge. Understanding that we must help them learn how to think creatively and critically; help them learn how the world really works so they can be contributing members of society and make informed choices about the critical issues of their time. Or, helping them be wise to the false promises, jingoistic dogma, or confidence schemes with which they will be showered.

Whether it is being convinced that we must help them understand history so that they can learn from mistakes of the past and make certain they understand the principles of democracy and the form and functions of a participatory democracy.

Whether it is a commitment to make sure that our students learn to understand and appreciate the diverse cultural fabric of humanity through the arts and social sciences. We want them to learn to be tolerant, understanding, and have empathy. And, we want them to learn to express themselves through literature, oral communication, art, and music.

Most of you believe that these are all essential variables in the education equation and vital to a child’s motivation to learn; that it is these things, rather than charter schools and vouchers, that will save public education in America.

If we are truly committed to the teaching profession, we want young people to leave our public schools with a portfolio of knowledge, skills, and understanding that will give them choices about what to do with their lives to find joy and meaning, provide for their families, and participate in their own governance. We want them to have the healthy self-esteem that comes from being able to control as many of the outcomes in their lives as possible.

As a former employer, I have always been surprised that so many public school teachers and other educators think corporations want our schools to produce automatons who will become replacement parts for their machinery. Some educators do not seem to understand that the frustration of the business community that feeds the “choice” education reform movement is that candidates for employment seem unwilling to work and unable to think creatively, accept responsibility for outcomes, and strive for excellence.

The only way to shut down education reformers with their platform of “choice” and their focus on high-stakes testing, charter schools and vouchers is to render them irrelevant; to make our public schools the “preference of choice.” This cannot be accomplished with the obsolete education process we have today. We must have an education model that frees teachers to give each of their students what they need and we can have this if we are willing to open our hearts and minds to a new idea.

This is exactly what my education model is designed to do. Don’t reject it without taking the time to understand it and, once you understand it, don’t hesitate to improve it so that it will truly help you meet the needs of each one of your students. Please learn about it at: http://www.melhawkinsandassociates.com/education-model-white-paper/

The Challenge to Leaders of Public Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Donald Trump: The Antithesis of Positive Leadership

As an American who has spent his entire career as a student, advocate, and practitioner of the principles of positive leadership, it is staggering to think that not only is a presidential candidate spreading a message of prejudice and hatred but also that he is garnering the support of a significant percentage of Republican voters. The man behaves like a bully and a name-caller of the same ilk as a rising political leader in Germany, eighty-five years ago. If you do not agree with someone, call them names, threaten to do harm to them, persecute an entire religious group, or deport millions of others.

Over the last couple of decades we have seen the emergence of bitter enmity on the part of Americans who are so full of hatred and prejudice that they will believe even the most outrageous accusations against President Obama, a man whom they despise. No doubt, someone recently spouted that “Obama probably paid protesters at a recent political rally for Trump” and now those accusations are sweeping across the internet, taken as gospel. Equally ridiculous are the accusations that “Obama arranged and paid for the assassination” of Supreme Court Justice Antonin Scalia.

How can people be so full of hate that they are willing to believe such unsubstantiated nonsense about the President of the United States?

The sad thing about Donald Trump is that the man is correct about some of the things that need to happen to keep our nation healthy and “return it to greatness.” Support of Trump on these few issues becomes impossible, however, when the man preys on the ignorance and prejudices of millions of Americans and when his political strategy poses the biggest threat to democracy in my lifetime.

We do need to put the restoration of the U.S. infrastructure at the top of our nation’s priority list. We do need to take control of immigration. We do need to put people back to work. We do need to replace politicians who have become little more than puppets of some of our nation’s richest and most powerful political action committees. We do need leadership that is beholden to no one other than the American people.

We desperately need positive leaders who recognize that the issues with which we struggle, today, did not just happen rather that they are the consequence of 65-years-worth of ineffectual policies, whether liberal or conservative, republican or democrat.

What we need most of all is a positive leader with a vision for the future. A leader who recognizes that poverty is a consequence of an obsolete educational process that has set generations of American children up for failure and that makes it almost impossible for even our best teachers to do what they dreamt of doing when they chose their profession. It is an educational process that can only be further damaged by reforms focused on privatization and standardized testing.

We yearn for a positive leader who understands that the strongest economy during the latter third of the 21st Century will be the one that has ended its reliance on fossil fuels and has mastered the production of renewable sources of clean energy. It will also be an economy that is committed to responsible stewardship of the environment.

We hunger for a positive leader who believes that all Americans are entitled to comprehensive healthcare and prescription drugs as a right of citizenship and who understands that we can provide such healthcare without socialized medicine if only we open are hearts and minds to a new way of thinking.

And, finally, we need a positive leader who can help us renew our faith in democracy and in each other; a leader who can show the American people that our greatest strength as a nation is, has always been, and will always be our diversity. We seek a leader who can rebuild a nation in which the American dream is an achievable reality for all of its citizens; not just a privileged few.

My novel, Light and Transient Causes, is about one way things could go horribly wrong if a man like Donald Trump was elected President. http://www.melhawkinsandassociates.com/light-and-transient-causes-a-novel/ The reader is invited to take a look.

The Essence of Organizational Leadership in Business, Government, and Education

The essence of organizational leadership is acceptance of responsibility for producing better outcomes for the organization, its customers, and its people. The most effective way to accomplish this is to recognize that the purpose of a leader is to help his or her people be successful in meeting or exceeding the expectations of customers. This is also true in education and applies to principals in private, parochial and public schools and to university presidents as well as business and governmental leaders.

The job of a leader is not to give orders, keep people in line, enforce rules or regulations, or disciple and terminate. These may sometimes be necessary but they are secondary to the leader’s purpose which is to help employees be successful whether professional, managerial, sales, white collar or blue.

The most common mistake leaders make is acting under the belief that they are the center of all wisdom; that all solutions flow through them. These men and women cherish their power as if it is a precious commodity over which they must stand guard.

Powerful positive leaders recognize that the most effective use of power is through empowerment of one’s people, and not just the people within the organization but also throughout the supply chain. These leaders view their people as assets rather than liabilities.

While it is true that the leader is often the most knowledgeable and experienced person in the organization, it is vital that they share rather than hoard their wisdom. Powerful positive leaders view each challenge as a teaching opportunity. These powerful men and women pull their people into the creative process of innovation, problem-solving, and decision-making. This results not only in better outcomes but also in the growth and development of the organization’s people.

Sharing leadership in this manner has a compounding effect in that the growth of an organization’s people increases the power of the entire organization, including that of the leader. It works like any other investment to increase the value of the asset; in this case, the organization’s people. This type of positive leadership also increases loyalty and commitment.

The leader retains ultimate responsibility for the success of the enterprise and may, periodically, find it necessary to intercede. Even this creates an invaluable learning opportunity, however, and it is imperative that the leader helps his or her people understand.

The best leaders understand that they need not always be right and that the best outcomes are always bigger than any one person. Neither is it necessary for the leader to be the smartest person in the organization. Positive leaders need to be an effective teacher. Some people are fearful that their status as leader may be threatened as others gain knowledge and wisdom but this is an irrational fear. Ironically, teachers almost always learn as much or more than their pupils.

The reader is invited to check out my book, The Difference Is You: Power Through Positive Leadership.