The Choice Is Ours

The challenge with ensuring mastery of literacy and numeracy is not with the skills, knowledge, and experience to do so.

My passion, conviction, and certainty of this possibility is fueled by a reality that there are few challenges, obstacles, or circumstances that are insurmountable especially within the context of American ingenuity, imagination, creativity, and perseverance.  Simply put, we "can" and "do" based on our will.  That being said, the second step necessary to eradicate illiteracy and ensure universal mastery of numeracy is “permission”.

Permission underpins the inside out mindset - the first step. Each of us must accept and embrace different in what we think and how we think about universal mastery.  Thinking different requires suspending practices that to date have not fulfilled their promises.  Though there are pockets of success and isolated examples of improvement, efficacy has yet to be achieved.  

My intent is not to malign products, practices, or services that are based on best hopes and good intentions.  The challenge however is most, if not all, of these are based on several assumptions about learners that now more than ever are inaccurate including what constitutes a "normal" learner, trajectory of "normal" learning, and the instructional methodologies and strategies to meet those ends.

Our present reality is that we have moved the needle for many learners based on the aforementioned but for the most part many learners remain a hostage to these assumptions resulting in a treatment, reaction to, or response to failed learning rather than a prevention model.  

Policy makers and those tasked with system governance must accept the responsibility, accountability and authority to empower school and school system leadership with permission to shift the design, structure, programming, and practices to a prevention to intervention mindset and model for universal literacy and numeracy mastery.  

A prevention model requires unprecedented courage and commitment.  

A prevention model is strategic, intentional, purposeful, and comprehensive.  

In my second superintendency we did just that.  We designed a model that began in pre-Kindergarten through 12th grade.  Using key transition points or milestones, we described the proficiency skills, knowledge and experience with respect to literacy and numeracy for various learners in our system.  Most important were the learners who educational attainment was heavily reliant - you may say hugely dependent upon us.  

Once described, we set in motion a “gap analysis" of the essential learnings, instructional strategies, programs, and “leading” indicators (aka assessments) that inform our classroom practitioners of, for, and by instructional decisions as well as keenly informed learners of their progress towards mastery.

Our educators began to visualize what their lives looked like with each learner entering their grade level or course with the requisite foundations, learnings, and proficiencies.  Though the gaps were identified, our educators were not overwhelmed or discouraged.  We achieved this by staying on message - that message was we have permission to do “whatever it takes” to achieve success.  The “whatever” for us was permission not to dwell or obsess on state assessments and accountability.  Rather, we needed to focus on these gaps.  If we did, the state testing and accountability system would take care of itself.

These gaps opened our individual and collective eyes to possibilities culminating with seeking a new kind of “partner”.  A partner that was committed to the same “ends” we were not just to make money.  I learned that to be serious about prevention to intervention we needed partnering reimagined.  

Reimagined partnering required permission as well.  I found a few CEOs and Chief Sales Officers that were willing to lead their respective companies with permission to think and be different about their solutions in the marketplace.  Once articulated, the prevention to intervention model made sense to them.  In fact, they too, saw the possibilities of what reimagined learning could, should, and would do for learners, community, and our nation.

An inside-out mindset accompanied by permission set in motion the need to move the “fulcrum”.  The fulcrum as I will explain next was the “game changer” that allowed us to pivot from an intervention model to a prevention to intervention model.  These three are the steps to universal mastery.  Moreover, they and are within our reach.  We need only to take hold and not let go -  

Best of Class: Universal Numeracy/Literacy - Reality? Our Choice!...

Best of Class: Universal Numeracy/Literacy - Reality? Our Choice!...: “I spent a long time trying to come to grips with my doubts, when suddenly I realized I had better come to grips with what I believe. I hav...

Universal Numeracy/Literacy - Reality? Our Choice!

“I spent a long time trying to come to grips with my doubts, when suddenly I realized I had better come to grips with what I believe. I have since moved from the agony of questions that I cannot answer to the reality of answers that I cannot escape, and it's a wonderful relief.” ― Tom Skinner

Recently I advanced we have the control, capacity, competence, and confidence to ensure that each learner masters literacy and numeracy.  We really do know what is necessary for us to do this.  Sadly, achieving universal mastery or lack of is found more in how we feel about the fact that we haven’t.  

Taking a risk that some will call idealistic as well as unrealistic I offer the three (3) steps necessary to achieve universal mastery of literacy and numeracy - in our time! 

Step One: Inside out not outside in

Step Two: Permission

Step Three: Move the Fulcrum

I was “moved to the reality of answers that I [could not] escape” with respect to the awareness, understanding, and action necessary to address the failure to learn within our control as educators.  I asked those I was honored and humbled to lead to suspend both energy and effort being expended on factors outside our control to focus on what we do, indeed, have control (more on this in a future writing). I shared the adage of “working smarter rather than working harder” was flawed. We needed laser “focus”. To inform our “focus” we needed to think differently about both the problem and our current path of action.

Einstein once said, “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” So it is, universal literacy and numeracy begins with our thinking.

I could think of no better example of changed thinking than to steal from the health field.

Growing up in the Pacific Northwest I was introduced very early to what would become the “modern wellness” movement (I am not associating wellness to alternatives to medicine – rather, wellness as it relates to healthy lifestyle choices to improve physical health). I really didn’t give it much thought until I was confronted with a “new” reality.

Wellness posits we can proactively make decisions now to reduce, minimize the likelihood of health related issues in the future.  Without judgment, exercise, food, controlled substances, tobacco, and etc. are areas of personal preference and choice.  Yet, we learn more each day about the adverse impact of unhealthy choices within our control.

An interesting psychological phenomenon is at play. In general, past as well as emerging medical evidence attributed to use, misuse, or overuse is more often or not ignored, dismissed, rationalized, or suspended to continue in unhealthy practices or behaviors. I know - I did.

My personal disclosure is that I love sweets and don’t have the discipline to stop once I start – not so much in the form of candy but definitely in the form of donuts, pastries, ice cream, cookies, and etc. Then a sobering thing happened at an annual physical.

In my mid 30’s I learned the average American male gained 1-2 pounds annually. As my doctor pointed out, I was well ahead of the curve and making my way to be a robust candidate for Type II adult onset diabetes – my father as well as his father had both contracted Type II diabetes. Thus, the proverbial writing was on the wall.

My doctor told me, “well, I have good news and bad news – which would you like first?” 

I said, “go for it – your choice.”

He paused and then said, “The bad news is that if you continue with what you’re doing you are highly likely to follow in your father and grandfathers foot steps.” “The good news, is that you have time to do something about it – now!”

Though I had suspended up to that point the reality that changes were needed, in hearing his words I experienced “conviction” – hearing and seeing old things in a new way. As we discussed a plan of action, he said, “lose weight, change your eating habits, and get back into physical exercise or …”

We discussed the “or” and what he said was simply not an option. I did not want to be on medication or any other possible treatments due to something that I could influence or possibly even control through choice. 

There it was! 

I internalized the reality and therefore “owned” the steps necessary to change my behavior – inside out. Suffice it to say; I was highly motivated to take action. I wanted to be proactive not reactive.

The antithesis of wellness is treatment – outside in.  

The treatment mindset consists of the belief and practice that we can correct albeit with medication or surgery the unhealthy choices we’ve made.  Treatment contends that there is an intervention, remediation, response or “treatment”.

The treatment mindset is closely aligned to a deficit model.  Though many have denounced the deficit model in education, it is, however, very ingrained in mental models influencing practice everyday. One need only to look at what is expended in dollars on intervention programs as well as in human capital to remediate failed learning to see that the deficit model drives practice.

It is time to stop. It is time for different. Different begins with our thinking.

Thus, the first step in ensuring mastery of literacy and numeracy is accepting what were once questions without answers to answers that cannot be ignored.

Now more than ever we can employ a “prevention to intervention” model in education. Akin to wellness versus treatment, we don’t have to continue a “failed learning" intervention model when we can actually effectively and efficiently “prevent” intervention.  Curious?

Next week, the prevention to intervention model outlined in Steps Two and Three - I promise this is not only doable but necessary.  As we learned in our work, the "failure to learn" is just too expensive.

Confessions

It took several years and several scars for me to finally admit,  “I am on the 4th step of a 12 step program for recovering change agents”.  

Though I don’t think that I set out to be a change agent, my body of work as an educational leader is now very clear - I was and remain committed to the belief that we can and must constantly and consistently change, improve to the meet the needs of those we lead and those who are impacted by our leadership.  

I continue to be consumed, driven if you will, with a sense of urgency and a cause beyond oneself to make an enduring difference in the lives of others.  

I continue to believe that “better” will replace “good” and “best” will eventually emerge championed by unapologetic educators committed to the proposition that all learners irrespective of their ethnicity, race, or SES could, would, and should master the basic habits, skills, and experiences necessary to realize unlimited possibilities.

In many respects I have not softened or wavered from my convictions.  I have, sadly, become less than optimistic that this present generation of leaders will embrace a call to arms to lead in such a manner that all will realize the value proposition of education.  

The present political landscape does not promote or encourage leaders of courage, commitment, or conviction.  If it did, we would be closer to achieving what no previous generation has - universal mastery of literacy and numeracy.

Please hear my heart and not just read the words, imagine if you will if we as a nation focused, rallied, and figuratively as well as literally demanded literacy and numeracy mastery with the same amount of protest, emotion, conviction, and possible "anger" as we have witnessed regarding “law enforcement”?

I am apologetic to those offended by evoking these recent events to draw a comparison to our failure to achieve mastery of literacy and numeracy. Yet, I am not sure why we are not outraged to the point of action – uncompromising action by our failure to achieve what we already know how to do –

We have settled for degrees of failure and deemed them acceptable. Now more than ever mastery is within our control, our capacity, our competence, and our confidence to achieve. Missing is individual and collective courage manifested in a commitment to do so.

Are your frustrations with the oft-cited excuses or explanations of “why” we haven’t achieved mastery at a point that you’re ready to “take it to the streets”?

Next week, I plan to articulate how a “prevention to intervention” model works in practice not just theory.

Again, I hear Dr. Ron Edmonds’ (1978) voice

“We can whenever, and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need, in order to do this. Whether we do it must finally depend on how we feel about the fact that we haven’t so far.”

"Different" begins with Permission

I was struck the other day with the title of Liz Wiseman’s "Rookie Smarts: Why Learning Beats Knowing in the New Game of Work”.  So much so, I had to stop what I was doing and begin reading it.  I wasn’t disappointed (nor will you).  

I have long been a proponent of “learning and growth” versus “mastery and cruise”.   As an educational leader I have serious issues with educators at all levels that have chosen not to “continuously” learn. 

How can you espouse life long learning when you don’t practice it?

Einstein’s definition of insanity comes to mind - "Insanity: doing the same thing over and over again and expecting different results."

Learning is a first step towards “different”.

Learning requires taking risks. Learning requires humility. Learning requires vulnerability. Most importantly, I believe learning requires “permission”.

Why?

Permission is a deliberate step or action albeit given by self to self, or by or to others. It is the granting of approval, consent or authorization to name three of the actions. Though permission is often implied it is not always “allowed” particularly when the goal is “different”.

Leaders especially those leading change must be deliberate, purposeful, and unwavering in voicing “permission” to learn. Creating and sustaining a culture that places a premium on all “learning” begins with “permission” accompanied by modeling.  

Who is the lead learner in your organization?

In several situations during my tenure as a superintendent I needed to communicate “permission” to learn. We needed staff to suspend or at least place on hold previous learning. We needed to reset the “what”, “why” and “how” of learning to drive “different”. 

In education, “different” also requires “permission” to stop.

Permission to learn “different” is a first step toward organized and systematic abandonment of antiquated, inefficient and ineffective programs and practices. Without permission, “insanity” becomes the bane of our existence. Moreover, those who are most dependent on us for their learning will be failed - again!

How difficult is it to give “permission” for different?

Not difficult at all – in fact, it’s pretty easy.  Consider,

If I knew … then I would able to …

If my staff knew … then we would be able to …

The heart of permission in education must be framed by a reality that we already know more than we need to educate all learners to high standards. It is down the sober reality of how do we really feel about the fact that we haven’t (Dr. Ron Edmonds).

I suggest that the lack of progress, improvement, and ultimately results are directly correlated to the presence and practice of “permission” – permission to learn – permission to stop – permission for different.