Posts filed under ‘Parent-Teacher Paradigm’

A Blogger’s Reflection

Five years ago, I started the SchoolsRetooled blog and began to gather my thoughts on the US PreK-12 Education Delivery System and, more specifically, urban education. Periodic stints back in the classroom have put the blog on hiatus, and it flagged quite a bit after a family tragedy a couple of years ago. But I stand by my initial vision for education reform, not as a call for competition but, rather, a renewal of the system itself to create the capacity to fully integrate 21st Century innovations and continue to evolve toward excellence.

In December 2011, near the end of my first year of blogging on SchoolsRetooled.com, I published Seven Keys to Education Reform. In this 10-page summary of my approach to system reform, I identified seven levers of change that could improve the system’s functioning by getting more information from data systems, taking a broader view of pedagogy, streamlining organizations around the mission of educating the children, and providing incentives for common ground among educators and between educators and the communities they serve. Beyond organizational dynamics, my thesis presumed an absence of fault on behalf of any of the participants in the education system and, in particular, an end to ageist scapegoating.

In the years since then, policy conflicts defined by political affiliation have shaped the conversations among educators, much to my dismay. My biggest disappointment has been the extent to which the goals of No Child Left Behind (NCLB) were allowed to slip away and the 2014 deadline passed unnoticed. The Obama Administration relaxed the accountabilities, pushing for the Common Core State Standards and advancement of teacher evaluations. Conservatives renewed their support for competition for public schools, choosing incubation of ideas in charter schools, often with private bankrolling.

By the time ESEA was renewed late in 2015 bipartisan support was achieved in the Every Student Succeeds Act (ESSA) with very little prescription for how this would be ensured. The clearest policy directive was the prohibition on any further Federal intervention in accountabilities that the legislation defined as states’ rights. The legislature was ruled by Republicans in both houses; the Obama activism in lieu of overdue ESEA renewal was over.

I continue to believe in system reform. The quiet period after the passage of ESSA allows me to reflect here on progress made with my own agenda as well as initiatives needed in the future.

On no-fault education reform

Education reform has evolved such that rhetoric is less about frenzied reactions to missed targets for student achievement on high-stakes tests and more about opportunities for concrete system improvements and real school transformations. However, the worst performing districts often remain trapped in blame-based failure cycles. They will not be able to get out of their own way until they become more inclusive in their solutions, recognizing their allies and working in concert rather than with antagonism and derision.

On a student-centered data system

Data systems have shown great strides within education, but they are not student-centered. ESSA authorizes a limited number of districts to experiment with student-centered accounting, but they focus only on the revenue stream, not really addressing matching of revenues to expenses at the student level. I continue to believe that we will not be able to manage student outcomes effectively until both sides of the equation are in synch. Once the money is at stake, school systems that are reluctant to embrace the challenge of student-centered accounting will realize its necessity. Data on student outcomes and teacher effectiveness will follow logically.

On broad-based pedagogy

Software is beginning to catch up with the structural changes in hardware and data. This bodes well for implementation of blended learning, which balances digital resources with tradition methods. In addition, personalized and competency-based learning can be realized with greater potential for educators and students to share management of the learning process.

Educators are accepting technology that combines attendance, assignment completion, and grading in databases that can also support student portfolio development. In addition, these same platforms support collaborative projects that can be pursued and documented on shared platforms. Textual content is available digitally, and learning is becoming an interactive, multi-media experience. Student support is routinely enhanced with multisensory digital options and close-reading strategies.

On alignment to mission and benchmarks

There have been many experiments in school transformation; however, reorganizing the actual schools has not been a priority yet. I believe this will happen organically as data systems provide better information on student outcomes.

On performance incentives for Special Education

New Special Education guidelines from Federal regulators have shifted emphasis toward student outcomes. This promising development should help to accelerate progress toward grade-level proficiency. I continue to recommend earlier student involvement as members of their education planning teams, but there has not been much movement in that direction. For now, younger students tend to be present more so if they have disciplinary hearings than for prospective planning sessions.

On school leadership and general management

A couple of years ago, the time seemed ripe for two trends to deepen. The first was the emergence of empowered parents demanding a voice in troubled schools. The second was the trend toward education schools entering joint ventures with their management school counterparts within major universities.

Threats of parent trigger interventions have given way to mayors and school district leaders joining to speak with one voice, a more politically savvy voice that recognizes the importance of community members proactively. The university-based collaborations have gotten caught up in concerns about educators finding a back door to access to highly competitive MBA programs. I suspect the long-term solution will be dual degree programs that require admission to graduate programs in both the business and education schools.

On portable pensions

The issues around underfunding of pension plans continue to dominate the conversation, and most actions are currently being focused around solvency. Unfortunately, the recommendations are more likely to be made by those who have mismanaged the programs historically. The pension beneficiaries have continued to be called out for reasons that baffle me – they are the only people who have given up their pay to the fund without fail through the whole fiasco – and ways to eliminate funding shortfalls that reduce obligations to the pensioners get more traction than ways for the government employers to pay back their missing contributions to their employees. This is particularly troublesome when government entities got holidays from making their contributions in lieu of Social Security, something that would never be allowed in the smallest of entrepreneurial businesses.

On financial incentives linking educators to performance

As I stated originally, validated educator effectiveness reports need to precede merit-based pay. There has been significant progress in teacher evaluations and leadership performance assessment. However, there is more work to be done, which necessitates postponing this objective for a while longer. The recent developments in technology cited above should offer greater options for multiple measures of educator performance, a key to getting beyond controversial value-added test scores as the proxy for overall effectiveness in schools.

On valuing people of all ages

The fervor has died down over targeting veteran teachers as the source of all evil in education, and the conversations around accountability for test scores alone have softened. That said, charters schools continue to be organized with an unwritten rule against hiring teachers beyond a fairly young age. Teach for America and other similar programs continue to be granted exemption from teacher prep rules, giving an edge to youth-oriented private organizations that funnel a revolving door of teachers into public systems. As these groups mature, they are demanding a greater role in leadership at the risk of stifling the voices of educators with a deeper commitment to schools and important insight into the issues.

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January 22, 2016 at 12:44 PM Leave a comment

Consumer Focused PreK-12 Education

I am not a fan of privatization of government services; however, I strongly urge public school educators to look at their services through a consumer focus. School-aged children are not members of a captive market. Enrollment in many school systems has declined, sometimes quite precipitously, and consumer confidence must be won back to keep public education alive. And this will require changes that will cascade through the entire delivery system.

Political conservatives are all about privatization of schools to give parents choices for educating their children. And they make a fair point that children are owed better than what many struggling school systems have to offer. The liberal counterpoint tends to vilify the privatizers themselves and to recommend barriers to entry into the PreK-12 arena. For the good of the children, neither side should win. The children need public education that meets their needs – not those of private shareholders or adult stakeholders in public schools.

Consumers of public PreK-12 education services are the children and their parents or guardians. They have a wide variety of needs that must be taken into account to achieve free appropriate access to public education. For them, a strong, responsive education delivery system defies the confines of a nifty mission statement or TEDsplaining of beliefs. Instead a dynamic equilibrium must be maintained through a substantive on-going dialogue between educators and consumers.

School leaders are in charge of this this new parent-teacher paradigm, and their leadership teams should represent great depth in instructional services as well as a quality assurance function that ensures community satisfaction and persistent enrollment. The latter group is convened as part of the team for attendance, support services, and achievement in benchmark assessments as well.

This approach can be differentiated from that of reformers who cite the importance of parental buy-in with their value systems. In reality, they do not sell their plan to parents…they just exclude the parents who do not immediately agree with their mantra. Public schools must serve all members of the community and, frankly, be more flexible than that.

Going further, public schools need to be organized to deliver 12-14 years of education services that culminate in students becoming adult citizen with readiness for college and career development. Today, they are centrally organized with physical or virtual access to broad-based resources. That may change, but for the near-term school services should be available through neighborhood or regional access with transportation appropriate to age. Parents may decide to send their kids across town for a school, but the system should not be designed to require it. Walking to school for PreK-8 would be ideal.

In cases of poor education delivery, the school transformation process may take many forms – from reorganization to complete reinvention – but the problems implicit in this change process should not be exported to the kids and their families. Such projects should be managed for seamless transitions and timely communication. Voluntary change should be implicit in the contract between consumers and their service delivery systems – not contentious battles among stakeholders or regulatory intervention.

Back to the real world. No one seems to like change. But we need it. Building dynamism into the day-to-day discussion between teachers and parents probably means more highly skilled leaders as facilitators. And it will require greater autonomy from district oversight. The pay-off should be success for the children, a more robust model for problem-solving, and less need for blunt regulatory instruments.

Like I said, I am not a fan of privatization of government services, mainly because I think it distracts investors from better options for real economic development. In addition, ideal models for schooling generally offer exclusive services rather than general access. But we can take a lesson from the presence of competitors and learn to beat them by playing the game better.

November 14, 2013 at 12:45 PM Leave a comment

Demand Management for Public Schools?

Public education has the mission of educating all of the nation’s children. The marketing of this government service has never been much of a consideration. However, with the development of competitive education options for children, public school districts are feeling the squeeze. How can districts attract enough students to keep their schools open?

Who would choose to send their children to neighborhood public schools? The ideal response would be, “anyone.” Sadly, in many cities and towns, that response needs to be amended to say, “Anyone who doesn’t have better options.” While there are many strong school systems across the nation, the cost of living in those communities has risen with the relative value of the education system. In more affordable communities, the quality of education has come into question, and the number of children applying to the better public schools far exceeds the number of spaces available. Even financially strapped parents are opting out of public education, choosing to home school their children or give up precious child care hours for extra jobs to pay for private school options.

The federal government has attempted to drive improvements in schools through No Child Left Behind (NCLB) legislation. There have been pockets of success under NCLB, but far too many public schools are failing to deliver adequate results for the children. To date, educators have responded with calls for alternative measures of success, greater funding for their efforts, and expanded social programs to meet the needs of the children whose achievement is complicated by conditions of poverty, homelessness, and fractured families.

Regardless of the validity of the educators’ point of view, the public school customers are actively voting with their feet and opting out of the system. Or they are gathering in the mayor’s office to communicate the strength of their votes in the absence of remedy. Public school closings are looming because anyone with a choice tries to go to the alternative program. Districts no longer serve a captive market.

Loss of citizen support for schools must be recognized and addressed. Educators need to wake up and acknowledge the precariousness of their positions. Schools must be customer-focused, offer high quality educational services, and meet the needs of the vast majority of local citizens. Because a surprising number of constituents are proving they do have a choice.

September 21, 2012 at 11:18 AM Leave a comment