"Willing to give Account"

How willing have educators been to give account for their actions? This question among several being asked by policy makers I believe is an attempt to understand why, for the most part, educational reform has failed to realize promised results. What continues to trouble policy makers in my humble opinion teeters on the obvious – you can’t force change not enduring change that is.

We have lived the impact and effect of a mindset based on the “outside –in” construct of behavior change. This construct holds that behavior will change based on the perceived or real fear of the severity of punishment including ridicule, threat, embarrassment, and guilt as integral levers. The results of this mindset have deepened distrust, animosity, and resentment. Further still, it has stifled creativity, innovation, and imagination. Yet, policy makers want, as it appears from national discourse, to continue on this path of destruction.

I listened to the former Chancellor of Education for the District of Columbia expound on the idea that maybe, just maybe we should focus on what’s best for children. There’s a novel idea – children at the center of reform. Call me cynical, but I doubt the agenda of policy makers are in the least interested in what is best for children. Rather, the reform initiatives of the past 10 years have focused on sanctions and consequences at the expense of children given that most, if not all reform has targeted adults.

Certainly the prevailing thought is to make adults change so that students change. This unidirectional thinking has served to achieve mixed results at best. Absent from most dialogue on change are the motivation factors for change. We know that enduring change comes from a “want to” not “have to” mindset. Let’s be fair, there are situations where a “have to” precedes a “want to”. However, without a shift the change is seldom enduring, long lasting.

The landscape is replete with examples of good intentions but failed results.

A good friend of mine smoked for years and was confronted with literally a life decision. If you continue to smoke then … if you quit, then …

When asked his decision, the response came “I choose life so I quit”.

Good intentions! Absolutely!

Highly motivated to quit. Without a doubt!

Lasted a couple of months and slowly but steadily started smoking again.

The issue wasn’t sincerity or desire. It wasn’t about addiction either.

The change was not “inside – out”. It wasn’t internalized. It didn’t become a “want to” irrespective of the consequences real or potential.

When accountability was defined by test results, the inability to systematically raise test results in light of pockets of success, created the need to have a “fall guy”. Someone had to take the blame. At the end of the day, someone must “own” both failed learning as well as the failure to learn.

The emerging shift from “highly qualified” to “effective” reveals a slight deviation in policy. A degree, certification, or longevity though meeting qualifications is far from proof of effect. The failure to employ laser focus strategies to build capacity that result in effect is akin to yelling at a runner that is behind in a race to run faster – run harder.

Absent skill building, new knowledge sets, and experience, little or no capacity for effectiveness will be realized. The acquiring of skill, knowledge, and experience to produce results – enduring results comes from a “want to” not a “have to” mindset. Simply, wanting to learn is an “inside out” proposition.

If you pay close attention to the rhetoric at both the national and state level, you unpack quickly the underpinning mindset and subsequent actions remain based on a belief that educators can make students learn. Administrators can make teachers effective. School Boards can make administrators effective and etc.

If we don’t fundamentally embrace a “want to” versus a “have to” mindset creating new behavior that in turn creates different results – we will continue to receive the criticism, condemnation, and judgment of those that believe we can force learning.

Just curious, how has that worked for us so far?