“Human Capital – they said it was important”

Last spring we conducted a district-wide resource utilization and effectiveness survey.  The results were presented to the Board of Education and published on the district’s website.  The nature of the survey was to ascertain the perceptions of teachers of awareness, use, and perceived effect of the myriad programs and initiatives in the Anson County Schools.

The top four out of sixteen areas that staff identified for continuous as well as additional training, learning and application were Common Core, the Learning Development Centers (LDC), Total Instructional Alignment (TIA) and Discovery Education. Common Core and TIA are one in the same.  The LDC is a “how” we deliver training and learning.  Discovery Education is the digital tools and content.

Stating the obvious, our staff identified and placed value on the very initiatives included in our Human Capital Development (HDC) plan. The HDC was central to our Race to the Top (RttT) application approved by the Board of Education, State of North Carolina, and United States Department of Education.

Last year’s Discovery Education training, as reported by our instructional staff county-wide, had the most effect on student learning.  Last year, we began the first year of a four-year plan.  Year one included a lot of awareness training and learning and resulted in all staff participating.  Some staff based on their readiness received customized, individual training.

This year’s training will ratchet up the customized, individual training.  This year staff will have a dedicated trainer to work one-on-one with them through individual training in planning, modeling, assistance, feedback, and support in digital integration and implementation.  This intense training will not require any staff to be absent from their instructional responsibilities.  Simply put, our design will not pull any teachers away from their students.

The intensity of our design is based on what we know about adult learning as well as from the body of research on addiction. 

The addiction research sheds light on thinking, habit forming-breaking-reforming, monitoring, feedback, support, expectations, and etc.  The adult learning theory informs motivation, dissonance with learning, experience, relevance, feedback, fear, support, and etc.  Simply put, adult learning theory and addiction research has influenced our thinking about our training and learning model.

The digital age is fraught with anxiety, apprehension, fear, and trepidation.  The mere mention of digital tool or device use can paralyze even the most accomplished educator.  When the expectations for actual use are added to the expectation, meltdown occurs.

Therefore, creating a safe learning situation with a trusted guide to model, mentor, and support as each teacher learns by “doing” new skills, new knowledge, and new experiences, we are confident that each teacher will grow in competence and confidence to authentically and effectively implement and integrate digital tools and content in their daily instruction.

It is understandable that those not familiar with our RttT plan, HDC plan, capacity building, and the strategies to continuously improve teaching and learning would question the investment in our staff.  Our model is expensive, labor intense, and “different”. 

Why was human capital and the investment in our staff proposed and approved?

We identified human capital development and capacity building as the primary focus of RttT to build competence and confidence of staff to authentically, effectively and efficiently apply the tools, programs, and practices commensurate with the performance expectations of our community, state, and nation.

Lest we forget, the Anson County Schools must improve its’ performance as an aggregate as well as in each of our schools or all aspects of governance including fiscal and decision making authority, responsibility, and accountability will be turned over to the Department of Public Instruction.

Hence, the Human Capital Development initiative was birthed as a focused initiative to ensure that we have done everything within our power, authority, and control to ensure each staff has had access and opportunity to acquire and apply the skills, knowledge, and experience necessary to provide each learner with the necessary learning to be successful.

“Without Passion, it’s just a Job”

The 2012 Convocation signaled the beginning of our instructional year.  The annual event celebrated accomplishments and achievements from the past year as well as revisited the direction, the purpose, and expectations for this present year – “the beginning of different” and “we have work to do”. 

We celebrated years of service as well as introduced staff new to the Anson County Schools or those in a new position.  Mr. Terry Thoren delivered the keynote address. The 2012 Convocation concluded with a special thank you and appreciation from the Board of Education.

The “take-a-ways” from Convocation were many. 

One theme, however resonated  - “without passion, it is just a job”

Mr. Thoren shared the numerous lessons learned albeit from successes or “opportunities” (also known as crisis or failures).  The “ups” and “downs” of creating, directing, producing and etc. television and film especially in animation were fascinating. 

However, what was most impressive was Mr. Thoren’s decision to leave the world of entertainment to pursue “life changing” work in the world of education.  It was during this part of his keynote that the audience’s hearts and minds were riveted to his words. 

Taking the best of what he accomplished in animation and applying it towards developing characters, stories, situations that provide guidance, solve problems, model and reinforce appropriate behaviors, and much more through the powerful medium of animation was not only motivational but served to underpin the “take-a-way of the day”, passion.

“If you don’t have passion for what you are doing – stop doing it.”  There it is.  Passion!

Arguably, the work of teaching, the work of educators is second only to faith-based work.  The intensity of human interaction and relationship is constant. The impact of support staff albeit custodian, secretary, cafeteria, or teacher assistant to classroom teacher and administrator each have significant weight, value, and importance.  Irrespective of one’s role in education, passion for this work must be the fuel that ignites and sustains us continuously.

It is passion that causes us to arrive hours before children start their day as well as stay long after they have returned home.  It is passion that compels us to spend evenings and weekends reflecting, reviewing, correcting and planning albeit for student learning or improving instruction.  It is passion that motivates us to attend athletic contests, band performances, drama, and other student activities.  It is passion that insists that we pursue excellences in every endeavor.  Yes, passion for what we do makes what we do meaningful.

I have included some of the other points he made during the keynote.

·  Everyone wants to be a part of something

·  How You Think is Everything

·  Every day you must make an effort to take some action towards your goals.

·  Never Stop Learning

·  Be Persistent and Work Hard

·  Learn to Analyze Details

·  Focus Your Time – don’t let other people or things distract you

·  Don’t Be Afraid To Innovate

·  Learn to Communicate Effectively

·  Crisis is Opportunity

·  Maintain Balance in Your Life

·  The only constant is change

·  Take responsibility for your actions

The Convocation closed with a brief but powerful Benediction – “don’t be afraid”.  As we discussed the simplicity of those four words we became even more moved by their meaning.

As one staff queried, “I wonder what I could’ve accomplished if I hadn’t been afraid of failing or coming up short?”

In a year where “different” will be the norm, we must embrace fear not avoid it.  We must confront fear rather than run from it. 

Mr. Thoren, through telling “his story”, conveyed powerful insights especially as we individually and collectively face fear.  We must use “vision, focus, thinking positive, being positive, and taking action” to move forward even if moving forward is into the unknown.

We do not know the depth of “different” we will experience this year.  The uncertainty will at times be unsettling.  We will make mistakes.  Yet, the work we must do is the work that impacts children – now and in their future.

(Note – the details of Our Playbook is still coming)

"Our Playbook"

In the work of developing capacity through our human capital development initiative we learned that implementation fidelity sounds great but is far more challenging in practice. 

Since the advent of school improvement, innovative practices, programs, and products have continuously been introduced and implemented with mixed results and more often a failure to realize the promised and expected outcomes.

Why?

These products and programs were and are designed and developed with the best of intentions.  They are creative, innovative, and reflect as well as incorporate effective practice, proven theory, and replicable evidenced based research albeit qualitative or quantitative.  Yet, why do they fail to meet the desired or expected results?

The answer?  

Implementation infidelity.

Most implementation plans are not fully developed or comprehensive.  Cost is in part a viable explanation.  I suggest that it is because there is not a comprehensive approach to implementation.  This is why we have been working a different plan – Our playbook (rPlaybook).

Our playbook combines adult learning theory, addiction research, systems thinking, and continuous improvement planning to create a plan of action to ensure program and practice fidelity. 

First and foremost, implementation is a centerpiece of continuous improvement.  Our playbook employs an eight (8)-step process. Expanding the Schewart Cycle or often referred to as the Plan, Do, Check, Act (PDCA) cycle. 

Our playbook includes the deliberate actions of reflection (Step 1) and review (Step 2) as on ramps to planning (Step 3).  Planning precedes implementation (Step 4).  Implementation requires monitoring (Step 5) that in turn requires measuring (Step 6).  Measuring implementation includes the actual performance of the product, program or practice and may require adjustments (Step 7) or corrective action (Step 8). 

Each step has in its’ center, implementation fidelity.  Each step is a continuous cycle.  In as much as we would like the process to be linear, it can’t be.  Certain steps are by their nature ubiquitous.  Take reflection and review – these are continuous within each step, teetering on the obvious, in constant motion.

As the centerpiece, implementation has several unique and specific actions.  We have developed within implementation the means for constant and consistent monitoring, measuring, adjusting, and if and when necessary correcting.  To do so required different thinking and different behavior.

We borrowed from addiction research the understanding of how habits form, dependency, thinking, breaking and establishing new habits, practices, and behaviors.

From adult learning research we applied the understanding that “choice” is a significant factor in changing as well as improving behavior.  What may be germane to all learners is, we want to see and know the relevance and how what we are being asked to learn or do connects with what we already know and can do. 

We know dissonance in learning is created by our experiences, our fears, threats, successes and failures, support or lack of, and the level or degree to which we risk to name just a few of the realities of adult learning.

To therefore combine elements from addiction research with adult learning theory we arrive at an intersection that provides guidance on the nature of what is being monitored, frequency, who and how monitoring occurs, and most importantly, the communication, feedback, support, and encouragement necessary to formulate new patterns of thinking and behaving.

Next week I will provide the specifics of what it looks like in practice and why we believe it makes implementation fidelity a reality.

Setting the stage further for next week is a quick look at our playbook as it pertains to our human capital development initiative.  We identified the need for building capacity, confidence and competence in our staff to ensure improved performance. 

We reviewed and reflected on past professional development practices and their effect, import or utility in actual performance.  In doing so we examined the desired or expected outcomes of the professional development with results. 

What became clearer were the myriad initiatives and implementation plans without a laser focus on the capacity, confidence and competence of staff to adopt, adapt, or apply the practice, product, or program to achieve desired effect.

Hence, our playbook.  Next week – the details.

“Change does not mean fix”

Recently I took the opportunity to review several writings by organizational and system theorists, practitioners, and “change” consultants.  The occasions was precipitated by a conversation about how most if not all “change” initiatives in education are more or less based on a “fix it” mentality versus a continuous improvement mindset.  The “once and for all” thinking behind “fixing it” is in many respects the bane of our existence in public education. In fact, the “fix it” mentality works against the very change we desire or expect. 

Change is about improvement.

Certainly it can be argued that change is initiated to “fix” something that is not working effectively or efficiently.  “Fix” is probably the wrong language.  I believe corrective action is more appropriate given you correct something that is broken or not properly working.  Yet, we are reluctant to use corrective action for the obvious reasons – it is not a positive, warm fuzzy term.  Here’s a shock to some – it is not suppose to be!

You use corrective action to correct, make right, and etc.  Change on the other hand, is just that change.  There are of course varying degrees of change.  Ranging from adjustments or modifications to transformation, change is fundamentally different than corrective action. 

Whereas corrective action in its’ nature is correcting something that is already right, good, or true, change is different, doing different, thinking different, being different. 

Corrective action is “fixing”, removing errors or mistakes, conforming to a desired or stated set of standards verses change is improving, seeking new ways, better ways.  Change is not negative although change creates resentment, reluctance, and resistance.  I contend the reason change is perceived and viewed as negative is due to the concept and construct of change being wrongly substituted for correction.

Correction feels and rightly so as punitive and as a consequence for not performing, achieving, or demonstrating the desired and expected results. 

There is a reason that prisons are also called correctional facilities, right?

Change on the other hand should be natural, surrounded by optimism, a spirit of adventure, a sense of “newness”, curiosity, and improvement – not correction.  Improvement and its’ pursuit has and hopefully will continue to be the impetus for innovation, creativity, imagination, and resourcefulness.  Improvement is both the by-product and the fuel for inspiration.  Ponder the marvels of technology.  Most of what we take for granted as conveniences in everyday life is the result of seeking improvement or change.

When I set off for college over three decades ago I had my electric yellow percolating coffee maker.  Then “Mr. Coffee”, filters, timers, and more hit the market.  Today my coffee addiction is satisfied with my “Keurig” coffee maker – a perfect, consistent cup of coffee every time.  In between the percolating coffee maker and the Keurig were several different variations, inventions, and styles of coffee makers and machines all attempting to improve coffee making.  Each change created improved products culminating with the current machine. 

What is next? 

Not sure, but I know with confidence that someone is working on it.   The improvements to the process of making coffee were not corrective action or punitive.  Rather the improvements to making a cup of coffee were for the most part the pursuit of making a more consistent, more effective, individualized and customized, and more efficient cup of coffee.  In the end, the goal was and remains a cup of coffee.

Imagine what education would look like if the aim were continuous improvement rather than a corrective action.  If educators really were able to pursue improvements to the process of teaching and learning as a means to make a more consistent, more effective, individualized and customized, and more efficient learning experience for each learner would our work and approach to the work be different?

To do so first requires a clear, concise, and unwavering understanding of the goal of education.  Sadly, the goal or aim of education has become convoluted.  We no longer have and arguably may have never had as a nation clarity let alone agreement on the purpose of education.  

Suffice it to say; we will not be able to shift from a corrective action mindset to continuous improvement until we have as a foundation agreed upon “ends” of education.  As a starting point, I suggest three ideas that can fuel continuous improvement.  They are:  Each learner demonstrating they have learned how to learn, learned how to decide, and learned how to relate.

I can only dream of what teaching and learning would look like with these three aims.  Improvement not correction! – Now, back to my coffee.

"If only we could say what needs to be said”

The past several weeks we have been provided a tremendous opportunity to exercise self-discipline, restraint, and control with respect to what we would like to say about rumors, gossip, speculation, conjecture, and, well different versions of “truth” being portrayed as fact.  To state the obvious, it has been difficult to say the least.

Interesting that what needs to be said cannot be said for very obvious reasons.  Nevertheless, it is this concept of “if only we could say what needs to be said” that intrigues me – especially with respect to preparing for resuming our instructional work.

What needs to be said is that no excuse or explanation for the matter is acceptable when it comes to work we control, our performance, and our results.

What needs to be said is that we cannot blame others albeit administration, teachers, students, parents, community, state, federal government, the past, the present, or the weather for the decisions or choices we make.

What needs to be said is that we are accountable as well as responsible.

What needs to be said is that we are empowered with the authority to make right and good decisions and choices.

What needs to be said is that this work, the work of transformation requires conviction and an unwavering commitment to do whatever it takes to work inspired each and every day.

What needs to be said is that in working inspired we must pursue excellence in our planning, our practice, and our performance – not perfection.

What needs to be said is that individually and collectively we cannot settle for mediocrity or anything less than our best every day.

What needs to be said is none of the aforementioned can be initiated without a mindset or heart motivated by high expectations of self before high expectations for others.

In concert, what needs to be said is this work, your work, my work – our work matters – every day, every hour.

But, what needs to be said is only the first part of the equation.  Our actions, choices, and decisions must give evidence of what needs to be said.  Simply, words mean little if the actions aren’t present.  The challenge before us is to make our actions louder than our words.

Take our vision, “all means all”; do our actions, decisions, and choices speak louder than our words?  If they did, would our classrooms, schools, departments, or system let alone individual interactions between teacher and learner, principal and teacher, parent and teacher, parent and administration as well as every other conceivable relationship look, sound, or feel different?

What if, indeed?

What needs to be said is that we have less than a month before our instructional work resumes.  In the weeks before we reengage our students we must intentionally pause, reflect, ponder, and plan individually as well as organizationally the role “all means all” will play in our work.

In addition, this is the time that all educators must examine this calling to public education.  Why are you in this work?  Has this work merely become a job, an occupation?

I am quite convinced that most if not all that have entered the field of education did so because they believed in making a difference in the lives of others. 

What is that difference?

My point, what needs to be said is that now, more than ever that “difference” must not only be clear in everyone’s mind and heart, but also in action.

The “what needs to be said – and heard” is ultimately informed by being clear about the answer to “what is the difference” we want to make.  Make sense?

Suffice it to say, we have time that must be used to reflect and prepare.  Long before we think about unit and lesson plans and all the things we need to do to get ready for the instructional year, we need to be clear about our purpose, our mission, and our vision.

So let’s get busy, now, reflecting, pondering, and planning for our purpose, mission, and vision to do the work – “all means all”.