Successful visioning conference

Dear Terry,

I wanted to take a few moments to congratulate your SHW Group and Cambridge Strategic Services’ Shannon Buerk for a very successful visioning conference. In doing so there are some specifics I would like to bring to your attention:

1) I felt we had a very good representation of our volunteer community. We had people from the Boy Scouts; Girl Scouts; North Texas Board of Master Naturalists; Master Gardeners; Master Composters; Lions Club; Special Olympics; school district administrators, teachers, and students; city administrators and managers; and North Lake College. Many of these people are leaders within their own professions and interests. They are people who get things done. So, in that regard, I think we really brought together a dynamic and passionate group of people for the “visioning” process.

2) Also, I believe the venue of Tuesday set the stage for interest and success. TRAC is visually impressive and incorporates most of the things we wanted to discuss for our own Center. Plus, getting our group out of town helped to keep them focused on the task at hand without the distraction of family, business, or community.

3) Now, a few words about Shannon Buerk’s direction of the “visioning” process. As you witnessed, she was masterful at creating a productive environment within which each person felt comfortable:

a) She created a “come-and-go” casual environment which fostered a mutual respect atmosphere.

b) Her “classroom” was not about her being in control.

c) She was sensitive to input from participants.

d) All voices were heard; then she reflected back so that even the speaker understood being heard.

e) She incorporated many sensory vehicles to facilitate the process---audio, visual, drawing, etc.---all very good!

f) Although we had a diverse group of professionals—some administrators and some blue-collar—Shannon made each person feel their opinion to be equal to the next person.

g) Certainly, we will greatly benefit by the development of mission statement, objectives, strategies, and concepts. Those will begin to immediately affect our thinking, grant requests, and capital campaign.

4) In addition to providing credibility for the building, I believe the process moved City, School District, and even North Lake College participants to more “common ground” regarding partnership issues that may come up in the future.

5) Friendships were developed and strengthened as a result of the process. New, passionate contacts were achieved. And, additional momentum was given to our cause.

So, in total, it was a great process! We are getting very positive feedback from attendees, some of which I quote here:

“The ideas that came out of the sessions were absolutely fabulous. How energizing to hear the beliefs from that group. Thanks for pulling it together in such a valuable way.”

Amanda Vanhoozier
Parks Department
City of Coppell

“I have truly enjoyed being part of the team in the last two days. I would love to continue to be a contributor to such a wonderful mission.”

Marijana Clent
Girl Scouts

Terry, I hope the above is helpful. We appreciate you beyond words. Now, the ball is in your court!

Regards,
Lou Duggan

Dear editor,

I read with interest the March 2 story Building a Better Teacher and was troubled. If this approach to improving education in America were the single focus of changing our system, our students would be in trouble. Reform has been the status quo for the last several decades, and one of our main obstacles to truly transforming education has been pouring taxpayer dollars and teachers’ efforts into reforms that made incremental progress in an industrial-model system.

As an education consultant, and former curriculum assistant superintendent and classroom teacher, I’ve been on many sides of this debate. Mr. Lemov’s industrial model of teaching paints the picture of a room where teachers lecture to rows or circles of students, sitting upright at their desks, all equally absorbing the lesson of the day. This method is more about controlling a classroom than it is about engaging a classroom. To Mr. Lemov, I ask:

• If we are crafting learning experiences where students are engaged and see real-world application, why do we need to focus so much on classroom management for primarily teacher-directed instruction?
• If we only base results on standardized test scores, aren’t we simply doing the wrong thing better? True, they are our current measures of success, but are they the right measures or the only measures?
• Does the responsibility for effective learning fall only on teachers? Surely community support, district goals and strategy, curriculum, resources and design of a school building all impact student success.

For a brighter picture, envision a classroom where teachers are the facilitators of student success. Where teachers understand standards and real-world connections, and can craft experiences that empower students to be problem solvers. These classrooms are a reality across our country in public and charter school settings. For example, the New Tech model offers engaged, project learning where students not only grasp the basics and score well on standardized exams—many times outperforming comparison schools http://www.newtechfoundation.org/about.html, but they’re gleaning the skills that employers desire as described by a 2006 Conference Board study: work ethic, oral and written communication, teamwork and collaboration skills, and critical thinking or problem-solving skills.

Mr. Lemov and I do agree on two things: public education needs to change and the solutions aren’t easy. But instead of getting better at antiquated models, we need to be progressive in our thinking, redefine success beyond standardized testing, and help districts plan instruction, design buildings and grow teachers that equip students to be successful in their higher educational pursuits and their life-long endeavors.

Sincerely,
Shannon Buerk
Education Design Strategist
Cambridge Strategic Services

As submitted March 2009 to The New York Times

Strengthening Public Confidence

Dear Educators,

As you work this summer to prepare for an unprecedented year of success in your schools I'd like to offer a thought that may help your efforts to strengthen public confidence in your districts. I received an email today headlined, "Study shows vast differences in area graduation rates over time," referring to district comparisons in a certain region of Texas that will remain anonymous to protect the well-intentioned-but-nevertheless guilty. This headline reminded me of a communications philosophy I've held for many years about comparisons and their effect on public opinion.

In your attempt to make your district look good by comparing test results or tax rates (et al) to other districts in your region or across the state, you are in fact doing much more harm than good. Though your comparison may put your district in a favorable light this year on a particular measurement, what you are actually doing is making all of your neighbors look bad, which perpetuates the myth that, with the exception of "my school", Texas public schools in general are failing. We all know true comparisons are unattainable because no two school districts are alike. International comparisons do not hold water for the very same reasons.

My charge to educational leaders across this great state of Texas and throughout our great Texas public schools is to avoid comparisons to other school districts in 2009-10. Rather, shout from your rooftops about the strengths of your district's achievements on their own merits. Leslie and I speak in school districts all over the state and we have yet to visit a district that does not have plenty to brag about without unintentionally chunking their neighbors, colleagues and allies under the bus.

Don't know what to celebrate? Send me a note and we'll help you find your message. We might even help you organize an Education Celebration where you can demonstrate to your staff and community just how well you really are performing.

Scott Milder
Founder, President and CEO
Friends of Texas Public Schools
smilder@fotps.org

How will we use the stimulus money in education?

That is a question on everyone’s mind right now. From the buzz out there, it sounds like this is the collective hope: we will use the stimulus money to prepare students for the 21st Century, prepare a better workforce, add career pathways, increase student achievement, reach/maintain AYP and/or XYZ state accountability, address needs of special populations including students identified as needing special services, gifted and talented, second language learners and at-risk students, decrease our drop-out rates, help us implement response to intervention, update instructional technology, build capacity for teacher leaders, implement PLCs, work on the work, increase math and science scores, make sure all students are literate, and grease whatever additional wheels are squeaking.

How will we make those decisions?

I think this is our collective fear: we will make the decisions about how to spend the money the same way that we are feeling forced to make the decisions about what to “cut” in times of shortfall, and we will get the same results: piecemeal reform, waning public confidence, new initiatives that are misunderstood and not sustainable, and more piled on the plate of already overwhelmed teachers and administrators.

And, behind door number three…

Or, maybe we could make the decision to create our own future in each individual community by making sure that the conditions within which we are operating are not mistaken for the causes and that we truly plan strategically rather than projecting (see post “Notions” from March 20th below). I hope we do make that decision as educators because we have a wonderful opportunity right now to capitalize on the urgency of an unstable economy, the promise of stimulus funds, and the collective genius of our concerned communities to focus all resources on transforming the ailing system and liberate our educators and students to create a future they choose!

Shannon Buerk
Cambridge Senior Strategist

GLOBAL LEADERSHIP INITIATIVE

We are currently working with a group of Virginia Superintendents called the DaVinci/English Design Team who have developed a charter with the stated purpose of engaging Virginia public school superintendents in crafting a shared vision to ensure that all students graduate prepared to be global leaders.

They are advocating that district superintendents provide leadership to engage key stakeholders in Virginia in shaping a vision of what students will need to know and demonstrate in order to be successful learners, workers, and citizens in the 21st century.

Their work will involve determining a shared understanding of the essential core content and core competencies associated with international benchmarks/21st century skills.

In addition, they are engaging in collective R and D to develop curriculum, pedagogies, formative assessment and teacher and leadership programs essential to teaching and learning.


Kevin Castner, Ed.D.
Educational Planning Strategist

What do I do and why do I do it?

I travel a lot and am frequently asked two questions. What do I do and why do I do it?

I’ll start with the one that’s easiest one to answer. Why do you do it?
The answer is simple. I travel so much because it is part of my job. The job is the important message. I believe that what I am doing is really making a difference in the lives of others. Without that belief, I would not be able to spend so much time away from home.

What do you do is a little more complicated to answer.
Most of the time I do not get to fully answer this question because as soon as I say I work with public school districts, the person asking the question feels like that is an open invitation to complain about how horrible their own school district is. Most of the time I am polite with my responses, but recently I guess I have had enough.

I was on a late flight to a large city in Texas when a gentleman started his constant complaining. My response was a little different. I asked him questions like how much he thought the administration in his district should get paid. How much was too much for someone with more than 20 years experience and a Ph.D. and the leader of one of the largest districts in the state. He couldn’t really answer that question. Then, I asked him how he was involved with his local school district. Was he doing anything to help the situation or make a difference in his community? He soon realized that if he was going to complain, it shouldn’t be to me.

So now, I ask the same questions to everyone. Are you involved with your local school district? Are you doing something that is really going to make a positive difference in your community? Are you willing to work with your local schools or are you going to complain from the sidelines?

I urge everyone reading this to take a step and volunteer. Get involved and make a difference in your community. Find out what you can do to help. And please, if you see me in an airport, at the rental car stand, or at the local coffee shop, tell me about the good things that are happening and how you are contributing to your local schools.

Becky Cowan
Cambridge Elections Strategist

Notions...

I don't know much. I don't understand much of what I know. I am, however, encountering several fascinating notions.

First, most of what we have declared to be "causes" that determine our futures are merely "conditions" within which we exercise choices. Responsibility, imagination and courage evaporate when external circumstances become fatalistic determinants. Freedom wanes at our own volition.

Second, planning is not merely projecting. We may choose to continue our inertia or to pursue a different path. Too often, we sacrifice our hopes and dreams to embrace that which is safe, predictable and comfortable. Limiting our thinking to that which is "realistic and attainable" ensures, ironically, a future of mediocrity.

Third, absolutes trump artifacts. Artifacts serve us well, but they are temporal, subject to life cycle. Absolutes are virtually eternal, providing continuity and stability through periods of change. Knowing the difference is vital to creating our future.

Fourth, action is "the expression of purpose" while activity is random motion. Action energizes. Activity fills a void, masquerading as meaningful enterprise. Where there is no purpose there can be no action.

These notions are not my original thoughts but they have become my own. Thank you, Bill, for leading me to deeper understandings of freedom, genius and virtue.

With eternal appreciation,
Lindsey Gunn, Ph.D.
Cambridge Associate