If You Believe All Kids Can Learn, Open your Hearts and Minds to Change!

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The Hawkins Model© is constructed on several variables that are essential to a quality education. The most essential is the quality of teacher and student relationships.  My education model is constructed to facilitate the forging of such relationships and sustaining them for longer than a single school year.

Another essential variable is giving kids time to learn. Our education model changes time from a constant to a variable resource available to teachers and students in whatever quantity their success requires.

The third variable is that learning is the only thing that counts. To ensure a child learns we must get them off to a good start, which means taking the time to assess what children know when they arrive for their first day of kindergarten and what they have not yet learned. From what we learn from such assessments we will tailor an academic plan to each child’s unique needs. This determines the starting point for each student’s academic journey.

We choose to accept nothing less than a student’s best. This necessitates ending the practice of stopping a lesson; administering a test; recording whatever grade we assign based upon the number of mistakes each child makes; and then sending our students on to a next lesson, ready or not. For many kids, as a pattern of not being ready develops, it sentences them to a future in which they must deal with the challenges of life in a world they cannot fully understand.

My education model does not utilize tests to determine a grade but rather to confirm whether or not the student has mastered a given lesson or needs more help. We will modify the instruction process so that if the outcome of a test is unacceptable, we go back and reteach the lesson, giving the student the time, practice, help, and affirmation they need to learn from their mistakes. When we deem them ready, we administer a “do-over” exam and when a student achieves success we record that achievement and send the child onto the next lesson, not with a C, D, or F, but rather with an A or B and armed with the prerequisite knowledge and skills future lessons and life will require.

If the child still struggles their teachers’ job is unfinished. Consider that we do not stop teaching kids to ride a bicycle until they ride off down the street.

We interpret success as demonstrating proficiency. We celebrate each student’s academic success because it will help instill the powerful motivation that success can provide and with the development of healthy self-esteems.  

We need to disregard the expectations in the academic standards that all students have two semesters to demonstrate readiness for first grade and, instead, establish the expectation that we have twelve semesters to prepare them for middle school. All students do not begin at the same starting line. What matters is that they get to the finish line. Once a student learns, how long it took them is no longer relevant.

As students gain confidence in their ability to learn, we anticipate an acceleration of their pace in learning. We need not worry they will fall hopelessly behind, which is the case with the existing process. Students fall behind only when the education process does not permit them to finish.

Once we document a student’s success it becomes part of their record until we make a point to verify their mastery on that lesson, which we will make part of the instruction process. Once verified, state testing becomes irrelevant and an unjustifiable use of time.

We accomplish all this by changing the classroom structure from one in which there is one teachers for 25 to 35 students, to  a structure in which we have a team of three teachers for no more than 45 students.

Having a team of three teachers allows them to support one another, collaborate, and to manage a classroom with students progressing at different speeds. This also enhances the ability of teachers to forge relationships of the quality we seek.

The model keeps that classroom of teachers and 45 or fewer students together through the full primary phase of their education, which we define as what we formerly viewed as kindergarten through fifth grade. This eliminates the need to sever teacher/student relationships at the end of every school year and then require them to start over with a new teacher in the fall.

Nothing less than success is acceptable because a child’s success in learning is more important than any arbitrary schedule. We believe this process can substantially improve the probability that every child will experience success in pursuit of whatever goals they set for themselves.  Helping a student develop a pattern of success changes everything and sets them on a path to agency.

With respect to implementation, if a school has three kindergarten classrooms, each with one teacher and 30 students, which requires a total of three teachers, we will need to add three additional teachers to staff two classrooms with teams of three teachers and forty-five or fewer students.

If we assume that the average teacher salary is $65,000, three teachers will require an investment of $195,000 to serve the needs of 90 students at a single grade level. This gives us a per student cost of $2,166. Consider Indiana, as an example. In 2025 they expect to spend over $6,300 per student on vouchers to enable 95,000 students to attend  charter schools or faith-based schools. We believe the probability of student’s success, having learned in the innovative learning environment we are proposing to be significantly greater than sending students to charter schools that, currently, are not performing as well as the community public schools they were created to replace.

Our students, teachers and their communities are winners. The funds invested to add teachers goes right back into the local economy to improve our intellectual infrastructure. As they go about their lives, teachers contribute to the local, state and federal tax bases. Who knows where the money invested in vouchers will end up?

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We Cannot Defend the Indefensible, So What Can We Do?

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Choosing to believe test scores are unfair does not protect us from the consequences they create, the most notable of which is a pervasive loss of faith in community public schools. That these are the only schools to which children of color, who are poor, or who must learn to speak English can be assured access only heightens the risk to those communities  and their children, and to our democratic society.

Now, with the aggressive expansion of “school choice” on which some states are investing hundreds of millions of dollar, coupled with the recent Supreme Court ruling on affirmative action, our nation’s most vulnerable children are even more vulnerable.

We must find another way to educate our children. We must rally around a new model by taking positive action with all the passion we feel when we see our democracy at risk. And we must implement the changes in our community public schools, as turning them into successful learning laboratories is the only way to save them.

The Hawkins Model© is an innovative approach to teaching and learning that I have developed. It was inspired by ten years of walking in the shoes of public-school teachers as a substitute; by a lifetime of working and volunteering with kids in multiple settings; by thirty years in organizations responsible for operations and hiring; and as an independent organizational and leadership development consultant. In all of those roles my forte was developing innovative solutions to production and service-delivery processes—of which an education process is a version—that routinely produced unacceptable outcomes.

My approach involved stepping outside the boundaries of conventional thinking and employing a problem-solving methodology to understand why a process (education, production or service-delivery) is unable to produce the outcomes we seek. Once one gains an understanding of the flaws that lead to unacceptable outcomes in a process, we are able to go back to their drawing board to reimagine and redesign a process to produce the outcomes we seek and that our customers demand. This is what I have done with the dysfunctional education process at work in virtually all of our nation’s schools.

Please understand that teachers and administrators are victims of the inefficacy of our education process as are their students. Teachers are not to blame and are, in fact, the glue that holds it all together. All of the good things that happen to students in our schools are result of the commitment and dedication of teachers despite the impediments inherent in an education process that has grown obsolete.

The Hawkins Model©:

·         changes the way we organize teachers, students, and classrooms.

·         While it must still teach to academic standards, we alter the priority given to the schedules embedded in those standards and shift that priority to learning.

·         It makes forging relationships with each student our teachers’first priority because the relationships between teachers and their students are, far-and-away, the most essential variable in the education equation.

·         changes time from a fixed asset and constraint to a variable asset available to students and teachers in whatever quantities they require.

·         it requires teachers to assess the level of academic preparedness and emotional development of students when they arrive at our door at ages five, six, and seven so we can commence their academic journey at the cusp of their knowledge and their level of emotional maturity.

·         utilizes what teachers learn from those assessments to tailor an academic plan that addresses the unique requirements of each student.

·         It then encourages teachers to develop and practice their craft and authorizes them to differentiate in response to the unique needs of their students.

·         The model alters the way we keep score based on the belief that learning is the only thing that counts and that should be counted, and it refuses to accept less than the best students can do. Accepting less than a student’s best is what the existing education process does each time it calls a halt to a lesson, asks teachers to record Cs, Ds, and Fs next to the names of students who are then pushed forward to new lessons without the prerequisite knowledge the preceding lessons were intended to impart. This diminishes the probability of a student’s success with each succeeding lesson.

·         And, the model provides a learning laboratory  in which success and innovation become the expectations of the model rather than exceptions that must be carved out of pedagogic traditions.

The end product is a truly transformational education process in which we discover that success in learning is a powerful motivational force that propels students from one success to the next on a unique academic journey in which they are encouraged to take increasing levels of ownership over their dreams and aspirations.

Please take the time to check out my model by clicking on the link at the top of this page for the first 20 pages of my book, The Hawkins Model©: Education Reimagined, One Success at a Time, which is where I encourage you to begin. Afterwards, check out my bio that explains why I feel qualified to offer this new education model and then Chapter Six of my book, which is the actual step-by-step implementation plan of my education model.

All you risk by examining my model is a little bit of your time for an opportunity to transform education for each child and teacher in the U.S. If you like what you read, I invite you to read the manuscript of my yet-to-be-published book and provide me with both a pre-publication review and letters of support that will help me find a literary agent and publisher. My model is free to any publicly funded or faith-based school willing to put the model to the test in a struggling elementary school. The only revenue I hope to generate from it will be the royalties from my book, once published.

Please let me answer your questions and address the doubts that are doing their best to hold you back and, remember that anything human beings can imagine human beings can do.

——————-

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Students Are Struggling More than Ever. Choose To Lead the Way!

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By now we have all heard the news that test scores from the 2022/23 school year show a significant decline in every subject area, at every grade level, almost everywhere. However much we might like to believe otherwise we cannot change the reality of test scores until we are willing to change what we do.

Business as usual can no longer be an option or the “school choice” movement sweeping across the nation will cause the foundations of community public schools to crumble.

For superintendents of public school districts, testing The Hawkins Model© in just one of their struggling elementary schools is simple and straightforward. Nationwide, we will need to have a minimum of five public school districts testing our model. It is simply a question of who wants to lead the way and in which school a superintendent will choose to begin. There are tens of thousands of struggling elementary schools from which to choose.

In just one school you can:

  • test the model in the kindergarten, first, and second grades for up to a maximum of ninety (90) students in each grade level, or
  • test it in just the kindergarten and first grade classrooms or even,
  • test it in only two kindergarten classrooms..

Since implementation of the model requires only a reorganization of teachers, students, and classrooms and some minor modifications to the way you teach to academic standards, the authority to act is within a local school board’s purview. What does a school district or its leaders have to lose?

Some districts might be worried they will find students falling behind, but the reality is those students are falling behind, already. Under our model, kids may start out slowly, but their achievement against academic standards will begin to accelerate and by the time they are ready to move from one school year to the next, progress will be readily apparent. By the time students are ready for middle school their academic achievement will have surpassed students in every other school in their community.

Implementation is easy because teachers already know how to teach. What they must learn is how to work together on behalf of their students under a new model, how to stay focused on purpose, and how to avoid slipping back into the patterns of the past. Remember, success is as much fun for teachers as it is for students.

The model is available for free to public, publicly funded charter, and faith-based schools. In one day of training, teachers and administrators can be ready to go when school opens in the fall. It will be just teachers and their students in an environment in which the only focus is on helping each child achieve success by learning as much as they are able at their own best pace. Let me reiterate, the only revenue I hope to generate is from royalties from my book, upon publication, with a little help from each of you,

I ask the leaders of each school district to select a small group of innovative teachers and administrators and have them read the first twenty pages of my book The Hawkins Model©: Education Reimagined, One Success at a Time. It is available by clicking on the tab at the top of this page. There you will also find a tab for my bio that will explain what qualifies me to offer this model to you.If you like what you read, I can provide a PDF copy of the manuscript in just a couple of keystrokes.

Think about how you will feel when you read about the success of schools in communities throughout the U.S. and know you could have been among the first to lead the way?

Teachers are Heroes = Part 1

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Quotes from my book, The Hawkins Model©: Education Reimagined, One Success at a Time,

This education model is being offered as a gift to our nation’s teachers.

The professional men and women who preside over our nation’s classrooms perform one of the most important and difficult jobs in all of society and yet are rarely given the respect and appreciation they deserve. As discouraging as that lack of appreciation may be, it is aggravated by the unwillingness of the American people to give them the compensation teaching should command.

Teaching is not easy, and certainly not a job just anyone can do. For those Americans who would dispute that assertion, I encourage citizens to sign up to work as a substitute teacher in their communities’ classrooms. From my own experience, I can assure you within the first week these men and women will have a keen appreciation of the challenges with which these dedicated professionals must deal.

You will also get a sense of the injustice teachers feel when they are blamed for the problems in our schools. The reality is teachers are victims of a flawed education process every bit as much as are their students.

This article will be the first of a series of posts on this blog, sharing quotes from my book; quotes that reflect this author’s respect and appreciation of teachers.  On the banner at the top of my landing page, you will find tabs that will also take you to “The first 20 pages” of the book, an author bio, and a synopsis.

I am soliciting volunteers to provide me with a pre-publication review of the book to aid in solicitation of a literary agent.

Thank you in advance for any help you might be able to provide. At the very least, share this message with your colleagues and friends and become an advocate for the implementation of The Hawkins Model© in the K to 2 classrooms of a handful of the tens of thousands of struggling elementary schools in which less than twenty percent of students are meeting academic expectations.

It is only through the positive advocacy for an innovative solution, on the part of teachers, their unions, and associations that will bring about changes that will transform education and restore respect for our teachers.

One last thought to consider. Many educators think “public education” is better than it has ever been. Just because something is better than it has ever been does not mean it is good enough or will work for every student. Both our nation and its children need an education model designed to adapt to a rapidly changing world and to empower teachers to teach and students to learn.

The quotes will appear in the order in which they can be found in the book.

“Our premise is, over the last half century or more, the education process at work in our nation’s classrooms has grown dysfunctional and impedes rather than supports the work of teachers and students.”  

“At the outset, I want to make my view of teachers clear. Our nation’s professional teachers are not the reason for the problems in education in the U.S. or why so many of our children struggle to achieve academic success.”

“Teachers are unsung American heroes who deserve our support and admiration for the essential work they do for our children.”  

“Our teachers are as victims of our flawed education process as are their students.”

“Let it be known that teachers are the glue that holds a flawed education process together. All the good things that have happened to our students throughout the past several decades are because of the dedicated effort of these professional men and women.”

“The best way to illustrate what we must fix is to examine the challenges teachers face in their classrooms, daily, as this is the most powerful evidence of the inefficacy of the education process with which teachers and their students must deal.”

“In addition to being the most compelling evidence of the inefficacy of the American education process, what teachers see in their classrooms, provides a blueprint for transformation.”

“No one can truly understand what goes on in our nation’s classrooms unless they have done their time—having spent time in one. Those who have not spent time in the classroom do not see the dedication and commitment of teachers, nor do they see the frustration these professionals feel when they are swimming against the currents of 21st Century life.”

“Teachers know the education process is dysfunctional every time they see the cavernous disparity in the levels of academic preparedness and emotional development of students as they arrive for their first day of kindergarten.”

“Teachers know the process is inadequate when there is no meaningful strategy to acclimate their students to what, for many, can be a frightening new world at one of the most vulnerable periods in their young lives.”

“They [teachers] know they have little opportunity to give students the time and attention they need, and that developing nurturing relationships with their students, while at or near the top of their priority list, is one of too many priorities with too many students with more needs with which any one teacher can be expected to deal.”

Commentary on Indiana’s Projected Expansion of its “School Choice” Tuition Scholarship Program to $600 million by 2025

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One of the concerns expressed by teachers who are skeptical of the viability of my education model is how can we afford the increase in the number of teachers needed to staff it. Today, finding significant new funding for public schools is problematic, so badly has the  faith in community public schools eroded.

Indiana provides a notable example. Because of its loss of faith in public schools, the state is making a significant investment in its “school choice” tuition voucher program. Consider this investment relative to the number of students who will benefit.

Indiana currently spends over $241 million in tuition subsidies so that 53,500 students can attend private schools. On April 27, 2023, The Indiana Capital Chronicle[1] reported the number of students participating in the program is expected to increase to 95,000 by 2025, at a cost of $600 million, or $6,315 per student.

Our question is, if a state’s faith in public schools was reclaimed, “what would be the impact of that same investment in community public schools and their students?” An investment of $241.4 million, for example, would enable Indiana to implement The Hawkins Model© in the K to 2 classrooms in over 400 elementary schools benefitting 108,000[2] students (270 “K to 2” students  X  400 schools).

By 2025, an investment of $600 million could fund the implementation of our model in the “K to 2” classrooms of 1,025 elementary schools and would benefit over a quarter of a million students across the state (270 students  X  1,025) schools) at a cost of $2,166 per student.[3]

The data suggest that Indiana is like the rest of the nation where the students from charter schools struggle as much or more than their counterparts in the community public schools those charter schools were intended to replace. We will let the readers decide for themselves how the cost-benefit ratio of a comparable investment in public schools compares to spending tthose funds to provide tuition subsidies for 95,000 students. Essentially, it is the difference between addressing the symptoms of the problems in public education instead of the root causes revolving around the deficiencies of Indiana’s and America’s education process. This process, which has become disconnected from its purpose, is used in charter, public, and faith-based schools throughout Indiana and the U.S. and leaves our students poorly prepared for the responsibilites of citizenship.

In that same article in the Indiana Capital Chronicle[4], Representative Phil Giaquinta, D – Fort Wayne, (The House Minority Leader) said “This budget is a handout for the state’s wealthiest families and individuals. Most people think that state subsidies go to the poor, but in the GOP supermajority they go to top-earners.”

We have two choices, if we stop to think about it. First, do we make the necessary investment in teachers to prepare our children for the responsibilities of citizenship, or do we spend comparable amounts to support the dependencies of young men and women who leave high school without the skills needed to fulfill their responsibilities? It truly is an either/or proposition.

Public education must do what all producers of new commercial products and services do. The people to whom we must appeal are consumers of education. We must give them something new, about which they can be excited. We must also consider that a quality education is our society’s intellectual infrastructure. We will not get to the future toward which we are striving over the rickety bridge that represents education in America. We assert that The Hawkins Model© is that new and exciting product that will transform education across the nation.

           We don’t expect Indiana, or any other state to reverse their course a full 180 degrees. But why not make a minor adjustment. Just two percent of the current allocation of $241.4 million would allow us to put The Hawkins Model© to the test in the kindergarten, first, and second grade classrooms in eight (8) struggling elementary schools in a strategic selection of communities. Would this not be a prudent path to take? If the model proves itself, in 2025 we could expand the implementation to over one thousand elementary schools across the State of Indiana.

[2] This assumes the average salary for teachers is $65,000

[3] This assumes that average salary for teachers will have increased to $70,000 by 2025

[4] Indiana Capital Chronicle (April 27, 2023

Are Parents Putting the Quality of their Children’s Future at Risk?

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When facing challenges, the better we understand the issues, the world, and the people with whom we share it—whether they agree with us or not—the more likely we are to find reasonable resolutions.

So many parents appear to be striving to protect children from information they themselves fear, disagree with, or are just uncomfortable with. Do these mothers and fathers not understand this leaves their sons and daughters less prepared to address the challenges they will face as adult citizens? Less prepared to work with others in search of meaningful solutions to challenges we cannot yet envision.

Many of our fellow citizens want our leaders to dictate policies that will produce outcomes they view as favorable, seeming not to understand that once we exit the pathway of democracy we may not like where it takes us. More frightening yet, we may not be able to find our way back.

An education is intended to prepare our children and grandchildren for a future we can scarcely imagine—a future in a society for which they will be required to accept the responsibilities of citizenship.

We can do our best to influence their beliefs and prejudices while they are under our care but, as adults, they must be free and able to choose what it is they wish to believe in. If they make such choices based on faulty information because of choices we make today, we are depriving them of the freedom to choose. Although we may never know it, any consequences they might someday endure will be consequences we have bequeathed to them.  

Is it our responsibility as parents to give our children as wide a menu of choices as possible? This depends on the quality of the education they receive—an education preparing them for a future beyond the imagination of early 21st Century parents.

freedom to choose, prejudices, 21st Century parents, quality of the education, responsibility of parents, responsibilities of citizenship, challenges we cannot yet envision, protect children, democracy, education

A Man Named Charlie: a Most Unlikely Leader!

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If you wonder how much of a difference one individual can make, consider this story about a man named Charlie. His life offered a wonderful example of the power of relationships. He passed away ten years ago but he lives on in the hearts of many of the people he touched, both students and teachers.  Every few years, I like to pull the story out, dust if off, and delight in the memory of this special man with whom I spent only a few moments of my life.

            Charlie made an enormous difference in the lives of literally thousands of young people and hundreds of adults in the high school all three of my children attended.  One of the teachers who worked with him shared Charlie’s story in a letter to the editor of the Fort Wayne Journal-Gazette, a few weeks after his death. Otherwise, few outside of the Wayne High School community would have known about this special man, and the quiet but enormous impact he made.

Charlie was a black man working in a high school that was somewhere between ten to fifteen percent black. He did not have an impressive title, did not make a great deal of money, had no formal authority, there were no letters after his name, and he was neither a star athlete nor a celebrity.  Charlie’s stature as a powerful positive leader came only from the force of his personality, his dedication to his job, his love of people, and his God-given ability to make people feel important. He was a human being who, out of the pure generosity of a loving heart, accepted responsibility for making his corner of the world a better place.

            I first heard about Charlie years ago when my kids were in high school, but it did not make a great impression on me.  I assumed Charlie was one of the kids at school.  The first time, and one of the few times I met Charlie, I was working as a substitute teacher in this high school I thought I knew so well.  Like other teachers, I was monitoring the hallways during the passing period, standing next to the door to my classroom. It had been a rough day and I was reeling from difficult period of a math lab class when this man came up to me. 

He was dressed in a sport coat, slacks and tie and it never would have occurred to me he was a custodian until he grabbed a broom from a cart he had left a few feet away and swept up some debris from the floor.

            “How is it going, today? Is there anything I can do for you?” he asked.  “You just call me if you need something,” he continued and then proceeded to rattle off his name and extension number.  He shook my hand and smiled before continuing down the corridor and I watched him, trying to figure out who in the heck he was. 

My eyes followed him as he spoke to a couple students he passed. From the smiles on their faces I can only assume he was smiling, also.  Moving on, he gave another student a high five, and then stopped to pick up a couple of broken pencils that lay on the floor. 

A dozen yards farther down the hallway, a young girl had been leaning against the wall, alone.  I had noticed her earlier as she had a lonely and forlorn look about her and I suspected she had been crying.  As this custodian drew closer, he drifted over to her and then stopped and smiled at her and put his hand on her shoulder. 

            This made me immediately suspicious because we are told, frequently and pointedly, not to touch the students, especially members of the opposite gender.  I could not hear the words that were spoken, but after a few seconds the girl offered up an embarrassed smile, followed seconds later by a laugh.  Charlie lingered a moment in quiet conversation, and then sauntered off, dishing out more high fives to students as he passed.  When I looked back the girl was still there, standing in the same spot but she stood a little taller and had a smile on her face.  Whatever this man had said to her must have been something she had needed to hear.

            Later in the day, in the faculty lounge, I asked a teacher about the custodian in the suit and tie.  He laughed, and said, “well, that would have been Charlie.”  He went on to say, “he’s a very special guy around here and both the kids and staff love him.” 

            I asked others about him, including my youngest daughter, now a teacher herself.  Whoever I asked, just the mention of his name would evoke a smile, and everyone proceeded to tell me pretty much the same story. “He is everybody’s friend and always has a kind word for you,” my daughter explained.

Charlie, God rest his charitable soul, was a beautiful human being and positive leader.  He took his job seriously and took pride in keeping the school clean for the students and teachers.  Even more importantly, he reached out to people to share his positive attitude.  He accepted responsibility for making this high school a better place and for making its people feel special and important. 

He had a special ability to sense when someone—teacher, student, or substitute teacher—needed a kind word, a high five, or a warm smile and I am certain Charlie never wasted an opportunity to share his gifts.  None of these activities could be found in the job description of a school custodian but Charlie made them a part of his daily routine. They were a part of who he was.

This man demonstrated it was not necessary to have a title, formal authority, or even someone’s permission to be a leader and to make a positive difference to the world and its people.  All one needs is a belief that people—all people—deserve our best effort and that we can make a difference. While doing what most people would consider an unimportant and mundane job, this man changed the world around him. He did it by reaching out to people with a generous heart, a simple act of kindness, reassuring words, and a genuine desire to make each of them feel special.

Gifts such as this may brighten only moment in an otherwise stressful day, but we never know how much of a difference we make when we give the best of ourselves with joy and affirmation.  It is a lesson from which all can all learn whenever we wonder if what we do matters. We can choose to believe every job, well done, adds a little beauty to the world and every smile or simple act of kindness is an affirmation to another human being.

No doubt Charlie believed he had the most important job in the world. By having a relationship with each of them, Charlie made a difference in the lives of twelve hundred students and a hundred members of a school’s faculty and staff, while giving them a clean place in which to do their important work.

It was the relationships that mattered. Given what we can learn from Charlie, imagine what teachers and administrators can do in their classroom and schools by doing the best job of which each is capable and by making every student feel special and important.

Relationships are everything in life, leadership and teaching.

God bless you, Charlie.

Providing Positive Leadership from the Top

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When our oldest child was nearing high school age, my wife and I debated whether to send our Catholic daughter to the public school for the district in which we lived or to a nearby Catholic high school. The decision was made after attending an orientation program at the public high school and was influenced almost entirely by the principal who spoke to us one mid-summer evening.

This man began his presentation with the words, “I am big, and I’m black, and I’m ugly!” and in the next ten minutes he successfully sold himself and his school to us. He was far and away the best principal that any of our three children were blessed to know.

What was it about this man that distinguished him from his colleagues over the twenty-year period during which we had children in public schools?  He was a communicator. He sold us on his mission and his belief that our kids were special. During the several years that he served as principal for two of my children, it was obvious this man had a special gift.

He spent time in the halls and classrooms and talked to students and he would listen, also. At every opportunity he talked to students  about pride and about respect and they listened, black kids, white kids, and Hispanic kids. He expected much from his students both academically and how they conducted themselves and they listened. Whether it was true or not, every student in the school believed that they had a relationship with this man and that he had a special interest in them. The school was a special place, indeed.

No doubt, not everyone comes to their role as a principal in possession of a special gift but what this principal accomplished, through his positive leadership, illustrates just how much of a difference positive leadership can make. Every principal should strive to model this man. They should be evaluated on the effectiveness with which they perform to these expectations. They should be selected based on skill sets that would make that possible. They must be involved in incessant, ongoing leadership development.

One of the most import keys to effective interaction with people in the workplace, and especially students in a school setting, is for leaders to remind themselves it is not about them. Kids are quick to pick up on even a hint of arrogance or braggadocio in the adults with whom they interact. This is true for administrators throughout the school and for teachers in the classroom.  Developing empathic listening skills is essential. There is a simple truth in working with kids. Every child needs to be able to trust that there is at least one adult in the school who has their back.

Principals have no business hiding in their offices any more than managers in business organizations belong in their offices. The challenge of organizational leaders everywhere is to help people be successful and to satisfy their customers. In the business of education our customers are the students,  parents, and communities we serve, and our people are the professionals who teach those children and the other administrators and staff who support both students and faculty in that process. Any school district that allows administrative paperwork to obscure the mission and purpose of its principals will surely fall short of fulfilling its potential.

Every principal and assistant principal in the district should participate in a variety of leadership development programs to hone their skills in selling mission, vision, and values to all the players in their school community. They must know how to effectively develop the skills of their faculty through observation, consultation, and feedback; they must be able to relate to the kids through face-to-face interaction, getting to know as many of them as possible and forming genuine relationships with them; they must be able to communicate directly with parents, always selling the mission, vision and values of their organization; always doing whatever they can to pull those parents in, both physically and emotionally.  

In both learning and leadership, relationships are the difference maker and principals must strive to forge the same sustained, nurturing relationships with their teachers and staff as we ask teachers to do with their students. The quality of any product or services, whatever the venue, is a function of the quality of leadership provided by people in leadership roles throughout an organization. Similarly, the quality of leadership men and women in any organization provide is a function of the quality of the relationships they develop with people throughout both their organizations and supply chain.

Colleges of education with programs for administrators, whatever the level, should make the principles and practices of positive leadership a core component of their degree programs.  The principal referenced above went on to serve as principal of another high school, served as superintendent for two school corporations, and later served as President of Martin University, in Indianapolis, Indiana. Notwithstanding all the awards and honors bestowed on him, his greatest legacy can be found among the young lives he touched.

His name is Dr. Eugene G. White, Ed.D.

As we will see in our next post, powerful positive leadership is not limited to people at the top of an organization; they can come from anywhere!

They Must Believe We Believe in Them

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The responsibilities of leaders; whether superintendents of school districts, principals and other administrators in our school buildings, and teachers in their classrooms begins with making people feel important. This starts with assuring that each of their people always knows where he or she stands. Never must people be left in doubt about how much we believe in and care about them.

Not only must the success of one’s people be a leader’s top priority, a leader must demonstrate this truth to everyone in their organization through everything they say and do. This is one of the essential responsibilities of positive leadership. Most leaders have been taught how important this message is but they are also imperfect human beings, just like the rest of us. Unless they remind themselves of this responsibility, relentlessly, it is a human tendency to get comfortable in the status quo. Many people, even the very best, are continually at risk of getting entangled in our routines and taking for granted that our people know what we think of them.

Among the most vital responsibilities of leaders is the self-discipline of not only communicating their organization/profession’s mission, vision, and values, incessantly, but also questioning whether what we ask of our people still makes sense given the changes taking place in our profession, in our environment, and in our society. Powerful, positive leaders must always keep one eye on the big picture because if they do not, who can? One of the most effective ways to provide this kind of positive leadership is to listen and observe, empathically.

Our people—teachers, most of all—may be so immersed in their daily challenges they cannot see the big picture from the windows of their classrooms. They depend on positive leadership. What leaders must look for are the “symptoms of inefficacy.” These symptoms are conveyed through the frustrations of our people when what they are being asked to do does not seem to be working. This is true in the classroom for both teachers and students.

Teachers must strive to provide the same positive leadership to their students. Students must always know where they stand but not just with respect to the grades they are getting. They must know  we believe in and care about them. The misbehavior of our students is also a “symptom of inefficacy.” The responsibility of teachers and leaders is not limited to reacting to such behavior. It is far more important that we strive to recognize, interpret, and respond to the underlying drivers of such behavior not as wrongs that have been committed, rather as needs to be addressed.

Because it is so easy to be distracted by overt behavior, other students live in hope their covert withdrawal to the darkest corners of our classrooms will go unnoticed. The risk to operations and organizations is that the wheels that do not squeak rarely receive the attention they require. They may be silent, but such withdrawals are the desperate screams of children who know of no other way to communicate how lost they feel.

Teachers who are giving up and end up leaving the profession are doing so because even their covert “symptoms of inefficacy” went unrecognized, were misinterpreted, and were not addressed.  The practice and development of one’s craft includes dealing not only with one’s own disillusionment but also rallying to the aid of colleagues who are at risk of giving up. As challenging as this may be, it is essential to the successful practice of one’s craft.

The truth with which all educators must come to accept is that their profession cannot afford to lose any more teachers any more than our society can afford to lose any more kids.

This fundamental truth will only be accepted when our people/students are confident we have their back and will assure their effort is always focused on our true mission, vision, and values as conveyed through positive leadership.

The Hawkins Model©: Education Reimagined, One Success at a Time!, by Mel Hawkins

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A Six Page Excerpt

Introduction

Look around at what you see. Is there anyone who is happy with the society we have created for our children? We are more divided than we have been at any time in my life and many of you feel the same way. We find ourselves at odds with one another over one issue after another. Rather than focus on the things we have in common, we seem fixated on the ways we differ from one another. If we cannot set aside our differences and work together in response to the challenges we will face in the balance of this 21st Century, things will not end well for some of us and could end badly for everyone. This is where we find ourselves, today.

The future is ours to choose. If we want a peaceful and prosperous resolution to the challenges we face, we must commence our response by understanding that we are what and who we have learned to be. If we want to be a better people, a better democracy, and a better society we must teach our nation’s children more and we must teach them better. We must strive to open their hearts and minds to learn as much about the realities of life and of the world as possible. This is a formidable task that can only be accomplish through a highly focused approach to education.

It is the premise of this work that the problems we face are a consequence of an education process that has become disconnected from its purpose. Over the three-quarters of a century since the end of World War II, the world has changed exponentially while the way we teach our children has changed only incrementally. The America in which we find ourselves is where education has brought us. It is said that organizations are perfectly structured to produce the outcomes they get, so it follows that the existing education process was perfectly structured to get us to the point in history at which we find ourselves, today.

If this is not where we want and need to be, we must accept responsibility for bringing about transformative change. One of the fundamental principles of this work is, “it is not until we stop blaming others and/or society and accept responsibility for our problems that we begin to acquire the power to solve them.”

I believe the state of American society, today, is a consequence of an insufficient understanding of the true nature of the complex and interdependent universe in which we live and of the people with whom we share it. What we think we understand is further compromised by our fears and prejudices. The quality of the choices we make will be determined by the level of our understanding of the world as it is, not what we wish or fear it to be.

In 1950, our leaders were bursting with optimism that there was nothing the USA could not accomplish. They thought we were living in a nation with unlimited potential in a world with inexhaustible resources. The U.S. had a population of 150 million people that was 87.5 percent non-Hispanic white in a world with 2.75 billion people. In the seventy years since, the world population has grown to 7.9 billion people while the U.S. population has grown to a remarkably more diverse 330 million citizens. Today, estimates suggest less than 58 percent of Americans are non-Hispanic white.

According to the U.S. Census Bureau, we are amid a population shift in which the percentage of white Americans is forecast to decline from that 58 percent of the US population, today, to an estimated 47 percent by 2060. The challenges in the balance of this 21st Century will be unprecedented, and this is the future in which our children and grandchildren will be required to live and compete. To proceed as if it is “business as usual,” in the coming decades, seems ill-advised.

If we wish to change the course of our history, we have two generations to alter the character of America. We need a rebirth of commitment to the principles of democracy envisioned by our founders nearly 250 years ago. We must acknowledge that if we continue to teach the way we have always taught, over the next forty years or so, it will not take our society where we need to go, and we will be even less happy with where we will find ourselves.

If we are to have any hope of achieving this rebirth of commitment to democracy in America, we must begin by relinquishing our insistence on blaming our nation’s teachers and schools for the problems of our society. Blaming teachers for the problems in education and asking them to work harder will not be sufficient to produce the outcomes we need. At one time or another, each of us has experienced what it is like when asked to do a job or perform a task without the proper tools, or with tools that were in such a state of disrepair they did not work. This is what teachers are dealing with, today, and yet they continue to give their hearts, minds, bodies, and souls doing their best to make the education process work.

Neither can we blame the parents of our children. Parenting has never been easy but the:

  • The number of working parents, and an increase in parents who must work two jobs to make ends meet, somewhat offset by an increase in  work-from-home opportunities,
  • The ever-present influence of the peer group, empowered by social media, and
  • The ubiquity of mass media providing virtually unrestricted access to all the world has to offer and the challenge of shielding one’s children from whatever parents deem to be objectionable,

all combine to make parenting more challenging than ever. We believe this makes the roles of schools and teachers that much more essential.

The effort in many communities seems to be focused  on parents protecting children from what they deem to be the unpleasant aspects of society. The question we encourage parents to consider is how they can best prepare their children to deal with realities they will face as adult citizens. Should mothers and fathers strive to shield their kids from the things they fear, or would it be better to arm them with the knowledge and skills they will need to find their own solutions and create a better world for their own children?

The purpose of this work is to introduce a new education model to replace the existing American education process. It is a model designed to enable teachers to help each child learn as much as they are able at their own best pace and is premised on a belief that the human brain is the most remarkable three pounds of organic matter in all of creation and that the brains of the human child are the most remarkable of all.

The good news is, it will not take forty years to get where we need to go. It takes eighteen years to guide a child from birth to adulthood, and it takes thirteen years from the time they arrive for their first day of kindergarten, at the age of five. If we were to implement our new model, by September of 2023, we will have a full thirteen years to prepare the graduating class of 2036 for a new and better future.

For the students who will graduate in the intervening years from 2024 to 2035, we will have a shrinking window of opportunity to solidify the weaknesses in their academic and emotional development foundations that will influence the way they think about America and the world and the way they conduct themselves. Thus, it is vital we take full advantage of that opportunity and not subject them to another unproductive school year.   Each year, thereafter, we will send another class or young men and women out into society, well-prepared to work with their fellow citizens to preserve and protect our people and our democracy.                

By the time you complete this book you will understand how this new model will change the rules and expectations of education in America and the way we will keep score. We will show you exactly how and why the existing education process is letting our children down and exactly what we will do to eliminate those deficiencies and how we will ensure that the needs of all our students are met.

The changes we will be asking schools and teachers to make are simple, but will have a profound, positive effect on our children and on American society. We will also show how these changes in the way we teach will transform democracy in America so that it can fulfill its promise to all our citizens, not just a select few.

When we rely on a system that meets the needs of only some of our students, we deny other children of the value of the lessons they were supposed to have learned  and we deprive society of the value of the positive contribution they might have made.

If we are unable to make this transition in a peaceful and positive way, the future of our nation and its democracy may be irrevocably altered. We must not underestimate the magnitude of the impending population shift over the next forty years. It will help if we understand that many of the problems with which we are dealing today are symptoms of the deep fear of the possible consequences of that anticipated tipping point on the part of millions of Americans.

During that same 25 years, while those young people commence the work of rebuilding a nation, we will continue working to provide a primary and secondary education of the highest quality to succeeding generations of children who will follow in the footsteps of the first wave of students educated under the whole new way of teaching we will refer to as The Hawkins Model©.  These new classes of young men and women will join their fellow citizens in the reshaping of America.

The education model I will be introducing in this work has been named The Hawkins Model© so I can maintain the right of authorship. This new model will be offered, free of charge, to any publicly funded or parochial school entity willing to test the model in one of their struggling elementary schools. While the implementation of the model will be surprisingly easy, it will require educators to make a paradigm leap to a point where our leaders can observe our nation from a broader perspective and see that where it is taking us is not where we need to go. It requires a focused commitment of the people and educators of each community to teach by this new set of rules and a commitment to make the necessary investments to make it work.