The Importance of Feedback and How To Provide it

Performance management has become a necessity in almost all organizations, irrespective of venue and yet, typically, they are one of the most stressful and virtually useless activities in modern-day leadership.

Unfortunately, in public education and elsewhere, the evaluation process has become engrained as a bureaucratic requirement, much like high-stakes testing. If principals, as with all supervisors, focus on their mission, however, formal performance evaluations should be little more than a minor inconvenience.  All it requires is to integrate feedback into the daily work of principals. Same is true for superintendents providing feedback to principals. I call this integrated performance management.

This may seem impossible within the context of the existing education process, but imagine an education process structured to support these responsibilities. This is exactly the type of process I propose in The Hawkins Model©.

So, what is a principal’s purpose?

Their mission is to help teachers develop their potential to the optimum and do the best job of which they are capable; to help your teachers develop their craft, relentlessly. Principals have no greater purpose and their success will be measured in terms of how well teachers are able to serve the needs of their students.

What is “a teacher’s craft?”  

Teaching is an uncertain science. Never can we be assured that if we do “x”, “y” will be certain to follow. Not only is every teacher unique, as are each of their students, every teacher is on a unique growth and developmental path and the principal’s role is to help them improve the level of their “craftspersonship,” daily; which, in turn, improves the quality of outcomes.

A teacher’s craft is a dynamic body of skills, tools, experience, and wisdom coupled with the ability to apply them to meet the unique needs of individual students.  By utilizing their accumulating body of experience, teachers learn how to assess and respond to the unique needs of each student as each of them moves along their individual growth and developmental path; whether academic, physical, and emotional.

The teacher’s mission, also, is to help students begin accepting responsibility for their own dreams and aspirations. The ultimate objective for each of our students is that they leave school with meaningful choices and become productive members of a participatory democracy.

Ironically, teachers are much like their students; they must take increasingly more responsibility for their own professional growth and development.

As a principal, the job does not involve comparing teachers to one another or to grade them. Neither is it to find someone doing something wrong, unless it presents a teaching opportunity. When you spend time, daily, talking to each team member about their unique situations and working to help them develop their craft, they will always know how they are performing, and you will always know their status. Providing this kind of ongoing, integrated support is not something done once a quarter, semester, or school year, rather it is what you do every day in your interactions with both teachers and staff.

Principals must also understand that his works only if your teachers are willing to trust that your purpose is to help them be successful. They must view you as their champion and this must be demonstrated by your actions, not just your words.

This kind of an approach will help teachers feel they have some level of control over both process and outcomes. Having control over the outcomes in our lives is a powerfully motivating force.

Neither teachers nor students will commence their developmental journey from the same point of embarkation; rarely will they follow the same pathway or progress at the same speed; and, always, the objective is to help them apply in life what they have learned every step along the way.

If we learn to appreciate the value of every individual, what we do ceases to be work and becomes an adventure. There are few things in life that feel better than helping another person be successful. Being a principal, like being a teacher, is supposed to be rewarding.

There may be times when principals must make tough decisions. We do not want to give up on our teachers too quickly, however, any more than we want our teachers to give up on their students. The key is to give everyone an opportunity to surprise us, which, in turn, gives us something to celebrate together.

When formal performance evaluation reports are required, they will be little more than a status report and will almost always be a positive. The exceptions are when some remedial action has been deemed necessary and, in such cases, there should be a specific remediation plan where expectations are clear for all parties. Never should a teacher be out there feeling alone, hopeless, powerless, or unsure of their professional standing. We must help them learn to expect positive outcomes. The same goes for students.

Working in a bureaucracy is never easy but we are not required to let the bureaucracy define us. The best way to avoid being constrained by the environment around us is to keep a laser-like focus on our mission/purpose, which is: “help people be successful.”

If you are thinking this is impractical or even impossible in your school, you are offering “proof positive” that the existing education process is obsolete and unable to meet the needs of kids, teachers, and communities. For as long as a principal or teacher must circumvent the process to do their jobs, we will never produce the outcomes we need.

My education model is engineered so that the structure supports the work we do, not the other way around. Please take the time to check out The Hawkins Model©. You might be surprised!

NAEP and Other Standardized Tests Have Been Weaponized.

This a break in my series on positive leadership in order to respond to a recent post on our colleague @StevenSinger3’s outstanding  blog. Gadfly on the Wall.

The reaction of public-school educators to the results of standardized tests, whether state-based or national is very much like the reaction to more lessons and tests in their classrooms on the part of struggling students. When one feels victimized by something, having an aversion to it is a natural thing.

The genesis of high-stakes testing is irrelevant when public school educators feel beaten down by such exams and by the blame that is so often attached. In essence, standardized tests have been weaponized and are used to attack the very existence, not to mention credibility, of public-school teachers and administrators, and the public schools in which they teach. It should not be surprising that these educators go on the defensive at the mere mention of high stakes testing.

This is no different than a student who fails lesson after lesson with such repetition that they feel hopeless. By the time they reach middle school, struggling students have given up on learning. Some of them have given up and stopped trying by the time they reach the middle elementary grades three, four, or five. While the  demographics of these children cover the full spectrum of American society, a disproportionate percentage of them are poor, have skins that are varying shades of brown, or live in households where English is not their mother tongue.

It is no different than a person or a dog that has been beaten by a cane. After a while, they begin to react, viscerally, to the very sight of the cane. Objectively speaking, there is nothing wrong with the cane other than it is being utilized in a manner other than its intended purpose. If the child’s parent or grandparent, or a pet’s owner, picks up the cane and uses it to help themselves walk across the room it is serving its true purpose and is inherently good. The child or pet that has been beaten by that same cane will shy away from it, nevertheless.

The problem in public education is not high stakes testing rather it is that they are being utilized as a weapon to attack public education as a whole, and teachers and their schools, more specifically.

Neither is there anything inherently evil about the results of such exams other than the fact that they are being used for reasons other than their purpose. Because they trigger a negative emotional response, educators have discounted the value of what we can learn from them. It is probably more accurate to say that educators have rejected the value of the results, altogether.

This is unfortunate because those results validate what we learn by examining the gradebooks of public-school teachers. The results confirm what our military services are dealing with when a significant percentage of our nation’s young men and women are unable to score well enough on the ASVAB[1] to qualify for enlistment. They correlate with the experiences of employers who want to hire these young men and women but find them unqualified. The results of all these assessments corroborate the reality that the men and women who populate our prisons were, at one time, our struggling students.

Having been one of those employers I can attest to the frustration when so many candidates for vacant positions lack basic math and reading skills essential to the jobs they would be asked to perform; even entry-level production or warehouse positions. For a brief period, before a change in our ownership, we provided basic math and reading skills instruction for these candidates. Even then, the results were disillusioning. Many struggled and some quit. My interpretation, then, was that they felt traumatized by the classroom.

I saw this while subbing, particularly in middle school classrooms, when students appear to be afraid to try. This triggered recollections from my years as a juvenile probation officer when my probationers seemed afraid when encouraged to talk about school experiences.

I challenge public school teachers to imagine how kids feel when, week after week, lesson after lesson, they  perform poorly on practice assignments and fail both quizzes and chapter tests. Imagine how you would feel if the evaluations from your principals were negative, time after time. After a while, being instructed to “work harder” is as demeaning as it is unhelpful.

I know teachers agonize over these kids and I know they do the best they can in the environment in which they are asked to work. I tell myself that these teachers, whom I have come to respect, must know in their hearts that something is not working; that, somehow, the process is flawed.

High stakes testing has become a pivotal issue for educators on both sides of the debate on the future of public education in America. It is worth looking at the NAEP (National Assessment of Educational Progress) testing because the results confirm that what is happening in our schools is not confined to a few unfortunate communities or school districts but occurs nation-wide. What is important about NAEP assessments is the way they define the “Proficient” level of performance.

The vital component of that definition is that it attempts to measure the ability of these youngsters to utilize what they were expected to learn in real life situations. Ultimately, this is the only measure that counts. I have no illusions that the instruments of assessment are perfect. Yes, they are culturally biased; yes, multiple choice questions are limited in their utility even though we have been using them in our classrooms for generations; but, it seems that the results are the same however we measure them. Even the chapter tests that are given in almost all classrooms, routinely, bring us to the same conclusion.

It does not matter what teachers and other educators think their students have learned; and neither do graduation rates matter. Similarly, the piece of paper with which graduates walk away that says they have completed a portion of their formal education is meaningless if they cannot apply useful skills and knowledge in real life.

Whether young people can apply what they were expected to have learned when they go out into the world and strive to make a life for themselves is the essential question and the basis on which the performance of our education process must be measured. And let us make it perfectly clear that it is the efficacy of the education process that all forms of assessment measure, not the effectiveness of public school teachers, public schools, or public education as a whole.

No matter how hard they work, how qualified they may be, nor how dedicated public-school educators may be, they cannot make an obsolete education process give us outcomes it is poorly designed and structured to produce.

My message to public school teachers is that I am not here to blame you. You are my heroes. I have subbed in classrooms that have shown me the challenges you face, daily. I have experienced what it is like to strive to teach in a classroom where the distractions of student behavior make it seem impossible. I have felt the dread of walking into a classroom every day, after having to gird myself for the challenges I was certain to face. I have at least sampled the frustration of professional men and women who are unable to do what they were trained to do; who are unable to experience the satisfaction of helping kids learn and grow—the very reason why they chose to become a teacher in the first place.

Teachers and principals: you are not to blame. I do not question your commitment or professionalism. I do not dispute how hard you work or how valiantly you strive to give your students what they need to learn. The education process that has been at work in our schools for as long as any of us can remember does not work for a significant percentage of our students, and it does not work for teachers. I would assert, also, that it does an injustice to even the students who appear to be performing well because it inhibits their ability to achieve at their full potential.

Both teachers and their students deserve better.

The challenge is, we cannot create better outcomes until we analyze what contributes to the struggles of our students and are willing to let go of the traditional methods and approaches with which we have grown comfortable. For most of you, it is the only way you have ever known.

Our students are not struggling because of bad teachers and bad schools. Neither are they struggling because they are poor, because of the color of their skin, because of the language of their birth, or because they are genetically incapable of learning.

I want to convince you that poverty is as much a consequence of inequality in education as it is a cause of that inequality.

I want you to understand that we will never get better outcomes for your students—our nation’s most valuable assets—until we go back to the drawing board. We will not get better outcomes until:

  • We assess the level of academic preparedness of each student when they arrive at our door for their first day of school.
  • We tailor what we do to meet the unique needs of each student;
  • We create an environment in which they can form enduring relationships with teachers who will provide the constant emotional, physical, and academic support they require;
  • We ensure that every child has at least one teacher with whom he or she can bond, even the kids who are hardest to love,
  • We discontinue the practice of severing relationships between students and a teacher on whom they have come to rely;
  • We stop treating education as a competition in which some kids win, and others lose;
  • We stop pushing kids ahead to “next lessons’ before they are ready—before they have mastered and understand their previous lesson in each subject area;
  • We stop asking students who “get it” to sit by patiently until their classmates catch up;
  • We stop marching to the tune of arbitrary schedules and time frames;
  • We stop measuring the performance of students against the performance of their classmates;
  • we free teachers from the unnecessary distractions that prevent them from giving each child the time and attention they need to feel safe, to feel special, and to learn at their own unique pace;
  • We give teachers the freedom to utilize whatever approaches, methodologies, media, or technology that will help a given student learn;
  • We recognize that our students are not all preparing for the same destinations and aspirations and that no one destination is more important than others;
  • We allow our students to discover the best versions of themselves and chart out their own goals and ambitions;
  • We ensure that every child learns that success is a process of learning from our outcomes and experiences, both successful and unsuccessful, and that it is a process each of them can master;
  • Until together and with enthusiasm, we have celebrated all their successes along the pathway to whatever destiny they have chosen for themselves;
  • They have developed the powerful self-esteem they will need to face the unprecedented challenges in the balance of this 21st Century; and,
  • They have sufficient strength of character and the tools to withstand the slings and arrows of prejudice and discrimination with which so many of them will be subjected.

Answer the following question for your own benefit, not for mine:

“Is the education process in which you are asked to teach structured to provide students with each of these essential components?”

My purpose as an advocate for an education model designed to provide all these things, is to recruit you to rally around a positive idea that can transform public education in America.

I am an advocate for public education in community schools that are accountable to the residents of those communities. I am an advocate for teachers, whom I consider to be unsung heroes who have one of the most important jobs in all of society.  

I encourage you to ask yourself: “What if there is another way to teach our nation’s children?” What if there is a way that gives all children, not just a lucky few, the quality education they deserve while giving teachers the career you dreamt of when you chose the field of education?

What if there is a way to ensure that you will make a difference, every day, without the distractions and complications that have led so many of your colleagues to leave teaching?

Why not sneak a peek at a new education model, The Hawkins Model©; a new way to teach your students? What do you have to lose?

Remember that it is a quality education on which the future of our nation’s children depends, and it is on those same children that the future of our nation depends.


[1] Armed Services Vocational Aptitude Battery, the instrument used by the Armed Services to determine eligibility for enlistment.

The Second Most Important Lesson of Positive Leadership.

The most important lesson for those who aspire to be powerful, positive leaders is that it is not about you. The second most important lesson is to focus on one’s purpose and, almost always, that purpose/mission is to satisfy one’s customer.

In the private sector, focus on customers is easy because it is the customer who buys goods and services. Dissatisfied customers can act immediately to take their money and seek out other suppliers. If that dissatisfaction spreads, the enterprise is at risk of losing their ability to compete.

In the public sector, of which public schools are a part, there can be a disconnect between leadership and dissatisfied customers.

Unlike buyers of consumer goods and services, the end-users of public education (the community, parents and employers) are faced with limited choices. Rarely can they take their money and seek out other providers of education services. With no consequences with which to deal, leaders of schools and other public institutions  are under minimal pressure to alter what they do. In the absence of choices and meaningful responses from educators, the dissatisfaction of the community festers.

It is this author’s belief that striving to replace our nation’s public schools with a smattering of uninspiring charter schools is a classic example of “throwing the baby out with the bathwater.”

Contrary to the perception of many public-school educators and advocates, however, education reformers—with  their focus on charter schools, vouchers, and digital learning—are driven by neither a greed for profits nor for a reliable pipeline of automatons to work in their factories. Just the opposite is true.

An over-supply of unthinking workers is the very thing employers are unhappy about.  And, while reformers may want their charter schools to make money, profits are not the motivation. There are much easier ways to make money.

The true motivation for creating charter schools, in present day, is to create an environment where dissatisfied parents can take their money and seek out a better school for their children; to have a choice. Having such choices puts pressure on providers to produce better outcomes.

It is this observer’s assertion that reformers are not out to do harm rather they are misguided. Just changing the name on the door does nothing to differentiate charter schools from public schools. Different teachers working in different facilities matters little if they teach in the same way. And, no, it does not matter that they rely more heavily on digital tools. Varying media does not alter the essential nature of the learning environment.

It is a positive environment that fosters learning and it is the quality of relationships that create positive environments.

What superintendents and local school boards must understand is that it is not enough to believe their schools are effective nor does it matter how hard their teachers and principals work, or how dedicated they may be. Neither does it matter that the societal issues of poverty, crime, discrimination, and segregation make it difficult for educators to do their jobs. These are excuses. The only thing that matters is whether a school’s outcomes are acceptable to their communities.

The challenge for leaders of public education—their essential purpose—is to accept responsibility for the outcomes with which one’s customers are disappointed and find solutions that work for all kids. Societal issues do not diminish the need for change, they make it more compelling.

In public education, or any other setting, innovative solutions must be sought outside the boundaries of conventional wisdom. Finding them requires that we go back to the drawing board and challenge our assumptions about what educators do, and why.

Throwing out the bathwater of public education but not the kids is a formidable challenge. Professional educators must take the lead and would do well to invite corporate America to join them in addressing this most significant challenge for 21st Century America. Only by working together and rallying around innovative solutions can educators and corporate America marshal the resources necessary to transform the American educational system.

The education model I have developed is an example of just such a solution and I invite superintendents and corporate leaders to examine it at https://melhawkinsandassociates.com/education-model-white-paper/

Reinventing Public Education: A Categorical Imperative!

Transforming/reinventing public education in America is well within the realm of possibility because it is a relatively simple human engineering challenge. The obstacles to its realization exist not in the architecture or mechanics of a solution rather in the politics of change. Those obstacles begin with how difficult it is for people to step outside their paradigms and envision a different reality. Being able to envision a new reality is important to all human beings but is imperative for educators if we are to insure equality in education.

The danger we all face when confronted with a long history of disappointing outcomes is succumbing to resignation that we are powerless to alter those outcomes. It is so easy to become inured to the human consequences.

In public education, disappointing outcomes have been a fact of life for generations and the consequences have had an adverse impact on virtually all aspects of American society. Teachers entering the profession almost always believe that all kids can learn but, over time, they are confronted with the reality that so very many of them do not. Some educators succumb to the proposition that there are children who cannot learn.

That so many of these students are poor, black, and other minorities makes it inevitable that some men and women—not a majority, we believe—will draw unfortunate conclusions. Educators must be challenged to reject stereotyping or profiling by racial, ethnic, or any other categorization and conclude, instead, that the problem is not that these kids all look alike, rather that they experience similar disadvantages.

This tradition of unacceptable outcomes will not be altered until educators take a paradigm leap and imagine a new reality outside the boundaries of conventional thinking. Envisioning an alternate reality does not guarantee a solution, however. Even when we discover a transformational solution, we are still faced with one of greatest challenges facing organizations; we must overcome the paralysis of inertia.

What teachers, principals, and other administrators must do is simple. They must acknowledge that what they are asked to do in their schools and classrooms is not working for many students, especially the disadvantaged. They must be encouraged to forget about what the critics say; forget about the corporate reformers and the politicians who have been influenced by them; and, forget about test scores.

The only thing that matters to teachers is what they see in their classrooms. Not all teachers can see the pattern from their classroom, however, nor can all principals. Those educators blessed to work in high performing schools must not turn a blind eye to the challenges faced by so many of their colleagues.  They must remind themselves, often, that “if not for the grace of God, that could be me.” They must stand shoulder to shoulder with their colleagues in our most challenging schools and districts.

Superintendents have a special responsibility to provide positive leadership and in districts populated by struggling schools and failing students, superintendents must be strong enough to share the truth of what they witness. Their responsibility includes their students, the men and women who staff their schools, and the communities they have been chosen to serve. It serves none of these interests to act as if everything is okay.

It may be unreasonable to expect all top administrators to break from tradition, but they must be  relentless in challenging the assumptions of conventional wisdom. When these leaders see a long pattern of academic distress, they must feel compelled to act because if they do not, who can? 

It is not my desire to shower these good men and women with blame, but I do challenge them to accept responsibility. Blame and responsibility are two entirely different things. There is an essential principle of positive leadership that suggests “it is only when we begin to accept responsibility for the disappointing outcomes that plague us that we begin to acquire the power to change them.”

It has long been my belief that the top executives of any organization must be positive leaders with a passionate commitment to their mission. I have observed far too many leaders in education, whether superintendents or principals, who appear to be administrators more than powerful, positive leaders. Because most were hired and are evaluated based on their administrative experience and skills, we should not be surprised. Those graduate programs for school administrators that do not place great emphasis on leaderships skills must be challenged to rethink their mission.

It is my assertion that the absence of dynamic, positive leadership in school districts throughout the U.S. has given rise to a groundswell of dissatisfaction that, in turn, has opened the door for education reformers. These reformers—also good men and women—are only striving to fill a void of leadership. They see inaction from the leaders of public schools in the face of decades of unacceptable outcomes. Those outcomes are the millions of young people leaving school without the academic skills necessary to be full partners in the American enterprise.

What is unfortunate is that the solutions these education reformers and their political supporters offer have proven to be no more effective than the public schools they are striving to supplant. And, why should we be surprised when all they do is change buildings, call it a charter school, and ask teachers to do the same job they would be asked to do in public schools. They rely on the same obsolete education process and it is inevitable that they will get the same results.

This flawed education process impacts every child, adversely. To disadvantaged students, those impacts are often devastating.

Once again, I ask the reader to consider an alternate approach; a new model designed to focus on relationships and giving every child as much time as they need to learn every lesson, at their own best speed. Please check out The Hawkins Model© not seeking reasons why it won’t work rather striving to imagine what it would be like to teach in such an environment.

The ultimate measure of the success of our schools is not graduation rates, or the percentage of students going off to college. Education must be measured by each student’s ability to utilize, in the real world, that which he or she has learned; regardless of the directions they have chosen for their lives. Education must be evaluated on the quality of choices available to its young men and women.

Whether you are a teacher, principal, or superintendent, how does one explain that all your dedication, best efforts, and innovation over the last half century have produced so little in the way of meaningful improvements in the outcomes of disadvantaged students?

Blaming outside forces is unacceptable. If the pathway to our destination is obstructed, do we give up or do we seek an alternate route? If we succeed in treating the illnesses and injuries of some patients does this let us off the hook in dealing with people whose illnesses and injuries are both more serious, and more challenging? “They all count, or no one counts.”

It serves no purpose to beat the superintendents of our nation’s public school districts about the head and shoulders, but we have a responsibility to hold them accountable. 

If teachers would rally together and utilize the collective power of their unions and associations to challenge conventional wisdom, they would gain support and become a revolution. The same is true of administrators and their associations. If teachers and administrators would link arms, they would become an irresistible force, not for incremental improvements, but for transformational change.  

Is there any doubt in the reader’s mind that if teachers and administrators were united behind a positive new idea that would assure the quality of education of every one of our children, that their communities would rally to the cause?

Educators, you truly do have the power to alter the reality that is public education for every child in America.

A CALL TO ACTION: A New Civil Rights Movement Focused on Public Education!

Education is a civil rights issue of our time just as education and segregation were in the 1950s. Back then, the challenge was breaking down the barriers that prevented black children from attending public schools.  Thanks to the civil rights leaders of 50s and 60s, all children are permitted to attend public schools, but not much else has changed. Academic performance of many poor and minority children, blacks especially, still charts well below classmates.

Poverty still pervades the black communities and those of other minorities, and they are populated with multiple generations of men and women who have always failed in school. Far too many of their sons and daughters fill the seats of the schoolhouse-to-jailhouse express to overflowing; adding “criminal justice reform” to the list of civil rights issues.

Shutting down the schoolhouse-to-jailhouse pipeline is a point on everyone’s priority list, but all the talk and pledges in the world will not alter our current reality until we begin to alter the forces that drive that reality. Even then we cannot change, overnight, that which has taken generations to evolve.

The problems are systemic, and we must address the inherent imperfections of systems, not treat the symptoms of those imperfections.

The issue of criminal justice provides a useful example. For people who have not worked in the criminal justice system, the reactive nature of the system is often misunderstood. Our courts do not go out and seek people to load up their dockets nor do corrections facilities recruit inmates. Each institution must deal with the people delivered to its door.

Our police departments respond to complaints, patrol to deter crime, and act when witnessing evidence of illegal activity. Abuses of their power are not part of law enforcement training protocols, they are aberrant behavior; whether resulting from prejudice, poor training, or breaches of policy.

Although founded on the principles of democracy and on the rights and responsibilities protected and expected under the U.S. Constitution, the criminal justice system, like all systems of human design, are imperfect. When these systems are inundated, both the imperfections of the systems and the prejudices of some of its people are exposed. It is such aberrations that destroy trust between law enforcement and the communities they exist to serve and protect.

The criminal justice system is inundated because the schoolhouse-to-jailhouse pipeline is overflowing. We will not be effective in improving the efficacy of the criminal justice system until we address the social problems that overload its circuits. We must understand why the pipeline exists and the simple and convenient answers of poverty and discrimination are not very helpful. 

If we have learned anything over the last 60-plus years, it is that  we cannot legislate an end to the prejudices and enmity in the hearts of man. We cannot wish away the social realities that devastate the lives of so many people.

While necessary, protesting the injustices in society will not alter the social realities of our communities.

The only way to protect blacks and other minorities from discrimination and the imperfections of the justice system is to reduce the flow of people entering that system.

The only way to keep young black and other minority men and women from entering the system is to help them become impervious to discrimination by giving them a menu of meaningful choices.

The only way to provide them with meaningful choices is to make meaningful changes in the education process that was intended to provide them with those choices.

The only way to ensure a quality education for every child is to alter an education process that, historically, has not served the interests of society’s most vulnerable children; whatever the genesis of that vulnerability.

Like poverty and discrimination, the schoolhouse-to-jailhouse pipeline is a consequence of something that is not working the way our society needs it to work. That something is the “education process” at work in our schools, both our public schools and private. Whether they will admit it or not, virtually every educator understands that what they are being asked to do does not work for many children. Our education process has been obsolete for generations.

From the perspective of this observer, when the growing population of students demanded a reconfiguration of the process, in the early years of public education, the mounting cost and the need for operational efficiency obscured the essential purpose of education. We must redefine that purpose, which was to ensure that the unique needs of individual students are met.

Far too many of the young men and women leaving high school, today, with or without diplomas, are bereft of meaningful choices of what to do with their lives to find joy and to provide for themselves and families. When they leave school, this population of students opts for the only choice available to them: return to the communities from which they came, unprepared to participate in what the rest of us think of as the American dream.

Clearly, the education process is not meeting the needs of these young people. Unfortunately for society and educators alike, we blame our schools and teachers for the flaws of the process rather than the process, itself.

The consequence for society is that the education reforms, innovations, and initiatives of the last half century or more were like seeds planted in barren soil. Even the best ideas in the world will not take root in an environment unable to provide the nutrients necessary for germination, let alone blossoming.

A special report published, just this morning, in EdWeek UPDATE illustrates my point. The report notes that there is “no measurable gap between charters, traditional public schools on national tests.”

The charter school movement has not fixed what is broken in our schools because they still rely on the same education process as other schools. Just changing names, buildings, and teachers doesn’t change that which does not work.

In the interim, notwithstanding the litany of education reforms, American society has seen significant erosion of its faith in our public schools and teachers, never quite comprehending that teachers are as much victims of flawed education process as the students and communities they were employed to serve.

Americans are left with an education process that is the functional equivalent of a maelstrom in which children, communities, teachers, school, administrators, policy makers, and elected officials have become entrapped. It is an education process that cannot be fixed from the inside out.

As difficult as it may be, everyone involved in or who has a stake in the American education system must fight their way to the shore, climb out of the maelstrom, and examine the process from a new perspective. They must be challenged to take a paradigm leap and seek solutions outside the boundaries of conventional wisdom.

For that purpose, I have developed an education model that has been created to serve no purpose other than meet the unique needs of each one of our children. The Hawkins Model© is designed to allow teachers to focus on relationships and to ensure that every student has as much time and attention as they need to learn as much as they are able, at their own best pace. Only in such a learning environment can teachers help children develop their intellectual, physical, and emotional potential and begin discovering their special talents, interests, and aspirations.

The one thing educators dare not do, after fighting their way to the shore, is to dive back into the maelstrom where they will be engulfed in hopelessness; powerless to alter the destiny of our society and our participatory democracy.

Understanding Education as a Process and Our Schools as Organizations: and a Shout Out to Ted Dintersmith

There are many new and exciting things happening in some schools: innovative education methodologies, ever more sophisticated technologies, and curricula that are being challenged and re-examined.

Recently, our friend @tracyscottkelly shared a teacher’s ( @HJL_Greenberg ) enthusiastic Tweet about Ted Dintersmith’s book, What School Could Be. Kelly acknowledged, as have many of us, that @dintersmith has provided a wonderful compilation of innovative education programs in real American schools.  It is a great read and if you haven’t done so, put it at the top of your reading list.

Let us not lose sight of Dintersmith’s title, What School Could Be, however.The book is not about “what all schools are.”

Dintersmith’s book offers  examples of public schools and school districts that are producing exciting results for their students. These schools and their programs provide shining examples that give hope to teachers and other educators who are feeling overwhelmed by their own challenges and those of their students.  

Let us, also, not forget that Ted Dintersmith traveled through all fifty states to find these innovative education programs, approaches, and methodologies.It is vital that we acknowledge theses schools are the exceptions and do not represent the reality that is public education in many of the other schools in those same fifty states.

Think about how we arrived at present day with respect to public education.At some point in the distant past, schools may have been established to enable teachers to meet the unique needs of children, but over the decades, schools have devolved into one-size-fits-all service delivery providers.  Schools in the U.S. are organized for operational efficiency, based on financial constraints. That the unique needs of our nation’s children have never been as complex as they are now, creates a recipe for failure for millions of kids.

No matter how hard they work or how deep their commitment, teachers cannot alter the aggregate reality that is public education in America and they must not be blamed.

Each of the noteworthy programs from around the nation exists because of the extraordinary efforts of educators willing to step outside the boundaries of education tradition; often against the forces of doubt.  Sadly, these schools are not the norm and millions of American children do not enjoy the benefits of such programs nor are they likely to benefit, any time soon.  We can only hope that as more educators and school administrators are inspired by the examples of “what could be,” they will step out of their comfort zones and take a paradigm leap.

In my education model, my 2013 book, Reinventing Education, Hope, and the American Dream, and my upcoming book with a working title, Reinventing Education One Success at a Time: The Hawkins Model, I have examined our schools from the perspective of an organizational leadership consultant asking the question, “are schools structured to produce the outcomes we so desperately need?” Most often, the answer is that they are not.

The paradigm leap that is needed, if we are to transform public education in America and restore the American dream, is a willingness to remind ourselves that schools are human organizations incorporating an “education process” designed to deliver a service.

If we are dissatisfied with the quality of the service our education process is producing, we must take a giant step back to a point from which we can examine the education system as an integral whole.We must, then, stop looking for someone to blame and, instead, challenge every single one of our assumptions. Only then can we start from scratch and reconstruct an education system—both structure and process—to produce the outcomes we want and need.

What is it that we want and need from America’s public schools? We need an education model or process in which our dedicated teachers can help every child have more than just equal opportunities—they must have the wherewithal to develop their own dream, envision their futures, chart their own paths, and seize those “equal opportunities.”

At the root of every problem facing American society—whether social, political, economic, technological, ecological, or criminal justice—is the fact that far too many young Americans are not equipped with the understanding, knowledge, skills, self-esteem, and self-discipline to seize the opportunities to which they are entitled, constitutionally.It all comes down to the efficacy of our education process as a whole and not whether a few schools might be succeeding.

What the Data Tells Us

The following graphic speaks eloquently about the problems in public education in America; problems that exist in spite of the heroic efforts of teachers.

Fort Wayne  and South Bend are two of Indiana’s greatest cities and both have many cultural, educational, business, and recreational resources to offer to their citizens. As is true in so many medium- to intermediate-sized communities (populations of 100,000 to 300,000), both communities have diverse populations. What is also characteristic of such communities is the existence of  urban, suburban, and rural public-school districts. Both Fort Wayne Community Schools and the South Bend Community School Corporation, within their district boundaries, have a high proportion of children of color; children from families that are on the lower end of the income continuum, regardless of color; and, the largest percentage children for whom English is a second language. By virtually any criteria, in diverse communities, both have the highest percentage of kids that could be thought of as disadvantaged students.

Both school districts are led by some of the most highly educated and experienced administrators in the State of Indiana. They are staffed by a diverse faculty of teachers who have been educated in the nation’s finest colleges and universities and who are represented by the same unions and associations as their colleagues from Indiana and around the nation. Teacher salaries are within the same range as other area school districts that compete for qualified teachers and typically exceed teacher salaries the community’s parochial schools offer.

These school districts also offer a variety of programs for students with a broad range of special needs. And, so there are no misunderstandings, they teach to the same academic standards as must teachers in every other school in their state. They also continue to make the best investments in their school buildings and equipment as their constituents will permit.

Both cities have been my hometowns in major parts of my life, and I am proud to have lived in South Bend and Fort Wayne, Indiana. I graduated from one of the two districts, as did all three of my younger siblings, and I spent the greater part of my life and career in the other. All three of my children attended and graduated from Fort Wayne Community Schools and went on to earn both undergraduate and graduate degrees in their chosen fields of interest. There, I also spent ten years as a substitute teacher.  Although my wife and I are in the process of moving from Fort Wayne, that decision had nothing to do with the quality of life offered by the community. We will always love Fort Wayne.

We have the greatest possible respect for the dedicated teachers and administrators of both school districts. We also have a family member who is a principal in one of the school districts and who strives, every day, to make a difference in the lives of his students.

The graphic is offered to illustrate how the combined student bodies from these fine school districts struggle, academically, despite the heroic efforts of public school teachers, not because of them. In this post, I will provide only a few highlights of the data and what I believe they tell us . My new book will allow readers to delve more deeply in the data.

These two school districts are like a thousand other school districts of comparable size and demographics and this just begins to reveal the sheer size of the crisis in public education in America. If we take the total number of students that are struggling in these two districts, divide that number by two, and then multiply it by the estimated one thousand school districts in America of comparable size and demographics, we are talking about eight million school children. Let me repeat that number: approximately 8,000,000 kids.

Add numbers from the roughly fifteen thousand other school districts in the U.S. that are smaller, larger, richer, poorer, and more segregated and the numbers are both staggering and compelling. Anyone who denies that we have a crisis in public education in America must be challenged to take another look and, yes, the degree to which the validity of state competency exams is questioned, is understood.

            The only reason to question the validity of state competency exams is that they are utilized to evaluate the quality and effectiveness of teachers and public schools and this author shares the conviction that their use for that purpose be categorically rejected.

            What educators dare not reject, however, is that, with all the imperfections of standardized competency exams, they are still a measure of the ability of children to demonstrate their mastery of the subject matter set out for them by academic standards of their state.

            MOST IMPORTANT OF ALL, THESE RESULTS ARE A MEASURE OF THE EFFECTIVENESS OF THE EDUCATION PROCESS WITH WHICH TEACHERS AND SCHOOLS ARE EXPECTED TO EDUCATE OUR NATION’S DIVERSE POPULATION OF STUDENTS. I CHALLENGE ANY PROFESSIONAL EDUCATOR, WHO DISPUTES THESE DATA TO LOOK INTO THEIR OWN EYES IN THE NEAREST MIRROR AND TELL, FIRST THEMSELVES, AND THEN THE AMERICAN PEOPLE, THIS IS THE BEST WE CAN DO.

            The essential purposes of this work is to show that this is nowhere near the best we can do for our nation’s children, and to offer a solution. It is a solution engineered to give every child a quality education to develop the knowledge and skills they will need to identify and then pursue their dreams and aspirations. Equality in education is the categorical imperative of our time.

            The other essential purpose of this work is to give the millions of men and women who have chosen to serve our nation and its children as educators, an education model that will allow them to become the teachers they envisioned when they chose to enter this demanding profession. They chose teaching because of their desire to make a difference in the lives of kids and in their communities and we must enable, not just allow, them to do their jobs to the absolute best of their ability.

It is this author’s sincere belief that there is nothing we can do as a society that will have a greater impact on the quality of life of the American people, both individually and collectively, than creating an education process that will prepare all our young people to meet the unprecedented and unimaginable challenges the balance of this 21st Century will present.

Work on my new book is well underway and it will lay out the education model I have created in great detail. In the interim, the reader is invited to view the latest version of my education model at https://melhawkinsandassociates.com/education-model-white-paper/

You will also find a copy of the white paper written to lay the logical foundation for the model. Please read not in search of reasons to reject rather so you might envision what it would be like to teach in such and environment. Please share it with your friends and colleagues.

There is a need for transformational change in public education, but do we have the will?

If you are teacher, do you see anything on the horizon that gives you reason to expect the daily stress you endure will be lessened and the success of students will be assured?

Recent studies have found that American classrooms can place teachers under stress; often debilitating stress. This is not news. Teachers and their most capable leaders have known this for decades. If non teachers would spend just one day in the classroom of a Kindergarten, first, or second grade teacher, with more students with which any one teacher should be required to deal—students with wide disparity in academic preparedness—they would experience real stress; from the first bell to the last, each and every day.

We could say the same thing about the desired academic achievement of students. Every meaningful measure of academic achievement conducted over the past few decades has demonstrated that children of color, with economic disadvantages, and for whom English is a second language, struggle. How we justify ignoring this data for so long is difficult to understand.

Like all the challenges facing public education, stress and low achievement are symptoms of dysfunction and obsolescence; it is systemic.

As a teacher, you cannot change public education in America from your classroom. Just doing your job requires more than most people outside the field of education can imagine. Systemic changes to public education in America, however, cannot happen without your individual and collective advocacy. Your unions and associations can be powerful forces to drive positive change, but it is never enough to register complaints and protests. Instead, be a powerful advocate for a positive, new idea.

If you are a principal, you lack the authority to act unilaterally even if you had a solution yet you, too, can be a positive advocate for change. Seek support from your colleagues and from your professional associations on a state-wide or national scale. Complaints and protest are the tactics of the powerless, however, even for administrators. What we need from principals and administrators is for them to rally around a positive solution to the challenges facing our public schools and urge their districts to act.

Superintendents for school corporations and school districts have a clearly defined responsibility to provide the highest possible quality of education to the children within their district’s boundaries. If you are fortunate to lead an affluent school district with historically high achievement, you may feel confident that a quality education is exactly what each of your students receives. You also know that not all your colleagues and their school corporations are so fortunate.

Teachers, administrators, and school boards have not come forward with an alternative approach that can transform public education in America and neither have policy makers and state legislators. They have not found a solution because they are not looking outside the boundaries of conventional wisdom. And, no, school choice and charter schools are not the answer. Charter schools are a diversion that distracts us from what should be our primary focus. We must find a new, comprehensive, and integrated process that works for every child, whatever their unique requirements, and supports rather than impedes the efforts of every teacher.  We need all educators and public officials to open their minds to the possibility of a better way. Then, we need educators, at every level, to use their individual and collective power as positive advocates to fight for that solution.

Superintendents of community school districts with multiple schools and thousands of students who struggle must become more than just advocates for change. They have an obligation to be powerful, positive leaders in relentless pursuit of success for their kids. These superintendents and school boards know that the teachers of your struggling schools are no less qualified or capable than their colleagues in high performing schools. Further, you know that few if any of the innovative methodologies, technologies or curricula you have employed have made sustainable progress.

Sustainable, transformative change must commence with an acknowledgement that what we have been doing for decades will not work no matter how hard we ask teachers to work or how many new and innovative ideas we employ. Putting new wine in old wineskins will not produce the quality education process that our children, their communities, and our society so desperately need.

In a new book I am working hard to complete, I will introduce an education model designed to produce the outcomes we need. This education model has been crafted to place teachers and students in an environment in which they can thrive and with a process focused on success. You need not wait for my new book, however, to examine the model.

Visit my website at https://melhawkinsandassociates.com/education-model-white-paper/ and take a look at the model with the hope that, at the very least, you will discover some ideas worth your time and consideration. You may be pleasantly surprised to find an education model and process that will resonate with educators; a process that will make it easier for teachers to teach and for kids to learn. Have no illusions, however, that teaching will be easy. Teaching children is challenging work and this model will not alter that reality. It will, however, make it achievable and remove much of the stress for both teachers and their students.

If you are a superintendent, consider implementing the model in one of your low performing schools. What do you have to lose? Students in those schools have been struggling for years. If you are principal, strive to enlist support from some of you colleagues and present an action plan to your superintendent. If you are a teacher talk about the model with your colleagues and then approach your principals.

Please make time to read the model. Are the struggling students of your schools and community not worth an hour or less of your time?  

Finally, if you are a parent and you like what you read, share it with everyone you know. Proceed as if the lives of your sons and daughters depend on it because, indeed, they do.

Teachers Are Many Things All of which Are Essential!

When we greet a five- or six-year old boy or girl on their first day of school this is a point of embarkation on a twelve- to thirteen-year journey to adulthood. The mission of teachers is to help prepare these young people to be citizens of a participatory democracy. Teachers are essential to the fulfillment of that purpose and can be replaced by neither technology nor less qualified, lower paid staff.

The job of teachers is to help our students build a portfolio of knowledge and skills so they will have choices for what they want to do with their lives to find joy and meaning. We want our young people to be able to provide for and create wealth for themselves and their families and we want them to add value to society. More than anything we do, relationships will be key to our students’ success and development, in every way.

When children arrive at our door on their first day of school they may be at the single most vulnerable period of their lives. These unique little human beings are a precious creatures—truly our society’s most important asset and it will be on their backs that the future of society will be borne.

We must greet every child who arrives at our school as an individual with the potential to accomplish important things. Their welfare should be at the top of every single one of our nation’s priority lists. Possibly, one of our students may grow up to be President of the United States, become a brain surgeon, a research scientist who will find the cure to cancer, a lawyer, architect, teacher, professor, nurse, entrepreneur, public safety officer, elected official, sales professional , manager, supervisor or the best electrician, cosmetologist, auto mechanic, custodian, plumber, certified nursing assistant, or small business owner in their community. It is not for us to decide what they will grow up to be.

Our job as educators is to help them discover who they can be and then teach, coach, mentor, guide, cheer for them, sometimes push, and always support them along their unique developmental path. We must help them identify their talents, abilities, and interests so that they can begin to create their own dreams and become the best versions of themselves. During this time, we must avoid passing judgment on their choices. We must embrace the idea that every job, done well, adds an element of beauty to the world. We must refrain from making arbitrary decisions such as that all students must prepare for a four-year degree.

Public school teachers must convince their students, through our daily words, actions, the expressions on our faces, and the tone of our voices that we consider helping them develop their potential to be our mission in life. We must make them feel loved, and respected, and we must smile at them at every opportunity. Remind yourself how you feel when greeted by a warm smile from someone you know. Think of it as relentless affirmation.

We want our students to become good citizens who understand their responsibilities as members of a participatory democracy. We want them to understand the cogent issues of their time and to make thoughtful decisions. We want them to be able to think for themselves and not be swayed by charlatans, whatever their doctrine.

It is our objective that our students will become imaginative and creative adults able think exponentially, outside the boundaries of conventional wisdom (outside the box). They must understand that the world is changing at an ever-faster pace and that we all must adapt. We must help them understand that the solutions to the challenges facing society, at any given point in history, will not be found by dredging up strategies and tactics of the past, other than the lessons we have learned from them. Today’s problems are often the consequences of policies past, policies that have grown obsolete and are no longer in sync in a dynamic world. The young men and women our students will grow up to become, must be prepared to find new and innovative solutions as the 21st Century unfolds.

Our children must learn that the only way to protect their own rights is to protect the rights of others whether freedom of speech; religion; or protection from the abuses of the powerful, whether from the public or private sectors. They must understand how vital it is that they exercise their right to vote.

We want these young people to understand history in hopes that they might learn from our mistakes and successes as a society, much like we all must learn from our experiences, including classroom assignments and quizzes. We want to remind them of the adage that “if we are not falling down once in a while, we are not really skiing.” We must teach them that success is a process of doing just that, of learning from both our successful and disappointing outcomes. We all must learn how to master that process of success and a vital part of that process is not being threatened by the success of others. We must celebrate our own successes and those of the people around us. It is success that gives us the confidence to face new and bigger challenges. When our students become discouraged, as all will do, we must be there to encourage them not to give up. They must learn that the process of success is fused with persistence and determination.

When teachers get discouraged, as all will do at some point along the way, they must be able to depend on their leaders—their principals and administrators—to encourage them not to give up. Teachers must also be able to depend on one another for more than just negotiating for better deal, as important as that may be. They must be able to work together as a profession to drive change when they are confronted, daily, with a process that does not work for all their students.

We want our kids to understand the social sciences so that they might grasp at least a wisp of understanding of human nature; whether with respect to individuals or within the context of families, organizations, communities. and societies.

We want them to understand the natural sciences and that the forces of the natural world that are greater than us; that we must view such natural phenomena as climate and other environmental changes as components of an interdependent, evolving universe rather than view the natural world from within the context of narrow and shallow minds. We want them to be able to understand that a single winter storm does not refute the evidence of global warming and that a clean environment is not bad for business. Our children must learn to be stewards of all things in nature. They will need all of their creativity to find solutions for the 10 billion people with whom they will share the planet; billions for whom the policies of the past will be insufficient.

Our students must learn to appreciate and be able to express themselves through the arts, which have proven to be the signature of civilization. Arts also help us develop our imaginations and creativity and thus expand our views of the world. We want our students to learn that the ability to recognize the need for and embrace paradigm shifts is as essential to the development of the individual human mind as it is to the evolution of human society.

It is equally vital that our children have healthy lifestyles for both their minds and bodies. Helping children develop their mental and emotional health is one of the most important outcomes of an effective education process and the work of its teachers. A healthy sense of self is a function of the quality of our relationships with other people. Teachers and their personal relationship with each child are an essential variable in the growth and development of young minds, bodies, and egos.

How often have we heard that “it takes a community to raise a child?” Parenting may be the most challenging of callings, especially in times such as these. We believe the best outcomes for our nation’s children will flow from the partnership between parents and teachers. It serves no one’s interests, however, to pass judgment on parents who may be struggling to raise children and provide for their families. Even when parents are derelict in their duties, no one benefits from the neglect or victimization of innocent children?

For those of you who believe that these things about which we have spoken are, indeed, what teachers must be doing for their students, it should be obvious that the education process in place today does not render these things possible.

Our education process is an archaic structure that is designed to process children as if they are widgets being fed through a machine like commodities. It is also a process that sets both teachers and students up for failure. Because the education process has not worked for so many children for so long it leaves the American people to do what human beings have so often done; look for simple answers to complex problems and for someone to blame.

Teachers must acknowledge, both individually and collectively, that no one else can see what they see, every single day. They are the only people who can possibly understand why the system has grown dysfunctional and what we can do to fix it. What teachers cannot do, however, is view the entire education process from inside their classrooms and nor can principals view it from within their buildings any more than any of us can view our entire planet from our own back yards.

What public school educators need is a little help from an outsider like me who unknowingly found himself walking in their shoes, observing what they see. The difference is that, as I walked in their footsteps, I saw their world through lenses colored by different training and experience. I observed a dysfunctional process that is public education through the mind of one trained to apply the principles of systems thinking, organizational development, and positive leadership to replacing systems that do not an cannot work with systems that will.

What I cannot do, however, is rally teachers around a positive solution to the challenges of public education, I can only give them a positive solution around which to rally. I can only urge them to consider that the powerful advocacy of their collective will around a positive new idea will be infinitely more effective than all the complaints, protests, rally’s, and collective bargaining strategies laid end-to-end. I would ask all of you to consider that the best way to regain the respect and support of the taxpaying public is to give them a solution that works for their children. I’m not suggesting that teachers not strike, when necessary, rather that they consider that such actions are only responses to symptoms, not etiologies.

I challenge teachers to consider The Hawkins Model, an education model designed and structured to do everything teachers need to do for their students. I challenge them to abandon our decades-long tradition of teachers pushing an entire classroom of children down an arbitrary path and replace it with an education model that helps children progress along a path tailored to meet their unique needs. I also challenge their principals and administrators to join them in the implementation of an adaptive education process guided by a student’s interests, aptitudes, motivation, and achievements resulting from a progression of successes.

Please do, as some of your colleagues have done, and take the time to examine my education model not in search of reasons why it will not work rather while striving to understand what it would be like to go to work everyday in a place where you truly can make a difference in the lives of each of your students.

Quadrilateral Pegs in the Round Holes of Public Education; Revisited

Author’s note: In hopes of retaining a presence on social media, while writing my new book, I am selecting a few of the most widely-read blog posts from the past. I hope you enjoy this one.

 

Participating in the dialogue between teachers, principals, superintendents, and other players in our public schools has been enlightening and inspiring on the one hand and frustrating and discouraging on the other. It is wonderful to know there are so many amazing men and women who have dedicated themselves to teach our nation’s children. It is heartbreaking, however, to see how many of these remarkable professionals seem unaware that they are being asked to do one of the most important and most challenging jobs in the world in an environment that has not been significantly altered since I began school 67 years ago. Teachers labor in an education process that has not been adapted to meet the needs of 21st Century children.

It has been a struggle to find an analogy that resonates with teachers, principals, and superintendents so they can see what it looks like to observe them at work, from afar. I know that because I have not been trained as a professional teacher, it is easy for them to discount the merit of my education model as the work of just one more outsider telling teachers how to teach.

My perspective is unique, however, and merits the attention of our nation’s public school policy makers, leaders, and classroom teachers. I am speaking as an advocate for public education and for American public-school teachers and school administrators, not as an adversary. I consider public school teachers to be unsung American heroes and I’m asking you to open your hearts and minds to a new idea. If you see merit in what you read, I am asking you to help spread the word to other educators that there is an idea worthy of consideration.

As a student, I have earned two masters’ degrees, one in psychology and the other in public management. Over a nearly fifty-year career, I have worked with kids for 9 years as a juvenile probation officer and in a volunteer capacity for nearly 20 years. I have lead organizations; taught and have written a book about positive leadership; solved problems; created new and innovative solutions; reinvented production and service delivery processes; have written four book and many articles; have done testing for the military; and, while writing books, have spent ten years working as a substitute teacher in the same public school district from which my own children graduated.  Also, I have been a student of “systems thinking” since reading Peter Senge’s book The Fifth Discipline: The Art and Practice of the Learning Organization, when it was first published in 1990.

The experience of participating in and observing what happens in public school classrooms as a substitute teacher, was an incredible opportunity to walk in the shoes of public school teachers. What I witnessed as an observer of the public schools of my community are dedicated, hard-working professional men and women, giving their hearts and souls to their students in a system and structure that does not meet the needs of a diverse population of students.

If you can imagine what our nation’s system of highways would look like—given the number of automobiles and trucks on the roads, today—if neither President Eisenhower, in 1956, nor any of his successors had envisioned America’s interstate highway system, you will have an idea of how our public school classrooms and the education process at work within those classrooms look to me, observing from afar.

We are asking good people to educate our nation’s incredibly diverse population of students in the education equivalent of Route 66. These kids will become the men and women who must lead our nation through the unprecedented and unimaginable challenges the balance of the 21st Century will present. Think about the diversity of American public-school students. They represent every color of the human rainbow, speak innumerable languages, come from families both fractured and whole, from every corner of the planet, and with a range of backgrounds with respect to relative affluence and academic preparedness that is as cavernous as America is wide.

Public school educators are striving to do their absolute best for students in an environment in which they lack the support of our federal and many of our state governments and are under attack from education reformers with their focus on “school choice.” These education reformers, policy makers, and the politicians who are influenced by them are destroying our public schools and the communities those schools were built to serve.

As I have written on so many occasions, a handful of charter schools serving a few hundred students at a time, even if they were innovative, will never meet the needs of the millions of American children on whom our nation’s future depends. These charter schools are being funded with revenue siphoned from the coffers that were meant to support our public schools and rely on the same obsolete education process used in the public schools they were intended to replace. Many of these charter schools have failed to meet expectations in community after community.

We already have school buildings in communities throughout the U.S., staffed with the best teachers our colleges and universities can produce, and filled with kids from every community in America. This is where the problem exists and where its challenges must be met. We cannot produce the results these children and their communities need, so desperately however, until we examine the current education process through the lenses of a “systems-thinking” approach. Systems thinking allows us to challenge our assumptions about what we do and why. Only when we have taken the time to understand the flaws in the underlying logic of the existing education process will we be able to alter the way we teach our nation’s most precious assets and the way we support our teachers as they go about their essential work.

There have been many innovations in public education in recent decades, but they and other incremental changes have been and will continue to be no more effective within the context of an obsolete education process than repaving the highways of the 1950s would be in meeting the transportation needs of the 21st Century.

I have been working to build an education model that I believe will put both teachers and students in a position to be successful. It is a model that was designed from scratch to be molded around the relationship between teachers and students, enabling all to perform at their optimal level. I am seeking superintendents of a public-school districts willing to test my education model in one of their underperforming elementary schools.

You, our superintendents, know what the data illustrates and you know that what you have been asking your teachers to do has not altered the bottom line with respect to student performance in any meaningful way.  Most importantly, you know the number of elementary schools in your district that are languishing no matter what you do.

Yes, I understand the data produced through standardized competency exams is a totally inappropriate way to assess the performance of our teachers and schools but let us not throw the baby out with the bath water. The results of these standardized tests do tell us one thing of inestimable value.  They tell us that the education process does not work for millions of children no matter how hard our teachers work on behalf of their students .

We often cite poverty, discrimination, and segregation as the reasons why so many of our students fail. The reality is that when we ignore the unique requirements of our students and try to push their quadrilateral pegs through the round holes of public education, we leave the most vulnerable at the mercy of discrimination.

I challenge teachers, principals, and superintendents to ask yourselves whether there is anything you have done differently, over the course of your careers, that has resulted in a significant improvement in the performance of your students, in the aggregate. Yes, you can cite examples of individual students whose lives have been altered, but what about your student body as a whole? Your underperforming elementary schools and their teachers and students are waiting for you to do something different; something that will help them be successful. How about now?

It is time to consider a novel approach in which a new education model is crafted around the important work our teachers and students must do. It is a model designed to support them as they strive to meet the unique needs of an incredibly diverse population of American children.

My education model and white paper, can be examined at my website at: https://melhawkinsandassociates.com/education-model-white-paper/ I am asking you to risk a couple of hours of your valuable time to examine the model, not seeking reasons why it will not work rather striving to imagine what it would be like to teach and learn in such an environment. Are your students and their beleaguered teachers worth the risk of a couple of  hours of your time, given that the value of the upside is incalculable?

At my website you will also find my blog, Education, Hope, and the American Dream with this and almost 250 other articles about the challenges facing public education.

Our goal must be to arm our nation’s young people with the skills and knowledge they will need to be impervious in the face of prejudice and discrimination and to ensure that they have meaningful choices. We can only accomplish this goal if we transform public education in America.