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.

Teach to Kids, not Tests! [A Re-visit]

 

While I focus on writing my new book, rather than be a non-presence on Twitter, I will be reposting a few articles from my blog that seemed to be among the most popular. I hope you enjoy them.

In his many books, Stephen Covey often told the story about taking time to sharpen the saw and it is a good lesson for public school educators. As we work hard, cutting wood, the saw gradually loses its edge. If we don’t take time to stop and sharpen the saw, it won’t matter how hard we work; our productivity will begin to decline until we are accomplishing almost nothing.

The era of high-stakes testing has led public school policy makers and administrators to push teachers to work hard doing the wrong things when what they really need to be doing is teaching to their students and their unique requirements. Teaching to the test is nothing more than a sophisticated version of cramming with the same minimal, long-term retention.

It seems that no matter how hard dedicated teachers are urged to work toward our misconceived purpose, test scores rarely improve. When they do improve the gains are marginal.

From a child’s first day of school, at age five or six, our focus must be on identifying each child’s unique starting point. We need to know where they are on the academic preparedness continuum. Once we have identified what they know and where they are lacking, we can develop an academic path tailored to the unique needs of each child. The existing education process is not structured to facilitate such an objective, so it must be reinvented. My education model has been created for this very purpose.

Our goal is to help children lay a solid academic foundation on which they can build the future they are learning to envision for themselves. Once they have built that academic foundation, they can begin the wonderful and exciting journey of discovery of who they are, what they can be, and where they can go in life.

Their destination should not be based upon anything other than their own evolving sets of knowledge, skills, interests, and dreams. We are not teaching them to be successful in the world as we know it because that world will not exist by the time our students leave school as many as 13 years later. For our students, the pace of change in the world is accelerating faster than that which we perceive.

Think back on your own teachers. Could they have envisioned the world in which you are now asked to teach? If our deceased grandparents and educators were drop in for a visit, they would be overwhelmed by a world that is nothing like the one they knew.

Our task is to make certain our children are always moving forward from one stage of their individual development to the next, irrespective of what their classmates are doing. Our objective must not be to prepare every child for college because a two- or four-year degree is not the answer for everyone. The last thing we want to do is push them down a path on which they are likely to become discouraged, to give up, and to lose hope. We want them to be excited about their life and we must be excited to be helping them on that adventure as their teacher, guide, coach, mentor and friend. We must remind ourselves, however that it is their adventure, not ours.

If we help them acquire a solid academic foundation, they will be primed to go wherever their curiosity, interests, talents, and abilities will take them. They will be primed to thrive in a future we can barely imagine. It will be a different world where every aspect and institution in society will have had to adapt to accommodate whole new generations of motivated men and women. They will be citizens with both the hunger and wherewithal to make a difference, and with a dream to follow.

We cannot wait until kids reach middle school and have fallen so far behind that they have given up and lost hope. Certainly, we must help the students who have already reached this tragic point in their young lives, but our long-term focus must be on the success of children in grades K-5. We must shut down the pathway to hopelessness and powerlessness as surely as we must shut down the “schoolhouse to jailhouse” express.

The last chapter of my book,  Reinventing Education, Hope and the American Dream: The Challenge for Twenty-First Century America (2013) was an attempt to envision how different the future might look if we help our children develop their full potential. Envisioning that future, I wrote:

“Post-secondary educational institutions have had to virtually reinvent themselves as the demand for more advanced mathematics, science, engineering, and information technology classes has exploded. The evolution of institutions devoted to a wide range of technical and vocational educational opportunities has been similarly phenomenal.”

 

My education model has been developed to allow such a future to evolve and I encourage you to examine it with an open mind. If you are inspired by what you discover, I urge you to join the small but growing number of educators who believe my model has the potential to transform education in America. Please share the model with as many colleagues as you can and, together, imagine what it would be like to teach in such an environment. Then, approach your district’s administrators and encourage them to envision a new reality,

Will that be difficult? Of course! It is amazing, however, what positive advocacy can accomplish as opposed to the futility of complaints and protests.

You will find my model and an accompanying white paper at https://melhawkinsandassociates.com/education-model-white-paper/ 

Its purpose is to enable our students to take their place in a troubled world where their knowledge and imagination will be desperately needed.

 

My Motivation to Develop an Education Model that Works for All Kids!

My wife and I have four grandchildren. The eldest is a little girl who was adopted by the eldest of our two daughters and our son-in-law. She is of Mexican descent with beautiful, thick black hair, brown eyes, and golden-brown skin. The second is a little boy, who was adopted by that same daughter and son-in-law, has skin that is a beautiful, rich brown with eyes to match and who came out of his birth mother’s womb with a natural Afro. Our youngest two grandchildren are the biological offspring of our youngest daughter and her husband. The eldest (and our third) is the palest of whites, bordering on pink, and her hair is as red as her father’s beard. Our fourth, not yet three years of age, has skin not quite as pale as his big sister’s but hair every bit as red.

These four children represent our family’s beautiful rainbow and like all grandparents we love them so much that it hurts.

These kids have magnificent smiles that light up our lives even more than the lights of the holiday season and laughter that warms us during the coldest of times. Such smiles have reminded me that throughout my whole life, whenever I have been blessed to see children smile, I am blind to any of the other features, that for reasons that are difficult to fathom, cause some human beings to pass derisive judgment. For me the smile of any child is a source of incalculable joy that is as common to the shared universal human experience as anything else in life.

I have spent my entire lifetime striving to understand why our world is so full of hatred over issues as insignificant as the color of one’s skin. I still struggle to understand why differences in eye or hair color are perceived as different shades of beauty while differences in skin color produce such extremes of enmity.

I was blessed to be born to parents who taught that we are all children of Creation and that we were blessed to live in a country in which we are all considered to be equal under the Constitution.

In 1951, I was equally fortunate to live in a neighborhood and attend an elementary school that was twenty-five percent black. It was at school where I learned to be a friend and playmate with one of my black classmates before I ever learned of the existence of bigotry and racism. Somehow, I never noticed that when I was playing with my black friend that my white friends were off doing something else and vice versa.

When I first witnessed the hatred that my white friends had for my black friend, I was devastated. My black friend and I never played together, after that. At the time I did not understand whereas he probably thought to himself “I should have known better.” This was nothing new in his life. For me, innocence was forever lost but I never lost my perception of diversity as something to be cherished as beautiful.

Later, at the age of 20, I was privileged to spend a summer working in a churchyard in Philadelphia, providing a place for young children to gather and play, safe from the reaches of the gangs whose territories sandwiched our little oasis. All these kids were black, save one. While I was responsible for the boys and girls between the ages of 8 and 16 who came to play in our churchyard and game room, I played with them far more than I supervised. While my job was to keep them safe and be a mentor, I must confess that these youngsters taught me far more than I ever could have taught them.

For the first nine years after college and the military, I worked as a juvenile probation officer where I supervised a multi-racial group of boys and girls between the ages of nine and seventeen. I also worked with their families. I have vivid memories of sitting at a kitchen table, having a cup of coffee with the mother of a young boy or girl—some white and others black—who was desperate to understand why her child was failing in school and seemed unable to stay out of trouble. “My kid’s not stupid!” they would often say. I had no answer for them, but I agreed that their sons and daughters were not stupid. In fact, their “street smarts” was apparent.

A decade later, I was one of the founding board members of a local Boys and Girls Club where, once again, I was privileged, as a volunteer, to be around, play with, and serve a diverse group of children. When in an environment where these children felt safe and received unconditional affection, patience, and affirmation their joy and laughter was contagious. These kids were voracious learners, quick to listen to adults with whom they felt a special connection. They were anxious to soak up whatever lessons their adult leaders might offer. If they struggled with a lesson, they sought the help of their trusted friend.

Often, the adults would scratch their heads and wonder why so many of these children, so full of life and curiosity, were failing in school. I was only beginning to comprehend.

More than a dozen years later, when I decided to relinquish my leadership and organizational-development consulting practice to focus on my life-long dream of writing books, I worked part-time as a substitute teacher for my local public school district. In those high schools, middle schools, and elementary schools, I was able to walk in the shoes of public school teachers and observe, first hand, the struggles of so many of these teachers and their students. Once I got over feeling overwhelmed by all that was swirling around me, I began to wonder why these classrooms were so different from the game rooms and playgrounds at the Boys and Girls Club or the churchyard in Philadelphia.

What I learned about children during these significant chunks of my life was that whether black, white, or shades of brown; rich or poor; male or female they are all just kids and they can all learn from someone who cares about them if given a fair opportunity. Whatever their backgrounds there are more similarities than differences between them.

They all laugh when they play or act silly; cry and bleed red when they get hurt; get mad when they lose; celebrate when they win; get embarrassed when they are made fun of; yawn when they get sleepy; respond to warmth and affection with warmth and affection; and, suffer egregiously when abused by their parents, feel disconnected in many of their classrooms, or when bullied by their peers.

All these boys and girls are capable of learning; they are all curious about the world around them; and, they all get discouraged and feel humiliated when they fail. They all suffer great loss of self-esteem when they give up on themselves after repeated failure and no longer believe in their ability to compete in classrooms that never should have become competitive environments in the first place.

They all deserve our respect not only as individual human beings but also as members of their unique cultural traditions. The only difference, once they arrive at school, is their level of preparation and motivation. They all deserve the best we have to offer and the very fact that so many of these children fail provides irrefutable evidence that what we are doing does not work for everyone.

Despite the heroic effort of our teachers, it is here, in our elementary schools that we will find the roots of the problems that beleaguer us as a nation and society. Whether we are teachers, administrators, policy-makers, or deans and professors of schools of education, we must be willing to pull our heads from the sand and stop defending the indefensible.

The fact that so many children are failing, particularly minorities and the poor, is not a predisposition of birth or a fact of nature. That children are failing is nothing more than an outcome of a flawed system of human design. The performance gap between white children and black kids and other minorities is an outcome our traditional educational process is structured to produce. Like any other production, service-delivery process, or software application, our education process can be reinvented to produce the outcomes we want and need.

This flawed system is not the fault of teachers and other professional educators. Rather, the culpability of educators is that they are the people in the best position to identify the failure of this flawed educational process, yet they hold back as if they are afraid to act. It is critical that we understand that this lack of action is not because they are bad people or incompetent professionals rather it is because they have learned to perceive themselves as powerless.

Teachers must be challenged to accept that, for professional men and women, powerlessness and hopelessness are functions of choice.

More Questions for Administrators, Policy Makers, and Teachers

It is not unusual to hear public school teachers express concern that all the recognition and celebration is directed to “high-achieving students.” Rarely is attention paid to the students who worked hard to receive a lesser grade and many teachers question why the effort of the latter group is not acknowledged and celebrated.

It is a tragedy that so many children go through school without ever having their accomplishments celebrated; the last thing they need, however, is a “participation trophy.” The tragedy is not that we never celebrate the accomplishments of low-performing students rather that they rarely have accomplishments worthy of celebration.

This raises the question, why are we content to preserve an education process that produces such disparate results?

Just because a student does not understand a lesson the first time through, does not mean they are incapable of learning and understanding. It just means they need more time and they need an education process that allows teachers to adapt what they do to respond to a student’s unique needs. Rarely do we give kids an opportunity to keep working until they learn. On the few occasions that we find a way to give kids the extra time to learn, it is because we found a way to circumvent the education process not because the malleability of the process gave us the freedom to innovate.

The current education process is structured like a competition that assumes that all kids are on a level playing field. It rewards the students who learn the most the fastest. Even worse, it requires that we grade kids on how much they have learned in an arbitrary timeframe and then record that score next to their name. Worst of all, we push the students onward without the prerequisite knowledge they will need to be successful on subsequent lessons, not to mention as adult citizens of a participatory democracy.

We go to great lengths to help a student qualify for graduation even though they are unable to perform at the level expected of them with reference to academic standards. It is as if having a piece of parchment that says they qualify for graduation will excuse them when they are unable to qualify for or do a job; when they apply for college admission or seek enlistment in the Armed Services.

What does a young man or woman do when they are unable to obtain and keep a decent job or pursue other meaningful opportunities because they lack the basic skills required to make a place for themselves in mainstream society? If these young adults are black or other minorities the challenges they face are often insurmountable and they are left at the mercy of discrimination. We wonder why so many find themselves in prison or are the victims of an early, violent death. We wonder why so many of them live in poverty and produce new generations of children with needs for which our education process is unequipped to meet.

We shake our heads in bewilderment when so many American voters seem willing to believe anything said by the leaders of whatever political point of view to which they are loyal. Do we not see the connection that we have sent millions of young men and women out into society without the knowledge and skills necessary to evaluate the critical issues of the day and to think independently?

Public school educators seem unable to understand that the motivation of education reformers, as poorly conceived as their solutions might be, is a result of their dissatisfaction with public education and the quality of high school graduates. They are dissatisfied customers seeking to replace their supplier.

The existing education process restricts our teachers’ ability to give students the close personal relationships they need to be healthy, both emotionally and intellectually. The process does not permit teachers to formally assess each student’s level of academic preparedness and, then, design a learning path to meet their unique needs. It does not allow teachers to give students the time and attention they need to learn. It does not give kids however many attempts they need to be able to demonstrate that they understand. The education process is not set up to help kids learn as much as they are able at their own best pace. It does not help them learn well enough that they can apply what they have learned in real-life situations.

Rather than seeking ways to help teachers deal with the stress and frustration of teaching a classroom of kids who have lost hope, have stopped trying, and have begun acting out, why don’t we address the root causes of both the frustration of our teachers and our students’ lost hope. We do not because it is difficult if not impossible for people to stop and look at the big picture when they are immersed in what they are doing; when they are, as the old saying goes, “up to their necks in a swamp full of alligators.”

Low-performing students, particularly the disadvantaged, have become a norm in public education, particularly in racially and economically diverse communities. While I believe most public school teachers and administrators believe that these kids can learn, one must wonder how many teachers and administrators have come to believe this is the best we can expect.

What educators must do is find a vantage point from which they can see the entire education process, as an integral whole, and then ask themselves whether they are doing what they should be doing. The fact that our classrooms, grade-levels, and the way we organize teachers and students has been in place for generations does not mean it is the only way to do what we do.

We should be asking:

• “Does the education process exist to drive our purpose or should our mission drive the education process?”

• “Does the education process exist to serve children and their teachers or are teachers and their students expected to sacrifice their wants, needs, personalities, and unique capabilities in conformance with the structure or process?” and, finally;

• “Are academic standards a representative guideline of what we think kids need to know in order to have meaningful choices in life, or is it both a road map and time table of how students should get from point A to Z, no matter what their individual potential, capabilities, and interests?”

My challenge to public school teachers, administrators, and policy makers is to believe that designing and creating an education model that can be molded around teachers and students is a simple human-engineering project no different than designing any other production process. All it requires is that we open our hearts and minds to the belief that there is a better way to do what we do and the faith and hope that it can be found just beyond the boundaries of conventional wisdom.

I offer my education model, as an example, of an education process that enables teachers to develop and master their craft for the sole purpose of helping every child develop their God-given potential.

Important Questions for Public School Teachers

We begin with a declaration that American public school teachers strive to do their absolute best to help all their students learn as much as they are able. The purpose of my questions is to understand whether teachers are satisfied that they can give their students a genuine opportunity to learn, given the education process within which they are asked to teach, and the resources allocated to them.

Many public school teachers and other educators are concerned about the future of their own schools, about the future of public education as a whole, about their own futures and of the teaching profession, and about the future of our nation’s children. These concerns are justified considering the extent to which public education is under attack by education reformers with their focus on privatization of schools, high-stakes testing, attacking teacher unions and associations, and minimizing the reliance on teachers through increased utilization of digital technology.

The following questions are posed to all teachers, but especially to those who work in public schools under scrutiny because of low test scores and/or who have students who struggle to keep up. Think of the education process as the manner in which teachers, classrooms, time, and resources are organized to allow you to teach your students.

(Please note that I am not asking you to share your answers with anyone, only that you answer each question, as honestly as you can, to the satisfaction of your own hearts and minds.)

1) Given your commitment to do your best to help every one of your students experience academic success, how well does the education process support your efforts to give struggling students the extra time and attention they need to learn?

2) How often is it necessary for you to move your class on to a new lesson when one or more of your students—often a significant percentage of your class—are unable to demonstrate subject mastery on end-of-chapter exams?

3) How many times in a grading period, semester, or school year do you find it necessary to record a “below-passing score” in your gradebook?

4) By the end of a school year, what percentage of your students meet the objectives that were established for them per state academic standards for their grade level?

5) What percentage of your students earn a below-passing score on one or both Math and ELA components of your state’s competency exams (high stakes testing), or are unable to meet the criteria required to be identified as “proficient” in these subject areas; not “approaching proficient?”

If your answers to these questions raise doubts in your mind about the viability of the education process and the adequacy of the resources at your disposal, I ask you to consider another way to organize and teach our nation’s children. Please take the time to examine my education model, which is available for your review on my website at http://bit.ly/2k53li3 along with a white paper that provides the logical foundation for the model. It is an education model that has been developed through the utilization of a “systems-thinking” process, the principles of organizational development and positive leadership, and a focus on purpose that, in education, is helping every child achieve academic success.

Please note that “systems-thinking,” the principles of organizational development and positive leadership, and a focus on purpose or mission are utilized routinely in the private sector to help organizations address the concerns of dissatisfied customers and engage in continuous improvement of products and services. Often, this requires positive leadership to take an organization and its production process back to the drawing board to reinvent a process to produce better products and services or, in many cases, create new products and services. Make no mistake, education reformers and their supporters are nothing more than dissatisfied customers of public education.

If, upon review, you believe that my education model might improve the odds of success of your students, I ask you to help me spread the word, put an end to the failure of so many children, and end the frustration of public school teachers, everywhere. Implementing an education model focused on success will also render irrelevant the education reform movement with its focus privatization, high-stakes testing, and diminishing the role of teachers.

More Evidence that It’s Time for Public School Superintendents and Advocates for Disadvantaged Kids To Act!

If you are a public school superintendent or an advocate for black kids and other minority children who cares deeply about kids—yours or anyone else’s—if you could see what I see and hear what I hear, it would break your heart.

Every Thursday evening, I have the privilege of testing young men and women seeking to enlist in the Armed Services of the U.S. A significant majority of these young people (90+ percent) are recent high school graduates and high school seniors. They come from high schools throughout Northeast Indiana and they are seeking a place for themselves in society. They come to take the Armed Services Vocational Aptitude Battery (ASVAB), which is used to demonstrate enlistment eligibility.

Eligibility for enlistment is determined by the “AFQT” score, which is a component of the ASVAB Battery made up of four of the ASVAB’s ten tests: “Arithmetic Reasoning” (arithmetic word problems); “Word Knowledge,” “Paragraph comprehension,” and “Mathematics Knowledge.” A minimum score of 31 is required for enlistment eligibility, although some branches require a higher score.

Even though a score of 31 makes them eligible for enlistment, prospects are considered “desirable candidates’ and qualify for enlistment incentives only if they achieve a score of 50 or better.

One can reasonably conclude that a young man or woman who is unable to qualify for even the most basic jobs in the military services will, similarly, be unable to qualify for even the most basic jobs in civilian society. The candidates who are eligible to enlist but fall short of the threshold that would designate them as desirable candidates, will be assigned the least desirable jobs.

Over the past year or more, I have tested approximately 700 public school students. Although I am not authorized to provide specific data, roughly 30 percent of the young high school graduates and high school seniors who took the exam were unable to achieve the minimum score of 31. Given that these are percentile scores based on the data from the millions of ASVAB exams administered during the last decade or longer, the outcomes I witness are not unexpected. Approximately 55 percent of the 700 high school graduates and high school seniors were unable to achieve an AFQT score of 50 or higher.

On a given Thursday evening, I might test anywhere from 5 to 20 young people. There is always a sense of nervous anticipation as candidates arrive for testing and I can hear excitement in their voices. From their recruiters, they have heard what the various branches have to offer, and the benefits are substantial.

Some of the questions and comments I get while checking them in for the exam are:

  • “Will I know my score, tonight?” and the answer is “Yes”
  • “Will I know what kind of jobs I will be qualified for?” I explain that their recruiter will help them understand their scores.
  • “I hope I do well because I would like to do “___________.”
  •  “Is this test hard? I really need to pass!”

 

Others will talk about how hard they have been studying in preparation for the test, not realizing how little that will help.

Teachers and other educators know how ineffective it is to cram the night before a test if students have not taken their classroom assignments seriously. We know it is impossible to make up, with a few hours of cramming, what takes most of us 12 or 13 years to learn and master.

As I monitor the candidates during the test, it is sad to see the discouragement set in as they begin to realize how poorly prepared they are for the material on which they are being tested. Their body language quickly reflects their discouragement: their shoulders begin to sag, they begin to fidget in their seats, or start looking around to see what other examinees are doing. When they begin racing through the questions, it is clear they have given up and are no longer trying; a strategy they have learned all too well.

I once had a young man raise his hand and then ask me one of the most profound questions I’ve ever been asked:

“How are we supposed to know this stuff?”

 I am not permitted to answer questions about the exam, but I would have loved to have been able to answer that question. Were they never told that learning “this stuff” was the purpose of going to school?

This high school graduate became one of the 3 to 5 percent of the examinees who achieved a single digit score, meaning they are functionally illiterate.

Over two-hundred times in the last year, as they left the testing room with score in hand, young men and women were confronted with the stone-cold reality that there are no good opportunities for them, whether in the military or in civilian life. Their faces tell the story. They are permitted to take a retest in 30 days, and again after another 30, and yet again 6 months after the 2nd retest.  It is exceedingly rare, however, for them to improve their score well enough to reach the “eligibility threshold,” let alone the “desirability threshold.”

I have been administering the ASVAB for fourteen years and have seen this story play out over 3000 times, whether testing in Fort Wayne, which is my primary testing site, or occasionally in South Bend, Gary, Muncie, Lafayette, or Kokomo, Indiana.  It is a story that is repeated in communities all over the U.S. as millions of young American men and women are leaving school without the knowledge and skills they will need to have meaningful choices in life. These young men and women come from all racial, ethnic, and demographic groups but a disproportionate percentage are young blacks; testimony to the fact that the performance gap or achievement gap between black students and their white classmates, is real.

It is unfortunate that public school superintendents and principals are not present to see their former students facing such stark realities; that they are not witnessing this tragedy up close and personal.

The roughly 55 percent of the candidates who score below 50 and are, thus, unable to qualify for enlistment incentives, are only marginally less at risk than those unable to score 31.

I ask the reader to understand that this population of young Americans represents only those who have sufficient ambition to, at least, seek out a better life for themselves. Many of the young men and women who leave school with minimal academic achievements do not even try to seek out opportunities because they have given up all hope. That many of this latter group of young Americans, black men especially, will end up in local, state, and federal correction facilities or meet an early, violent death is a national tragedy of immense proportions with staggering ramifications for the future of the American democracy.

All hope is not lost, however.

This is a tragedy that can so easily be avoided if the leaders of public education (our superintendents and policy makers) would first, acknowledge that what we are doing in our public schools does not work for disadvantaged children; and second, would accept responsibility for finding a solution.

It can be avoided if advocates for black children, Hispanic children, and other disadvantaged children would come together and demand action to address this civil rights issue of our times with the same relentless determination as the civil rights heroes of the 1950s and 60s. I can assure these advocates that the people who promote “school choice” are not their friends and do not have the best interests of disadvantaged kids in mind.

This is an American tragedy of staggering proportions and it happens only because the education process at work in our public schools is not structured to give disadvantaged children the time, care, and attention they need to overcome their disadvantages.

Many Americans are quick to blame teachers, but this is grossly unfair. Public school teachers are victims of the same flaws in our systems of public education, as are their students. Teachers are too busy trying to make a flawed education process work for as many of their students as possible.

Public school superintendents, and to a lesser extent, their principals are the professionals who have the best opportunity to bring about meaningful change. If superintendents have underperforming schools in their districts, they have a moral obligation to join forces with their colleagues and shout, loudly, that it is time to transform public education in America. I offer my education model as a starting point. Please check it out at https://melhawkinsandassociates.com/education-model-white-paper/

An Important Message to our Nation’s Heroes!

To my heroes in public education and to my heroes who are leading advocates for people of color, make sure you take note of a new piece of legislation being introduced in Congress.

What does it say to you when one of our elected representatives to Congress does not believe our public schools are good enough for the children of our heroes who serve in the Armed Services of the United States?

One of the lead stories, this morning, on the front page of the Fort Wayne Journal Gazette, reports that US Representative, Jim Banks, Republican from the 3rd Congressional District in Indiana, has introduced a bill that:

“. . . would let active-duty military families tap public funds to send their children to private schools.”

The Fort Wayne Journal Gazette also reported that “Banks wrote an op-ed column about his legislation that was published this week in the Wall Street Journal under the headline ‘Military Families Deserve School Choice.’”

It is time that our public school policy makers, administrators and teachers accept the indisputable fact that a growing percentage of the American people, led by conservative politicians and corporate reformers who are advocates of “school choice,” have given up on public education as the best solution for preparing our nation’s children for the future. These powerful men and women seem perfectly content to let public schools in affluent communities go about their business, but they view public schools serving disadvantaged children and their families as a lost cause.

To our heroes in the Armed Services of the United States. We understand how you feel about your children because we feel the same about all children, but, is this the America you are fighting to protect? An America where not every child counts?

It is time for advocates for people of color and the poor to acknowledge that these same supporters of “school choice,” whether conservative Americans and their political champions or powerful corporate reformers, are willing to abandon your children and their schools, teachers and communities. They consider you and your children to be part of Governor Mitt Romney’s infamous “47 percent of American voters who are dependent on government” and do not matter.

How long are we going to sit by and let this happen?

To public school educators I ask you to consider that all the protests, marches, rallies, and teacher strikes in the world will not alter the reality that disadvantaged children in America, a disproportionate percentage of whom are blacks and other minorities, are failing in our most challenged public schools, by the millions. Teachers may not deserve the blame for creating this reality, but they will be blamed until they are willing to accept responsibility and declare to the world that what they are being asked to do in our public schools does not work for disadvantaged children.

Teachers have not shown a willingness to say it out loud, but you know in your hearts that the existing education process does not work for children who arrive for their first day of school with minimal academic preparedness, little or no motivation to learn, and less parental support.

You know this to be true every time a student shows up in your classroom who is so far behind that catching up seems impossible. Teachers know this to be true every time you are required to record an “F” in your gradebook and move your class on to a new lesson when many of your students are not ready. You know in your hearts that these kids need more time to learn but the education process does not allow you to give them that time. You do your best to help these kids when there are only one or two of them in your classroom but when the kids who need more time represent 25, 50, or 75 percent of the students in your class, it is impossible to give them the help they require.

For advocates for people of color who are still working hard to make Dr. Martin Luther King, Jr’s dream a reality, surely you know that had it not been for the heroes of the civil rights movement in the 1950s and 60s, we might still be waiting for meaningful civil rights legislation. The Civil Rights Act of 1964 and other such legislation was passed only because the civil rights movement could no longer be ignored.

Today, in this second decade of the 21st Century, public education is the civil rights issue of our time. I challenge advocates for children of color and advocates for public education to come together as a united front to stop the failure of disadvantaged kids, once and for all. Imagine a world, 10 to 13 years from now, when every single graduate from high school is armed with a portfolio of knowledge, skills, and confidence to enter mainstream America with real “choices.” All we need to do is go back to the drawing board to reinvent public education.

Here is the good news:

1. I have already gone back to the drawing board to reinvent public education and have developed an education model focused on success and rejecting failure. Use it as a starting point. If you think it will work, run with it. Or, it may inspire a better idea from one of you. You can examine my model at: https://melhawkinsandassociates.com/education-model-white-paper/

2. Solving the problems in public education for all children, not just the disadvantaged, does not require an act of Congress. It does not require an act of your state legislature. All it requires is that we find a handful of public school superintendents willing to test this new education model, whether mine or yours, in just one of the lowest performing elementary schools in their district. Once proven to work, it can then be expanded to every school.

3. Implementing an education model that works for all children will also render irrelevant, the corporate reform and “school choice” movement.

Whatever you do, please don’t just sit there. There are millions of children who are desperate for your help, now.

It is public education on which the futures of our nation’s children depend, and it is our children on whom our nation’s future depends.

An Open Letter to the Educators of and Advocates for, Children of Color

If you do not stop the failure of disadvantaged students, a disproportionate percentage of whom are children of color, who will?

In the movie Deja Vu, Denzel Washington’s character asks a young woman:

“What if you had to tell someone the most important thing in the world, but you knew they’d never believe you?”


Ladies and gentlemen, this is one of those occasions.

Many public school educators and policy makers have convinced themselves that they are powerless to do anything about the failure of these children until society addresses poverty and segregation.

If you are reading these words, please believe me when I tell you that you are not powerless! These children are capable of learning if we place them in an environment that takes into consideration any academic preparedness disadvantages they bring with them on their first day of school.

If we make the effort to discover what they know and help them begin building on that foundation, one success at a time, it is only a matter of our patient time and attention until a motivation to learn takes root. From that point on, with the help of caring teachers and parents working together, there will be no stopping them.

Imagine a future in which every child who graduates from high school has the knowledge, skills, confidence, and determination to create a positive future for themselves and their families.

It takes thirteen years to help a child progress from Kindergarten to the moment they walk off a stage with a diploma that is more than just a meaningless piece of paper, so we must start now! We cannot afford to squander another day, let alone waste another child.

That millions of disadvantaged students, many of whom are black and other minorities, are failing in school is an indisputable fact of life in America. Because this has been going on for generations, urban and rural communities throughout the U.S. are full of multiple generations of men and women who have always failed in school and have always been poor. Consider the possibility that this is not an inevitable outcome of poverty and segregation.

I suggest an alternate reality in which poverty and segregation exist because so many children have been failing for so long. It is a chicken versus the egg conundrum, I know. The reality is that the failure of so many children and the poverty and segregation within which they live, are like a Gordian knot; intertwined, interdependent, and seemingly impenetrable.

Disadvantaged students fail not because they are incapable of learning and not because our teachers are incompetent rather because these kids arrive for their first day of school with an academic preparedness deficiency. They start from behind and are expected to keep up with more “advantaged” class mates and with academic standards and expectations that make no allowance or accommodation for their disadvantages. As these children are pushed ahead before they are ready, they begin to fall behind.

What do any of us do when we discover that we are unable to compete and begin to lose/fail repeatedly? When we fail, again and again, we get discouraged and if the pattern continues, we give up and stop trying. If we are a child in a classroom, we begin to act out.

Our teachers, who have worked hard to help us, begin to perceive us as slow learners and begin to accept our failure as inevitable. Our classmates begin to perceive us as dumb and this affects the way they interact with and think about us. This reality makes it easy for them to target us, first for teasing, then insults, and then bullying.

Worst of all, we begin to view ourselves as unequal and it damages our self-esteem. When this happens anytime, especially at an early age, the impact on our self-esteem and our view of our place in the world can be altered for the rest or our lives. We begin to think of ourselves as separate and apart.

This is tragic because it is so unnecessary. We can begin altering this reality, immediately, if educators would simply open their eyes to the reality, on the one hand, that this is not our fault, and on the other, that we have the power to change the reality and end the failure.

All these kids need is the time and the patient attention of one or more teachers who care about them. For 5 and 6-year old children warm, nurturing relationships that allow the children to feel loved and safe are as essential to their well-being as the air they breathe. Such relationships are an essential variable in the education equation. This is true for all kids, even those with loving parents. For children who do not feel loved and safe at home, such relationships may be the only deterrent to the schoolhouse to jailhouse track.

This latter group of children pose a significant challenge because many of them have learned not to trust.

For this reason, schools must make forming such relationships their overriding priority. That means not only making the formation of such relationships a primary expectation for teachers but also crafting an environment that fosters and sustains such relationships. Because of the background of these youngsters, great care must be taken to ensure that these relationships, once formed, endure. One of the best ways to ensure that they endure is to give the child more than one teacher with whom they can bond and by keeping them together for an extended period of time.

The next step in the creation of a no-failure zone is to do a comprehensive assessment of each new student’s level of academic preparedness and then tailor an academic plan to give them the unique support they require to be successful. Student’s must be given however much time they need to begin learning and then building on what they know, one success at a time. Each success must be celebrated. Celebrating an individual’s successes and even their nice tries, is a powerful form of affirmation that helps them develop a strong and resilient self-esteem. There is nothing that ignites a motivation to learn in the hearts and minds of children more than learning that they can create their own success.

Interestingly, teachers who have never experienced success in reaching these most challenging students will be on a parallel path in their own career development. They are also learning that they can be successful with even their most challenging students.

Children discover that success is not an event, it is a process that often includes a few stumbles along the way. If we teach them that each stumble is nothing more than a mistake and that we all make mistakes, kids begin to view their stumbles as learning opportunities and as an inherent part of the process of success.

Because of the way the current, obsolete education process has evolved, many teachers have become disconnected from their purpose. They have come to view themselves as scorekeepers and passers of judgment.

What we want all teachers and administrators to understand it that we have only one purpose and that is to help children learn. Starting from their first day of school, and over the next thirteen years or so, our purpose is to help them gain the knowledge, skill, wisdom, and understanding they will need to make a life for themselves and their families. Our job is to ensure that they have a wide menu of choices determined by their unique talents and interests. We want them to be able to participate in their own governance and in the American dream.

For children of color, we must help them develop the powerful self-esteem that will make them impervious to the ravages of discrimination and bigotry. However much we might want to legislate an end to the racism in the hearts of man, it is not within our power to do. The best we can do is to make sure not a single child is left defenseless. Every successful man or woman of color has faced the pain and heartache of discrimination in their lives but because they were not defenseless, they have been able to create incredible achievements for themselves, their families, and for society.

One young child even grew up to be President of the United States. Who knows, there might be a boy or girl in your class who has, within him or her, the makings of a future President. Our challenge as educators is to make sure each boy and girl gets the opportunity to develop their unique potential.

Imagine a future in which every young man or woman of color, or who was once disadvantaged, leaves high school with the skills, knowledge, wisdom, talent, and motivation to become a full-fledged player in the American enterprise; to partake fully in the American dream. This is the dream that Dr. Martin Luther King, Jr. envisioned and for which the heroes of the civil rights movement sacrificed so much.

Please take time to read my White Paper and Education Model at https://melhawkinsandassociates.com/education-model-white-paper/ Please read it, not in search of reasons why it will not work, rather in hope that it might. Utilize it as a spark to ignite your own imagination.

What Makes Teaching Such a Difficult Job?

Imagine any job where the people who arrive at your workplace are so lacking in the skills needed to be successful in your unit that training them seems problematic. Imagine, further that the people you work with or serve, capable or not, are unmotivated to perform the work or activity that is expected of them; are unwilling or unable to conform to acceptable standards of behavior; have families that may or not be supportive or, in some cases, may actually interfere with what you are striving to accomplish; and, that the most important influence in the lives of the people for whom you are responsible is their peer group. If they must choose who to disappoint it will be you and/or their families, not their friends.

Your education and training suggests many management and supervisory strategies that work in some settings but seem to be meaningless in others. You have also been taught that some individuals need more patient time and attention in order to learn from the mistakes they make but in far too many settings there is insufficient time to give them. Part of the problem is that you are expected to conform to arbitrary schedules that require that you reach certain checkpoints within a predetermined period of time. You are also expected to comply with arbitrary standards of performance and production that appear to have been written by someone who has never actually done your job.

These arbitrary schedules, standards, and production goals might even appear to make sense in the abstract but when applied to your assigned work space and to the unique characteristics of the people to whom you are assigned, they make no sense at all. These challenges, viewed in the aggregate, are difficult enough but imagine that your work will be inspected, routinely, as will the production results of your people. It would be one thing if these inspections and production reports were adaptive to the performance capabilities of your work group but, of course, they are not. Rather, your efforts are evaluated within the context of what we are told is an even playing field that is as arbitrary as are the schedules, standards, and objectives against which you and your people’s performance is measured.

If this was not bad enough, imagine that when your results fail to meet arbitrary expectations, you are asked to accept responsibility. When the results in your unit are particularly disparate when compared to other workplaces filled with people with a diverse range of capabilities, imagine that you are asked to bear the brunt of blame.

Finally, when you are evaluated by your leaders, imagine that they view their job not so much as a support system to help you achieve your objectives but rather as an inspector to police your performance, seeking evidence that what you are doing is wrong or insufficient.

Imagine the evaluation coming to a crushing crescendo when you are told that the problem is that you are not sufficiently engaged with your people and that you need to work harder to build relationships with them. There seems to be little, if any, recognition that building relationships with each and every one of the individuals for whom you are responsible requires that you allocate more time; time that has not been allocated to you.

Imagine that when you strive to improve your level of engagement, although a few individuals may actually respond, that some of your people, if not the majority, are far more challenging than others and not only require more time and attention than you are able to give them but actually resist your efforts.

The icing on the cake or, more appropriately the thorns in your crown, is that, at the end of an arbitrary period of time, you are assigned responsibility for a whole new group of people with which one of your colleagues has had a similar results. This requires that you start from scratch and go through the same process over and over, again, with no reason to anticipate better outcomes.

Can you imagine any way the job you are being asked to do will produce quality outcomes, given the inherent deficiencies in the process?

The challenge is that the production, assembly, or service delivery process within which you are expected to work is neither tasked, structured, nor resourced to enable you to provide your people—a group with a diverse range of personalities and capabilities—with the time and attention they require to be successful.

When you suggest to your leadership that what you are being asked to do does not work for all or part of your people you are told to “work harder.” They tell us that, “This is the reality with which we are expected to deal,” and that “we must suck it up and do our best without complaining.”

If you and your colleagues are sufficiently brave to ask the questions “What about my well-being?” and “How am I supposed to find any job satisfaction in such conditions?” imagine that your leaders look at you as if you are speaking an alien language.

Finally, when you commiserate with your colleagues in the staff lounge, over a drink in a neighborhood bar, or at your union or association meetings nothing ever changes. Oh, forget what I said about sharing a drink in a neighborhood bar. You have work to take home! There is no time for a drink however much you might feel you need it.

If you want to hear the final irony it is that this environment in which you are asked to perform miracles, mirrors the environment that your students must endure, like a parallel universe. The difference is that, unlike you and your colleagues, many of your students do not care. They feel free to take the easy way out and just stop trying. This enables them to spend their eight hours a day, five days a week looking for ways to have fun and make your lives more interesting in what they perceive to be a consequence-free environment. It will only be later in life that they will discover how wrong they were about the lack of consequences.

My recommendation to you—and, yes, I know I’m an outsider—is to go beyond pondering the absurd idea that their must surely be a better way and ask your union and association leaders help tackle the challenge of finding a new solution. I can assure you that there is always a better way but all the complaining in the world will not help you find it. You might also consider going to outsiders like me who have been paid to find solutions to other dysfunctional workplaces very much like yours.

Consultants like me have the advantage of being able to step back to a point from which we can view your work place as an integral whole and apply the principles of positive leadership, systems thinking, and organizational development to find all of the “disturbances in the force” that make production, assembly, or service-delivery processes like yours dysfunctional. Software engineers do exactly the same thing in their very specialized field working with computer applications.

As it happens, I have the added advantage of having actually walked in the shoes of public school teachers while working as a substitute teacher in a diverse, local public school district. In fact, I have already applied my 45+ years of expertise and experience, along with two master’s degrees, to examine the education process I observed and to reinvent it to achieve the outcomes we are seeking.

I can tell you with absolute confidence that the education process I have developed, if implemented as an integral system, will work to create an environment in which your students can actually learn and in which teachers can find job satisfaction and take pride in their work. I will also tell you, with absolute confidence, that mine is not the only solution; there is always another way. The advantage of my re-invented education process is that the work is already done and needs only a little tweaking.

I suggest that you use the education model I have developed as a point of embarkation. Use it as a tool to help you challenge the fundamental logic and assumptions of the existing education process and begin to view it objectively as just that, a complex organizational process with which we are expected to teach our nation’s children.

Maybe you will discover your own solution and maybe you will come to believe that my model will work. At least you will be moving forward rather being stuck in complaint mode, where nothing ever changes. Beware of the temptation to take the easy route, however, and drift away from systemic solutions and opt for incremental reforms with new strategies and technologies. The latter are probably good ideas but I can assure you they will not work within the context of an obsolete education process.

In an earlier piece I used the parable of “new wine in old wineskins” to illustrate that the new ideas and technologies, however inventive, will not work within the context of an obsolete process. This is the reality you have today and you know in your heart that not only does what you are asked to do not work, you know that it cannot work. Even in some of our highest performing public schools there are students we cannot seem to reach.

You can visit my website at www.melhawkinsandassociates.com where you can examine my education model and an accompanying white paper, as well as my blog, Education, Hope and the American Dream with more than 150 articles about the challenges in public education and about the false promise of current education reforms.

You will also have access to my books, the most appropriate of which will be The Difference is You: Power of Positive Leadership, based on my many years of organizational leadership and consulting experience and my book on education, Reinventing Education, Hope, and the American Dream: The Challenge For Twenty-First Century America (REHAD). While the book has much to offer and I would never discourage anyone from reading REHAD, please know that I am now writing a follow-up book as I have learned a great deal from all of you over the 5-year period sense the REHAD was published. An expanded version of this blog post is one of the chapters in my new book.

Thank you, educators, for the heroic work you do and please cling to the hope that better days will come if you reach out for them. Here is a simple test of whether or not there is reason to hope. Do believe children are capable of learning? Do you believe you are capable of teaching? If you believe both are true then the reason your students are not learning has to do with the process, not the people. Fix the process so that it supports learning and teaching in every conceivable way and both you and your students will be successful and you will have the job you envisioned when you chose to enter the profession.