To Teachers, Everywhere:

This letter is motivated by our assertion that we need to stop blaming teachers for the flaws in the education process. Teachers are heroes who should be credited for all the good things that happen in our classrooms despite the flaws of the process. Teachers are the glue that keeps it all from spiraling out of control.

No one knows what goes on in the classroom better than teachers, so who better to take on the challenge of transforming education in America to ensure the success of both students and teachers. Education leaders and administrators have the same opportunity, and should have the same motivation but, instead, still choose to focus on the preservation of the status quo; but let’s defer that discussion, for the moment.

The disappointing outcomes of students throughout America is not limited  to public schools, as charter school students struggle just as much if not more, according to data from NAEP and virtually every state department of education. Even the disappointing outcomes of a significant percentage of students from faith-based schools are a consequence of an “education process” that has become disconnected from its purpose.

For some time, the focus of public education has been directed toward conformance, compliance, and testing, rather than learning and true student achievement. Therefore, so many of the activities the education process demands of teachers and students impede rather than support learning.  

Each time students are pushed ahead before ready; they fall a little further behind and must strive to makes sense of future lessons without the pre-requisite knowledge those lessons require. When disappointing outcomes  become a pattern, it begins to seep into a child’s confidence and self-esteem. Just as success is a powerful motivating force, the repeated  inability to achieve success is discouraging. When children are discouraged their first instinct is to give up and stop trying. When this happens, teaching becomes problematic.

We have waited long enough for our leaders and policy makers to step outside the boundaries of conventional thinking and address the flaws in the existing education process; deficiencies that set students up for academic distress, and teachers up for blame.

When will the leaders and policy makers of education recognize that when a process continues to produce unacceptable outcomes no matter how hard people work or how qualified they are, the process is broken and must be replaced.

This letter is a request of teachers, teachers’ unions, associations, and other advocacy groups to help promote what, recently, one educator described as the “the next big thing in education.” Another prominent educator wrote, “I enthusiastically support a pioneering school district’s willingness to consider The Hawkins Model© as a means of improving student achievement, reducing maladaptive behavior and preparing students to be successful in school and life.”

The Hawkins Model© has been developed to transform the “education  process” at work in our schools by creating an environment, focused on learning and that allows teachers to develop and practice their craft and adapt to the disparate needs of students.

This model will be offered free to any publicly funded or faith-based school willing to put the model to the test in the K – 2 classrooms of even just one struggling elementary school. The only revenue I expect to generate is from the royalties from my yet-to-be-published book, The Hawkins Model©: Education Reimagined, One Success at a Time, which was written to introduce the model. A synopsis of the book is available at my website at If you are reading these words, you will find the link along the bottom of the black border at the top of this page.

You are encouraged to invite your most innovative colleagues to join you in previewing my book and model, as a group, not in search of reasons why it might not work rather to imagine what it would be like for teachers to teach and students to learn in an environment that is a learning laboratory. The manuscript can be made available to you but please recognize, it is copyrighted material over which I will need to maintain some level of control.  

Let us be clear, the status quo in education is under attack and community public schools are the central target of that offensive. If it has not occurred to you, yet, the futures of teachers, superintendents and their school boards, and other public-school administrators are inextricably linked to the future of local community public schools. More importantly, the future or our nation’s children and our democracy are similarly linked.

This model provides an opportunity for community public schools to set themselves apart and you would be wise not to let “school choice” advocates get the jump on public education. Imagine how much more successful the “school choice” movement will be if their claims they can do a better job are borne out by the data. Public schools must seize this opportunity to reclaim the confidence and loyalty of the communities they serve.

Community publics school leaders can be prompted to act by the ardent advocacy of teachers. The Hawkins Model© provides a perfect solution around which teachers and other educators can rally.

Thank you all for the incredible work you do, and please join me in striving to reestablish public education as the key to the preservation of our democracy. Please share this message with every teacher you know, the broader their platform, the better.

Most Sincerely,

Mel Hawkins, MSEd, MPA

The Hawkins Model©: Serving the Primary Purpose of Education, Part 1

Everything we do in our schools and classrooms: the way the education process is structured; the way we organize our resources; the expectations placed on principals, teachers, and students; what we do from day-to-day from subject to subject; and how we keep score must serve and support our primary purpose or objective.  Initial and intermediate objectives are just that. They are building blocks, laying a foundation of pre-requisite knowledge on which future learning is constructed. They are essential  and cannot be sacrificed without diminishing  quality.  With respect to the quality of education, it is the future accomplishments of our citizens that are placed at risk.

Consider the tragedy flowing from the collapse of buildings and bridges—not due to age and deterioration, to which even human beings are at risk—rather from architectural and engineering flaws that could have been avoided had protocols been properly observed. There can be no shortcuts without sacrificing quality.

It is like a home run in a baseball or softball game. A run does not count unless all bases are touched. If a batter misses one of the bases, coaches will send he or she racing back to touch the base that was missed before the defense can respond. Fail to touch the base and the baserunner will be called “out” and a run will not be scored. In cases such as this not taking time to correct a mistake has consequences.

One of the five most fundamental and consequential flaws in the existing education process is not providing students with adequate time to correct the mistakes they make, to practice skills, gain mastery and comprehension of the subject matter—not giving them time to learn. The consequence of not having time to learn results in students being pushed ahead before they are ready. Each incidence places a student a little further behind and has a compounding effect, setting children up for failure. Repeated failure causes children and adults to give up and stop trying.

Time must be an asset available to students in whatever quantity their success demands and not a parameter. Arbitrary schedules and calendars were instituted to serve organizational convenience and efficiency and do not serve the purpose for which our schools exist. The purpose of education is to accord students, at graduation, with the highest level of preparation they can attain—of which they are capable. The number of stumbles, struggles, and mistakes made along the way matter not at all; just as it is inconsequential how long it takes a child to learn how to ride a bicycle. Such events are learning opportunities. The only thing that matters is a young man or woman’s ability to apply what they have learned to their best advantage in life, which also creates the best advantage for one’s community.

This is one of the purposes for which The Hawkins Model© is designed!

In upcoming posts we will address each of the fundamental flaws of the existing education process, flaws that diminish the value of the hard work all teachers and students do.

A question for teachers and, also, an opportunity

Notwithstanding the innovations, methodologies, resources, technologies, or other initiatives you have endured over the last 5, 10, or 20 years, has anything of significance really changed in your classrooms with respect to student achievement?

If you teach in what we refer to as one of our nation’s “under-performing” schools, do your students continue to struggle no matter how much of yourself you give or how diligently you strive. There is no reason to think this will change, anytime soon.

It is not your fault and do not believe anyone who tells you otherwise.

Do not give up on your students, your school, or public education. Your students, your schools and your communities need you more than ever. Whatever happens, do not give up on yourselves.

When you return to school things will be different but you will still be unable to give every student the time and attention they need; you will still be asked to try new approaches and methodologies and train for new software applications that will be frustrating, will complicate your professional lives, while engendering few  meaningful outcomes.

You must, still, brace yourselves for another round of standardized tests on which the same students will do just as poorly as they did the years before, and you will still be blamed for their disappointing outcomes.

You will still be denied the pay raises and the respect you know you deserve and this demoralizing pattern will repeat itself year after year, leaving you to fantasize about what it will be like when you can retire.

Think about your return to school. Has there ever been a more opportune time to do something new and different? Not a little different but “life-changing” different?

Whether it is teachers who will drive the changes that are coming or will be driven by them, remains to be see. Have no doubt, however, significant changes are coming whether we like it or not.

The danger for public school educators is that you will squander this opportunity by devoting your time, resources, and energy to get back to what we have always done. If this is the choice you make, you can be sure someone else will seize the opportunity and teachers will be fortunate to be taken along for the ride.

Teachers need to answer a question, for themselves, if for no one else. Do you want to return to the same classrooms and with the same constraints and limitations? Or, do you want something better?

We have all witnessed new ideas, products, or services that have captured the imagination of the American consumer. This is how markets are transformed, by the relentless advocacy of people who are excited by an idea and are determined to share it.

With respect to education, there is an idea afloat that is said to have the potential to transform education in America. Understand, if we transform education, we will transform America because people are who they were educated to be.

This new idea is an education model that exists to serve its teachers and students rather than one in which educators and their students exist to serve the model. It is an education model that is waiting for the relentless advocacy of teachers who want to believe there must be a better way to educate our children.

Why not take an hour or less of your time to examine this new way to educate our children; a new education model designed to support you and your students in doing the things your students need from you and that you need for your soul and sanity. You have little to lose and almost everything to gain.

The Hawkins Model©

More Than One Kind of Hunger!

Our society is learning much from its experience with this pandemic, but as the Novel Coronavirus saga plays out, it is revealing so much more. The most obvious lesson to be learned is with respect to our level of preparation for a phenomenon that is proving to have an adverse effect on, not only our health, but almost everything people do. For educators, our concern is with the impact on our nation’s students when our schools are shut down.

In schools, whether public, private, or parochial, we are learning just how vulnerable our nation’s children are in times of distress. One of the first revelations, beyond “how do we deliver subject matter, remotely,” is learning how much our students depend on us. Not only are many students hungry when they cannot attend school, they are enduring more than just a lack of food. We are seeing families unable to insure their children are being cared for when they must go to work. Given the low wages on which many American families must live, many mothers and/or fathers must work forty or more hours per week to provide a decent living for their families. Some must work more than one job, which only exacerbates the hardship s with which their children must deal.

For many kids, when there is no school there may be few, if any,  breakfasts, lunches, or snacks. One would think any doubts people might have had about the prudence of providing meals for hungry kids should be resolved, What is more central to caring for our children than making sure they have the healthy nutrition they need to learn and grow?

The suspension of so many schools will bring many other issues into sharper focus. It is not just how much our kids depend on school for healthy nutrition but also for safety, for social/emotional support, and for physical exercise, in addition to their intellectual and academic needs. We must keep kids safe from Covid-19, but when they return to school, we need to acknowledge that those schools are more than just places of learning.

As I said, in my book Reinventing Education, Hope, and the American Dream[1], “schools  have become the social milieu in which young people live and endure.” Teachers must realize that they are more than just educators. Whether we like it or not teachers and schools are a support system for the whole child, and we must structure the education process to serve all these needs.

Some teachers have expressed reservations about the level of responsibility they would be asked to bear, under such an education process. They are encouraged to think about how much they enjoy working with their favorite students from over the years. Educators are invited to examine The Hawkins Model© that is designed to increase, for both teachers and students,  the number and duration of these special relationships. Might this not enhance the satisfaction of teachers?

We must embrace the coronavirus as the learning opportunity it has the potential to be. It is unlikely this will be the last crisis of such magnitude we will face in the span of most of our lifetimes.

[1] Hawkins, Mel, Education, Hope and the American Dream: The Challenge for Twenty-First Century America, (2013), CreateSpace.

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.

The Education Process Should Support and Empower not Constrain!

So many schools and teachers are doing wonderful things with their students and yet million of children fail, particularly disadvantaged kids. That teachers continue to work hard is a testament to their commitment and to how much they care.

Employing innovative ideas, methods, and approaches should not require extraordinary effort on the part of teachers. Why should teachers be forced to jump through hoops and overcome obstacles to give each student the unique amount of time and attention they need to learn and grow; to experience success in the classroom? No matter how hard they work, the current education process is not structured to allow teachers to meet the needs of each child and this is especially true in public school districts that serve a diverse population of children, including many disadvantaged kids.

The current education process in place in American private and public schools, has not changed materially in decades while the world in which we live has changed exponentially. An effective education process would be engineered to enable, facilitate, and empower teachers to go, virtually, to unlimited lengths on behalf of their students with full confidence that the education process would support them at every step along the way.

It helps to consider that the education process on which we rely was not created by educators striving to find a way to optimize a teacher’s ability to teach and a student’s ability to learn. The education process has evolved over a period many generations and is based more on tradition than functionality. The education process is like a software application that has been subjected to so many minor modifications and fixes that it has degraded over time and no longer performs the tasks and functions for which it was created.

The education process has grown obsolete and no amount of tinkering will make it work the way our children and their teachers need it to. Neither will incremental improvements allow the education process to meet the needs of 21st Century America. The process we have today is, in fact, a consequence innumerable incremental changes, jury-rigged fixes, and being stretched and pulled in every possible direction to accommodate new methodologies and approaches that never quite seem to fit. It is time to think about how we would construct an education process, today, if we were starting from scratch.

So many great educators tell their stories on Twitter; inspirational stories about their successes in the classroom. I love the messages about the importance of connecting with our students on a personal level, responding to their needs for supportive care, safety, and affection. So many of you talk about how important it is that our students do not give up and stop trying; that making mistakes or falling down are not failure. You talk about how important it is that children learn how to be successful and gain confidence in themselves.

The education process, however, is not structured to facilitate the efforts of teachers to make our students feel special nor does it permit teachers to give students however much time and attention they need to learn each lesson. Often, teachers must go above and beyond to achieve these things. The process is not designed to treat each child as a unique individual. Teachers might be told that this is the expectation but the expectation against which their performance is measured is something else, entirely. The “real” expectation is a function of the evolution of high-stakes testing.

States do need academic standards and they must rigorous. Where we go wrong is that the focus is on moving an entire classroom full of 20 to 35 students down a path, as a unit, in conformance to state academic standards. Teachers know there is great disparity in the level of academic preparedness of the students who arrive in their classrooms on the first day of the school year, especially in schools serving a high percentage of “disadvantaged students.” They understand that students do not start from the same place on an academic preparedness continuum nor do they learn at the same pace. We do not even expect them to arrive at the same destination.

Think about how the process deals with student performance. We give our students tests on each lesson and record both passing and failing grades in our gradebooks before moving on to a new lesson. Teachers might find time to give extra help to a small number of students who struggle but when failing students represent 25, 50, 75 percent, or more of the class there is not enough time.

If the process was structured to help each child down their unique path, our students would not be pushed on to a new lesson for which they are unprepared. Rather, the expectation would be that we let each student move on to a new lesson when they are ready and that teachers take however much time is needed to help them get ready; to help them understand. Student’s should not be expected to keep up with classmates and neither should students be asked to slow down until others catch up.

Students must be able to experience success and they must learn that they possess the ability to create their own success. They must learn that success is a process and we must help them master that process. When students give up and stop trying it is because they no longer view success as possible; as something that is within their power to achieve. Whenever we accept failure—and that is what we do when we record a failing grade—and tell students time is up and, then, push them ahead, we are depriving them of the opportunity to experience and master the process of success.

It does not matter if our leaders tell us that we are dedicated to the success of each child. As in everything else in life, what matters is not what we say, it is what we do. What matters is what happens to kids within the context of an obsolete education process. What matters is the degree to which that process constrains teachers and children and how it impedes our important work. What matters is how we keep score.

Think, also, about how well the process helps teachers form warm, nurturing relationships with each of their students. Teachers have one school year to bond with anywhere from 20 to 35 children. For some kids it happens quickly, for others it may take the entire school year, and for some it may never happen. At the end of the school year those bonds we worked so hard to form are severed as kids move on to the next grade in another classroom with another teacher and start all over. At least the kids with whom we have bonded will be able to hope that their new teacher will like them. What will be the expectations of the students with whom we were unable to bond? Some children have no idea what it would be like to have a special relationship with a teacher because it has never happened to them.

There are many kids who progress all the way through elementary school who never experience the kinds of special relationships that can change their lives and it is not for lack of effort on the part of teachers. The education process is structured in such a way that forming special relationships is a hope but not an expectation.

When our students perform poorly on state competency exams it is the teachers who receive the blame. No one even considers that it is the education process that is the problem. Because we never give such consideration, nothing is ever done to address the reality that the process has become obsolete. Most teachers have not even noticed that the process is obsolete but they do know it doesn’t help them do what needs to be done; they have a sense that things are not as they should or could be.

So many of your twitter, Facebook, and blog posts say that we need to teach the way children learn. Why don’t we start now?

Over the last ten years I have worked to develop an education model that I believe is teacher/student centered. It was developed through the application of 45 years of experience: working with kids; providing and teaching organizational leadership; reinventing production and service-delivery processes that produce unacceptable outcomes; and, walking in the shoes of public school teachers while working as a substitute teacher, part-time, over a period of ten years. The model is also as result of the application of the principles of positive leadership, organizational development, and systems thinking.

You will find the model at along with an accompanying white paper.

I also encourage you to browse the 150+ articles on this blog, Education, Hope, and the American Dream.

For those teachers who work in high-performing schools and who have confidence that what you are doing works for your students, consider that what you are doing does not work in every school or for every student. Also think back on your experience and recall those occasions when you thought, “if only we could do this, or that.”

For those of you teaching in schools where many of your students struggle, consider that it doesn’t have to be this way. Think about how nice it would be if you could give your students the time, support, and attention they deserve. Think about how nice it would be if you could go home and feel good about what you have accomplished, every day. Consider that both you and your students deserve better.

Ask yourself, “if we could go back to the drawing board and create, from scratch, an education model that applied everything we have learned over the last half century or more, what would it look like?” Also, ask: “what would our nation be like if every high school graduate walked off the graduation stage with sufficient knowledge and skills to give them a whole list of choices of what to do with lives?”

Let’s not waste any more time. I know that most of the men and women reading these words are not happy with the way things are going in America.

Did you know that you are among the very few people who can actually do something about it?