When is Enough, Enough?

This post entry is an endorsement of a book with a meaningful message that can be summed up in one excerpt that follows:

"At a party given by a billionaire on Shelter Island, Kurt Vonnegut informed his pal and fellow author, Joseph Heller … that their host, a hedge fund manager, had made more money in a single day than Heller had earned from his wildly popular novel (Catch-22) over its whole history.

Heller responds … Yes, but I have something he will never have …

“enough.” 

Source: John Bogle, Enough. The Measures of Money, Business, and Life (Bogle is founder of the Vanguard Mutual Fund Group)

A review of the chapter titles of Bogle's book (see below) is "enough" to make you wonder about values and priorities of too many people today. What do you think?

“Too Much Cost, Not Enough Value”

“Too Much Speculation, Not Enough Investment”

“Too Much Complexity, Not Enough Simplicity”

“Too Much Counting, Not Enough Trust”

“Too Much Business Conduct, Not Enough Professional Conduct”

“Too Much Salesmanship, Not Enough Stewardship”

“Too Much Focus on Things, Not Enough Focus on Commitment”

“Too Many Twenty-first Century Values, Not Enough Eighteenth-Century Values”

“Too Much ‘Success,’ Not Enough Character”

Source: Chapter titles from Jack Bogle, Enough.

An Eruption of Corruption

At what point do the public schools of New York redirect some of the valuable resources of instructional time, materials and curriculum currently expended in preparing learners for fill-in-the-bubble assessments (doing things right), and reallocate a portion to developing a moral compass of ethics and integrity (doing the right thing) for our learners?

Approximately thirty years ago an ivy league university accepted the realization that they were producing financial geniuses who graduated and then embraced insider trading schemes on Wall Street; and they were sending off aspiring legal scholars who chased the money and represented very questionable clients in very questionable practices; and they were preparing outstanding doctors who entered the profession without any sense of personal orientation on controversial issues like euthanasia, for instance.

In other words, they were not providing the conditions for these graduates to have or value a moral compass. I'm not advocating any particular side of an issue and neither was the university, but rather there is a need for individuals to have the wherewithal to develop and articulate their opinions and have a stance on important issues related to their profession, regardless of what side of a debate they represent. The university did not promote a particular orientation, but instead provided the means and conditions that would enable each individual to arrive at their own reference point.Those who pay for and receive services from their stock broker, lawyer, or doctor, for example, should understand the philosophy of their representative as a determining factor in selecting service providers.

As a result, the university reviewed their curricula and inserted classes on ethics to supplement their course of studies in the respective departments.






Here in the shadows of our state capital, Albany, we have been bombarded by the media with stories revealing a rampant crisis in ethics, or the lack thereof. The democratic leader of the state assembly and the republican leader of the state senate have both been separately charged in examples of a breach of ethics that is considered criminal. This is particularly noteworthy given that the state has largely been governed (at least in creating a state budget that drives the operation of the state) by what has routinely been referred to as "the three men in a room," of the Governor, the Assembly leader, and the Senate leader.

As a result, our state-wide politicians talk about ethics reform, but it's largely just boastful rhetoric that will likely end up being more cosmetic than transformational.

When do our political representatives (the same ones shaping education "reform") take a high stakes fill-in-the-bubble test on ethics to determine whether they are learning, and to what standard (ineffective, developing, effective, highly effective)? Will the results be published and available to the public? Will they have an improvement plan designed to assist their progress? Will they lose their position if they are ineffective for two years in a row?

The Question of Neutrality ???

A neutral position, at least in terms of driving a vehicle with a manual transmission, results in getting nowhere. Well, you don't go backwards, but you also don't go forward either. That can leave you in a fairly comfortable position. However, we live in a world where change is the only constant. The world around us is continually evolving.


Public schools generally reside in a relatively small comfort zone limited by neutrality (think Switzerland). There are several issues confining public schools, some restrictions are imposed externally (i.e. schools can't use public funds to advocate for a position - no money can be expended to promote people to vote in favor of the budget or adopt a stance on political elections) and others are manufactured internally (i.e. "keep the boat steady so we don't make waves among competing constituent groups on a political or social level"). As such, public schools are much more reactive than they are proactive. Typically, public schools change positions on social issues when forced to do so by legislation (civil rights of individuals in the broadest sense of race, religion, gender,..) rather than their own initiative. You might say that public schools represent an institution that clearly follows society instead of assuming any desire to lead society.


Now, I've never been to Switzerland. From all the images I've seen and everything I've read, it's a beautiful and prosperous country. I am not disparaging this fine nation, but merely using one of it's distinguishing characteristics to explain the point of this Blog. The neutrality of the Swiss is a hallmark of their recent history. That view serves to define the country as impartial and fair (although recent issues in the banking world have tarnished that perception). That neutral position allowed them to avoid the destruction that ravaged countries all around them during World War II. There's clearly something to be said about that form of isolation. They haven't lost a war.


On the other hand, they've never won a war either. Don't get me wrong. I'm not advocating conflicts and the immeasurable suffering and casualties that are left it the wake of war, but the world around us is constantly contending with conflict on a far lesser scale that wreaks havoc, produces casualties of a different nature, and requires adaptations accompanied by stress and discomfort. Review British politician Neville Chamberlain's appeasement policy prior to the German onslaught across Europe as an example of what can happen when one makes concessions to avoid conflict. (I don't mean this to be a history lesson)


We may be safe, and our borders on maps remain steadfast, but our boundaries are permeable and shrinking. For example, economic decline, political strife, technological impact, social pressures, are but a few of the daily influences on us all that cross any type of border and threaten our boundaries on a moral, social, political, financial fashion.


Public schools are no different. These institutions are buffeted by winds of change on the same fronts - financial, political, technological, and social. Change is the only constant in an evolving world that has rapidly expanded through the Internet, 24/7 television channels, and countless social media platforms. Almost anyone can share their opinions (i.e. this Blog) and instantly broadcast their views to all four corners of the world.


Public schools are certainly not quiet. Witness the public schools gradual use of emerging social media platforms to extend the reach of various formal and traditional communication channels. But these forums are predominately employed for the purpose of sharing news on school programs and events within an academic or athletic reference point. These communication vehicles are designed to be informative. They are utilized to maintain and sustain a flow of information that is intended to enlist support of taxpayers and convince community members of the value of their investment in public school education.


But what, one may ask, is the public school's view or position on sensitive subjects and/or emerging issues that regularly arrive on our doorstep without answers or owner's manuals included? The longstanding position of neutrality and political correctness confine public schools through the manner in which they were founded and funded. They are institutions founded by a clarion to embrace everyone and therefore offend no one; and funded by, a) public funds generated by a constituency of myriad political persuasions and beliefs - and b) federal funds that are bundled with constricting regulations and restrictions. You might say that it is, and has been, the nature of the beast. Let's wait for the winds of legislation or litigation to determine our course before we raise the sails of our boat.


National Hockey League scoring champion, Wayne Gretzky, once explained it this way: "You miss 100% of the shots you don't take." Maybe if we remain entrenched in neutrality, like Switzerland, we will never miss a shot, but Switzerland never makes a shot either. Then why play the game (especially a game in which we have no choice but to participate) if the best outcome is a tie?

It's in the Fine Print

2 billion (with a "B") dollars (that's $2,000,000,000) for schools in the state of New York to allow them to upgrade technology and also address needs of pre-kindergarten programs and facilities.

Wow! Who could be opposed to that opportunity? Especially since it was entitled the Smart Schools Bond Act? Who wants anything less than smart schools? And, our school district would be eligible to receive $257,106 dollars for the following four areas: equipment; Internet connectivity; high-tech security; and/or facility renovations for prekindergarten programs.

I was not in favor of the proposal.

I voted against this bond act when it appeared on the ballot last November. I felt there was insufficient substance supporting the initiative beyond the catchy title (everything made public as an explanation is contained in the second paragraph of this blog post), and worried about bonding money for technology that could be obsolete years before the taxpayers repay the money. However, a majority of the voting public approved the proposal.

It appeared to be another case of the public making decisions on bumper-sticker explanations of important issues. That is, the reduction of a complex issue to a phrase or identity that could either fit on a bumper-sticker or a media headline. Perhaps the interest/attention span of the general populations has "twitterized" to the point that everything must fit in a minimum number of characters.

At any rate, the proposal was overwhelmingly approved months ago - 62% yes, 38% no. The idea originated in the Governor's office as opposed to the State department of education. As a result, superintendents, leaders of school districts and stewards of the public funds, only recently received some general parameters of the Smart Schools Bond Act.

Chief among the stipulations that have emerged to govern the access and use of the funds is the requirement that the school districts purchase the products/services and then seek reimbursement from the state. While that may not seem much of an obstacle on the surface, you must understand that public school districts are limited in their budget by another state initiative that restricts increases in the district budget to no more than 2% of the tax levy or the actual computed limit derived from a mandated formula to determine the limit. Exceeding the threshold amount of increase would require a 60% majority of voters affirming the budget.


So, since our identified tax levy limit for the upcoming 2015-16 school year, per the state formula, is 0.48% (or approximately $15,000 dollars) if we wanted to replace outdated technology the only way we could add more than $15,000 to the general budget and avoid exceeding our tax levy cap, would be to reduce the budget in other accounts, with the subsequent decrease matching the amount above the $15,000. That is extremely difficult considering our school system, like other public schools throughout the state, has experienced several consecutive years of declining state aid and tax levy caps that restrict growth.


Two billion dollars certainly sounds impressive, but it remains out of reach,

A New View

Anthropology Professor Colin Turnbull of Columbia University studied the members of a rainforest tribe years ago. Members of the tribe lived in a jungle of densely populated trees and vegetation that surrounded their habitat. The plant life was so lush that the absence of any large swath of cleared land reduced the inhabitants view to a very limited range. This meant that the tribal members were accustomed to a fairly restricted vision of their world, a community covered by a roof of sprawling tree branches and leaves, and walls of tall trees and incredible jungle growth.

Turnbull developed a particularly good working relationship with a native named Kengee. One day he and Kengee trekked a great distance through the jungle to the edge of the rainforest and looked out from the top of a hill down to the relatively barren land below. They spied several water buffalo standing in the field below. "Insects" cried Kengee. As they gradually walked down to the field below and the distance between them and the animals decreased with each step, the 'insects' became larger and larger. "Magic!" exclaimed Kengee, “You turned those insects into large animals.”

Some organizations unwittingly limit their own views and visions through unwritten practices/policies that form the basis of their work culture. In their classic text, Corporate Culture, authors Deal and Kennedy simply defined organizational culture as, “the way we do things around here.” The inexact nature of unwritten practices and policies that have hardened and form the bedrock of an organization can make the workplace an unwelcoming, inhospitable, and unforgiving environment for leaders who are “foreigners” that have entered the organization from the outside, as opposed to growing up through the ranks of the organization.

It can pose the same dangers that one would experience when required to walk through an open field laden with landmines. The people who planted the explosives, or watched as others navigated the field, know how to avoid them and where to tread accordingly. As time passes by the locations of the landmines are imprinted in their minds and memories. This becomes such a routine that they no longer know a world other than that.

 
Among the leader’s most important contributions to sustaining an organization is the ability to create and convey a vision of a desirable future state that engenders hope for those in the group. This requires crafting a credible, realistic image of what the organization can become. This essential element challenges the leader to encourage others to see beyond their current or historical perceptions and construct of reality, like Turnbull did for Kengee when he showed him the effect of distance and perspective on his otherwise restricted view of the world. Marcel Proust, the famous French novelist and essayist, describes the process of discovery as "seeing with new eyes" as opposed to seeing new things.

Warning Labels

Public school districts throughout New York recently were confronted by another state regulation that requires additional staffing, program development, and professional training. Like many of its legislated predecessors, it is a well-intentioned and educationally appropriate service for schools to implement. I am not identifying it because the issue isn’t the program, but rather the blunt speed and force of the process of its introduction and implementation. Most importantly, it represents yet another unfunded state mandate delivered at a time when schools continue to contend with fiscal constraints that have seen staff layoffs, and program reductions over the last five years.

On Thursday afternoon our regional group of superintendents met with the Deputy Commissioner of Education and had the opportunity to ask questions and raise concerns. Much of the discussion focused on this new requirement. After overcoming some initial reticence, I expressed my summative opinion on the many perspectives rendered on the subject by my colleagues by drawing an analogy to a non-educational concept.

I reminded those present of the frequent late night television advertisements promoting various drug medicines. Nearly half of the commercial itself is devoted to the purpose and value of the drug as a solution to what ails people, while the other half of the ad is used to warn people of the many potential side-effects of the medicine. For example, nausea, headaches, vomiting, diarrhea, increased blood pressure, heart palpitations, thoughts of suicide and several other possible problems. The medical term is iatrogenic, according to MedicineNet.com, iatrogenic means “Due to the activity of a physician or therapy. For example, an iatrogenic illness is an illness that is caused by a medication or physician.” In more simplistic, non-medical terms, it refers to a solution to one issue or problem producing another, different issue or problem, like the medicine addressing your high cholesterol causing joint pain, blistering skin, loss of appetite, darkened urine…  


An example outside of medicine would be the development of the Aswan Dam in Egypt, which used the Nile River to produce hydroelectric power and meet an energy need for millions of people. However, the Aswan Dam prevented the river from flooding, which resulted in the loss of nutrients within the floodwaters that usually fertilized the farm-fields that flanked the river and benefitted from the annual floods. That prompted a significant decrease in agricultural produce and a consequent rise in hunger. So, the solution to one problem inadvertently created another problem.

I concluded my remark by suggesting that the State Education Department should list the potential side-effects of every program or requirement they introduce as a mandate to public schools. I went further and echoed the concerns shared by my colleagues as a suitable identification of such a list and proceeded to voice a mock example based on the piece of legislation we had been examining at the meeting. With the luxury of time since the meeting I will offer a written proposal of more substance and merit than the one spontaneously generated and verbalized at the meeting.

The New York State Department of Education has now mandated the _______________ program. It is designed to advance instructional opportunities and leverage future success for all learners serviced by the new program (although there are no funds available from the state to implement the program and sufficiently train staff members).

Potential side-effects may include:

1.     The need for additional staff at a time of sustained fiscal retrenchment that may likely cause a commensurate staff reduction elsewhere in the district;

2.     The subsequent lack of funding will certainly alienate other stakeholders and further threaten already vulnerable, and valuable, non-mandated instructional programs;

3.     This strangulation of non-mandated programs (see above) will further diminish the role and impact of the local control exercised by the community through policies developed by their elected representatives on the school board by leaving the school with little more than a state based curriculum;

4.     The need for specifically certified staff at a time when there are already insufficient numbers of available teachers in the certification area for the present program loads and number of learners;

5.     The stress on the supply and demand imbalance mentioned above will prompt competitive and  inflated market sensitive salaries which will cause additional financial problems for schools;

6.     An expanded erosion of credibility for the State Department of Education through an even wider rift separating the ideals of the state agency and the realities of the public schools;

7.     Finally, it should be noted that a possible side-effect facing school superintendents is a heightened level of anxiety, increased nausea, and a sense of political impotence that may lead to early retirement and the loss of many experienced school district leaders across New York.

All legislation should be accompanied by warning labels.

Cells, Bells and Cockle Shells

Cells, Bells and Cockle Shells

Too many of our public schools resemble cells, bells and cockle shells. Classrooms have generally remained as organized and restrictive as cells in a prison, with a single guard and two dozen inmates in each cell or enlarged cubicle. Bells determine movement from room to room and/or subject to subject with uniform intervals of time separating the segments. These class periods are usually the same length of time that they were forty or fifty years ago, no matter the growth within the knowledge of a discipline And the culture of schools are as tightly closed as cockle shell clams, those small edible saltwater clams that live in sandy, sheltered beaches, similar to the preferred environment of public schools.

 

How coincidental can it be - That the size and shape of most classrooms are identical to those that were built a hundred years ago? That the lessons are governed by the same 40-50 minute time frames as decades ago? (block scheduling produces the same number of total minutes over the course of a semester/year) That the organizational culture is altered only slightly from earlier constructs? All of this despite the introduction of advanced technology, the growth of neuroscience research findings, and the countless opportunities to re-design learning environments.

Some degree of the stagnation or lack of creativity may be attributed to the firm grip of a nostalgic population comprised of people (including legislators) who apply their thirteen years of personal experience in public schools (thus qualifying too many of them as “experts”) to shape and confine their vision of what a public school is and can be. During a time of accelerated change in society and many institutions, public schools offer a safe harbor to people who are overwhelmed and threatened by change. It’s a lingering vestige to the “good old days” that elude reality.  

 

However, perhaps the most significant culprit in the current state of public schools are those who govern schooling at the federal and state levels. The mountain of accountability measures introduced and mandated through legislation over the last dozen years (albeit in the form of reform – No Child Left Behind; Race to the Top) have promoted assessments that have borne a dependence on paper and paper, fill-in-the-bubble answers. These types of tests diminish the importance of writing and the creative process because such responses cannot be evaluated through electronic scanning or cost too much in time and money for human analysis.

 

The emphasis on assessment outcomes has unfortunately prompted schools to eliminate recess periods at the elementary level and electives at the secondary level in an effort to increase “instructional time” in the face of an economic climate that prevents districts from negotiating longer school days. These responses are likely a “cut their nose off to spite their face” reply to the pressure of increasing performance on high stakes tests. Recess periods provide a potentially healthy opportunity for children as well as a chance to engage in socialization. Both of these benefits are important, but shouldn’t we consider the need for a respite in the day for children subjected to the stress of heightened expectations? The decrease in electives at the secondary level rob learners of creative outlets and exposure to subjects that are often associated with increasing creativity and expression. Together, these changes to the instructional landscape result in a prioritization process that reduces classes to be categorized as either core or non-core.

 

The economic constraints over the last several years have compelled districts to reduce staff and programs, so this toxic combination often makes the decisions easier when budgets must be decreased. What does such a ranking convey to those teachers and learners involved in the “non-core” classes?

 

Elementary teachers are faced with a crucial decision, especially when tests results are directly related to teacher evaluation, in allocating time for subjects. Do I shave some minutes off of those subjects that are not tested by the state (in New York, creative writing, social studies and science) and devote that time to the pursuit of improved performance in those subjects that are tested by the state?

 

What are the long term outcomes?

 

That’s the lingering question that begs a response from those imposing these mandates:

What are the long term outcomes?

 

Most of us recall the word cockle shells from the children’s poem, Mary, Mary Quite Contrary. Here’s an updated version of another famous rhyme involving a different Mary. Mary had a Little Lamb. This poem is entitled, Mary the First Year Teacher.

Mary Had a Little Lamb                Mary was a First Year Teacher

 

Mary had a little lamb,                    Mary was a first year teacher,

his fleece was white as snow,               her teaching was a show

And everywhere that Mary went,       And every day the kids in class

the lamb was sure to go.                      were sure to learn and grow.

He followed her to school one day,    Her supervisor said one day,

which was against the rule,                she taught against the rule.

It made the children laugh and play   The children couldn’t laugh or play,

to see a lamb at school.                        just tests mattered in school

 And so the teacher turned it out,     Despite Mary being much in doubt,

but still it lingered near,                   losing her job was a fear.

And waited patiently about,            But, she wanted to shout about,

till Mary did appear.                       the loss of what was dear.

"Why does the lamb love Mary so?"     “Why does teacher hate teaching so?”

the eager children cry.                              the sad children did cry.

"Why, Mary loves the lamb, you know."  “I hate the new mandates, you know”

The teacher did reply.                                The teacher did reply.