The Scoreboard Revisited

This is an update of sorts.

You may recall that one of the earliest Blog posts (The Scoreboard: September 9) involved a general assembly held with the learners in grades 7-12 in the gymnasium on the second day of school. The purpose of that meeting, beyond introducing myself to the learners as the new superintendent, was to acknowledge the school’s history of athletic success (evidenced by a recently awarded banner for the league championship in basketball hanging on a wall of the gymnasium) while also challenging the learners to realize the importance of competing for college admission and roles in the workplace against the same schools we regularly compete with in sports. It wasn't enough to beat the other schools in sports, more importantly, we had to beat them for admission to colleges of choice and opportunities in the workplace.

We were just notified that our girls’ varsity soccer team has earned recognition from the New York State Public High School Athletic Association as a Scholar/Athlete Team. To qualify for this award, 12 members of the team, must average a 90% GPA for the first marking period.  Our team average was a 91.632. 

This is a fine example of the successful fusion of attributes common to both sports and academics: goal orientation, commitment, time management, self-discipline, motivation, determination, focus, and practice-practice-practice,... among other qualities.

Here's an essay I prepared on school improvement that supports our continuous improvement efforts at Heatly.

Losing Weight and Gaining Adequate Yearly Progress: A Fraction of the Traction and None of the Action

Lose thirty pounds in thirty days!! Take this pill and you too can shed inches from your waistline!! Simple weight loss from applying this lotion each night!! Eat all you want and still lose, by wearing this work-out suit specially designed by our research technicians!! If these advertisements really worked there surely wouldn’t be any overweight people and schools wouldn’t be implored to respond to the increased percentage of children experiencing childhood obesity.

There is no instant weight loss for those who suffer from excess pounds. Yet, despite study after study identifying the elements of a successful weight loss program, generally involving reduction of caloric intake, good nutrition, and increased exercise, anxious people depressed by their weight or concerned about their health quickly turn to any of the many quick-fix pills and programs as alternatives. In fact, the authors of Influencer: the Power to Change Anything cite the findings of the National Weight Control Registry which demonstrate that the vital behaviors associated with sustained weight loss are: exercising on home equipment, eating breakfast, and conducting daily weigh-ins. (1) The temptation of a quick process losing maximum pounds with minimum effort is simply too alluring, hence the tremendous market of products and the countless infomercials teasing those in distress.

Similarly, there are no instant gains for schools suffering from low success rates and missing AYP. Nonetheless, many schools cited as being in need of improvement also appear to extend their hands with the fistfuls of dollars provided by the state or federal government and reach for the secret and rapid antidote for their maladies in the form of the right textbook series; the best test preparation program; the one best, scientifically proven way to teach Reading; the preferred ratio of computers to students; or some out of town prophet/consultant. If these solutions were indeed viable and easily replicated then there wouldn’t be any schools listed on state education department hit lists.

Unfortunately, there is an ever increasing number and endless variety of ready made, recipe-like improvement plans emerging in the wake of the No Child Left Behind legislation. The political and financial landscape is littered with commercially produced programs touted by skilled salespeople and erstwhile consultants all angling for position in the burgeoning marketplace of school improvement. The disadvantaged schools that shamefully appear on state lists of underperforming schools and embarrassing headlines of their local newspapers are especially vulnerable to the promise and prospect proclaimed by purveyors of vehicles touting lightning in the bottle methods of success.

Efforts to change and improve the operation of the school may be viewed by staff members with indifference or detachment. Such initiatives are too often either externally imposed on them by an outside agency or generated from within the school/district in a top down driven strategy without reference to the reality as perceived by the staff. As a result, the proposed change lacks or loses momentum because the staff has not sufficiently been involved in the developmental stages. Improvement strategies that do not embrace staff members as active participants in the action, lack traction.

If I have learned anything from my thirty three years of experience in public school leadership it is that success more likely emerges from a social, political, financial or cultural transformation, not a series of transactions. And, transformational change generally requires more time and patience than transactional change, though changes evolving from transformations are typically sustained longer. There are no short cuts or quick fixes. Once again, turning to Influencer, (a book well worth reading) the authors present six sources of influence in successful change efforts, either on an individual basis or an organizational level. They are; make the undesirable desirable; surpass your limits; harness peer pressure; find strength in numbers; design rewards and demand accountability; and finally, change the environment. This proposal, coupled with what we have long known as viable ingredients of effective schools, would serve any school interested in continuous improvement. The information is out there and readily available, the skills can be developed, and all that’s waiting is the constancy of purpose and the collective and sincere commitment of a school community. Warning: It’s hard work and it takes time. 

My recommendation of a guiding template for school improvement follows: 

a) communicate a credible and inspiring vision, b) manifest a mission that is believable and enduring, c) identify data points that leverage success, d) generate plausible goals that stretch the organization, e) nurture a productive and collaborative organizational culture, f) accept change as a process rather than an event, g) empower all staff members as learners and contributors, and h) recognize that leadership is distributive and situational rather than the purview of the few.     

Remember that this is not intended to represent a recipe. One must add, subtract, and modify according to the local needs and interests that make each and every school unique.

We will continue to promote progress at Heatly, monitor our efforts, and provide periodic updates along the way. It will take a while, but we'll get there.

References

(1.) Patterson, Grenny, Maxfield, McMillan and Switzer, Influencer: the Power to Change Anything. McGraw-Hill Books, NY, NY 2008

The After Thanksgiving Break Blues

I trust that everyone enjoyed a safe and pleasant Thanksgiving with family and friends, near and far. It's a great time to bring people together and celebrate the endless reasons we have to be thankful. Food naturally plays a prominent role in this event. The central dish, turkey, is often considered the source of after-dinner lethargy. Turkey does contain tryptophan, an amino acid that has been identified as providing a sleep inducing effect. But this isn't a health lesson - or else I'd have to confess about the number of slices of pie I ate. Between the tryptophan, and the general tendency to feel compelled to taste a little of everything on the table, you can find yourself becoming weary after the big feast (except, perhaps, those of you who probably skipped the tryptophan to avoid falling asleep in the shopping line while anxiously waiting for early morning sales on Black Friday). I'm a die-hard Detroit Lions football fan and they play so bad each Thanksgiving that the game usually puts me to sleep anyway.

 

However, beyond the lethargy produced by the Thanksgiving turkey, educators must be aware of a similar threat that the Thanksgiving break can have on the momentum building since the start of the school year. It's easy to unconsciously lighten up a little and coast into the next holiday break. I'm sure we all experience a growing excitement regarding the spirit of the holiday season, especially since stores have been playing festive music since the day after Halloween. The approaching anticipation, snow, decorations, holiday concerts... can possibly sidetrack us a bit and seem to shrink the number of days between Thanksgiving and the start of the winter vacation to appear far less than the actual 18 school days that separate the holiday breaks (that's 10% of the school year). We must maintain our commitment to extend our progress - and still have time to enjoy the holiday spirit.

 

Let me share a point from a book that I read in preparation for our mentor program at Heatly, in which all learners K-12 have an assigned mentor. The book is entitled, Who Mentored You? The Person Who Changed My Life - Prominent People Recall Their Mentors. It's edited by Matilda Cuomo. The excerpt I'm referencing is from Bill Bradley, former U.S. Senator (1979-1997), Rhodes Scholar, Princeton graduate, and NBA great for the 1973 world champion New York Knicks. He identified his mentor as Ed Macauley, a former professional basketball player who conducted summer camps in the sport when Bill was fourteen years old. Macauley advised the campers that, "If you're not practicing, remember, someone else somewhere is practicing, and given roughly equal ability, if you two meet, he will win."

 

I'm certainly not a Grinch, and I plan to enjoy every bit of a merry holiday season, but I haven't forgotten our professional responsibilities either. I believe that the advice that Bill Bradley received also holds for many things besides sports. Let the other schools ease up. If we are to improve we need to make every day count, with the same dedication we displayed on our first day of school - then we can rest and relax during the holiday vacation.

All In A Day

Today reaffirmed both my interest in working in a leadership position spanning Kindergarten through 12th grade, and my decision to serve in that capacity in a small school district. There were several opportunities during the day to interact directly with learners of all ages and still meet other obligations of meetings and paperwork and phone calls and emails and...

After greeting everyone as they walked up the sidewalk and headed to the doors of the school, I helped accompany some five year old stragglers on their way to their Kindergarten class. Their refreshing smiles and charming optimism combine to form a great start to the day.

Next up, a student council sponsored breakfast honoring learners in grades 7-12 who have achieved at performance levels qualifying for recognition as members of the honor roll or the high honor roll for the first marking period of the school year. It was a robust group of learners deserving of the award status. The number of parents attending in support of their son or daughter was a pleasant surprise given that the event took place during normal work hours. It was a nice experience. I performed a couple of tricks addressing the power of creating and sustaining a clear mental picture of a desired future, as well as the benefit of establishing high expectations for yourself on your way to meet your potential.

Just prior to noon, there was lunch with a group of third grade learners who had signed up weeks ago to share time with the superintendent. They were cordial, engaging, and great lunch partners. The discussion was lively and entertaining. These lunches have been a productive social experience that have enabled me to better understand the interests and background of individuals, and for them to get to know their superintendent.

Next up, I sat in with a fourth grade class that had earned a reward for their collective good behavior. I watched the first half of Toy Story 3 with them before departing to attend a meeting. the children were polite and enjoyed the film while munching on popcorn.

Later in the afternoon it was time for our mentor activities. Each staff member is assigned six learners to meet with for twenty minutes every two weeks. There is a schedule of suggested activities and discussion points designed to forge a relationship between adults and learners. The group assigned to me represents children from Kindergarten, First and Second grades. I appreciated the opportunity to use the upcoming Thanksgiving holiday as a forum to examine relationships between people - with family members, friends, and neighbors - and the constructive qualities and attributes of people in terms of healthy relationships.

After school I was surprised to meet an upperclassmen who had initiated a meeting with several members of a particular grade (after school at the start of a holiday break) that has been perceived as under performing. His interactions with a number of members of that class had led him to believe that he should intervene and offer some assistance to them. He invited a handful to meet with him so he could obtain a better insight into their plight. His goal is to listen to any concerns they have and seek to motivate them toward improving their status within the school. I was impressed that this was completely his idea, and the respondents volunteered to remain after school to examine this issue. That collaboration provides some assurance of eventually realizing a positive outcome for the plan. The older learner met with me briefly just to shed light on his interest and inform me why the group had met in the Library. I commended him on his intent and offered to assist whenever he requested help, but would otherwise respect their cooperative venture and refrain from intruding on what could prove to be a very intriguing and rewarding effort among learners, for learners, by learners.

Lastly, the boys varsity basketball team kicked off their season with their appearance at a regional tournament. Our school is the smallest in the league - by far - but the athletic teams offer little ground despite the size differential. the boys opened up the campaign with a narrow defeat. losing by four points. I was proud of their competitive spirit and tenacity. They're a fine group of young men.

That's it for the day!

Enjoy a Happy Thanksgiving - and a break from my Blog posts. I'll return next week.

Juggling Versus Balancing

In addition to performing magic tricks and illusions, I can also juggle. Years ago I exchanged the secrets of a couple of tricks with a friend who in turn taught me how to juggle three objects. I enjoy the act of juggling. It requires constant motion and concentration, with one ball always in the air while your two hands rotate the other two balls - all at once, over and over again. Balancing however, relies on an entirely different skill set. Contrary to what many may believe, balancing is not maintaining an even 50/50 split by finding the midpoint of an object. Rather, it's fluid and dynamic. It more likely averages a 50/50 split between an object, or an issue, or two different items, concepts, beliefs...

Sometimes during an ongoing event or activity there is an imbalance, say 60/40, or at other times a 30/70 split. Over the long term the goal of balancing is to eventually even out in a 50/50 average by continuously monitoring competing sides and adjusting accordingly to find an equilibrium, as temporary as it may be. Some might associate the endless ebb and flow with relationships, such as marriage, where one person may end up getting their way sometimes, while the other person gets their way at other times. It ends up being situational and contextual. In an earlier Blog posting I mentioned how the Apollo 11 rocket was off course nearly 90% of it's journey to the moon, but depended on frequent course correction to avoid straying from its projected path. But this Blog isn't about marriage or space travel - it's about the give and take that public schools experience on a regular basis as they contend with conflicting needs, perplexing issues, and competing priorities as they seek to promote the public good.

Let's first look at an example outside of the educational arena which involved a government agency trying to meet two diametrically opposed constituencies. On November 6, 2010, the New York Times featured a news article (http://www.nytimes.com/2010/11/07/us/07fat.html ) that presented two very different sides to the same coin. That is, a reporter (Michael Moss) discovered that the United States Department Agriculture has been promoting the use of cheese to decrease a surplus of whole milk and milk fat. This effort included allocating twelve million dollars ($12,000,000.) toward a marketing campaign which promoted a national pizza chain's increased use of cheese. At the same time, a different unit within that same United States Department of Agriculture was fighting to address the increase in child obesity. Here's a quote excerpted from that article.

"And Dairy Management, which has made cheese its cause, is not a private business consultant. It is a marketing creation of the United States Department of Agriculture — the same agency at the center of a federal anti-obesity drive that discourages over-consumption of some of the very foods Dairy Management is vigorously promoting."

I am not entirely critical of this government agency. Instead I have empathy for the plight the department faces. On one hand they are attempting to decrease a surplus that impacts the price of dairy products and threatens an important industry at a time of economic distress. On the other hand, they are exercising sensitivity in their attempt to address a health issue that is threatening more and more people in our country.

You can't be all things to all people. There are several sides to this issue and almost any other. Perhaps the best metaphor to describe leadership in the public sector is attempting to solve a Rubik's cube which requires the player to have each of the six sides of the cube display one separate color (here's a link for those of you unfamiliar with this popular game of the 1980"s (http://en.wikipedia.org/wiki/Rubik's%20Cube). Each and every move you make imperils a previous move and poses a threat to undo prior efforts. Either that, or playing three dimensional tic-tac-toe, a game that requires you to make a move while simultaneously monitoring the impact of that move on the the other two levels of the board.

For instance, we must construct an annual operating budget for the school that balances the ability of the community to fund with the need for programming and supporting an instructional environment that will promote future opportunities for the learners of the community. It is a delicate balance sensitive to the financial means of the community to avoid imposing an unwelcome burden on taxpayers, while at the same time recognizing our responsibility to foster success for all learners in a manner that enriches the same community in terms of quality of life issues.

There are many other competing interests that become even more challenging during a period of poor economic health at the regional, state, and national levels. An example might include the food service programs of many public schools. On one hand, the consumers (children) express a desire for snacks (chips and other similar items) which, like many other things are not good without moderation. So, to minimize the risk of contributing to weight gains and health threats schools seek to either eliminate these items or seek alternatives with reduced fat content. On the other hand, these commercially produced items provide a higher profit margin that foods prepared by the food service staff and they are a la carte items beyond the meal prepared by the staff to meet nutritional guidelines. The point of contention involves the juxtaposition of the need to generate revenue and avoid conveying the cost to taxpayers experiencing budget fatigue, and the need to act responsibly in promoting good health habits. An added dimension is the reliance public schools have on government commodity foods at reduced prices, like cheese, to ensure that an adequately nutritious meal can be provided at a cost that neither overwhelm the consumer nor overburden the taxpayer.

Similarly, our district, like those all over, was faced with the difficult task last year of reducing the budget while trying to meet the needs of learners with gregarious appetites anxious to experience extra-curricular opportunities and other programs of interest. The decisions of what to cut, and how much to cut, all dramatize the struggle of competition over scarce resources. The renowned English jurist and philosopher, Jeremy Bentham, once defined democracy as "the greatest good for the greatest number of people." That principle offers some clear direction, but we must make certain that entire groups or programs are not summarily eliminated because they lack a simple majority of support. It's an exceedingly daunting task of constantly monitoring and adjusting to find a balance without straying from the mission, or meaning and purpose of our school district, ("Every student will graduate prepared for college, career, and citizenship")

I must end the Blog now and return to my ongoing attempt to solve the Rubik's cube.

Behind The Curtains Of The Big Show

When we reflect on our own school experiences the memories are usually framed by the relationship we had with a teacher. That is, the dynamic of interaction is focused on the association between the teacher and learner, since our school day was oriented toward teachers as opposed to the many different staff members with roles and responsibilities outside of the classroom. Nonetheless, like a stage performance, there are various skilled people who contribute to a stage performance but are virtually unseen during the play. Applause is directed at the quality of the performers visible to the audience rather than the many people who constructed the sets, choreographed dance programs, provided make-up, made costumes, prepared scripts, directed lighting, managed the sound system....Without these workers, the curtain doesn’t rise for the big show.

Education is a different drama, though it is a public performance on an accessible stage replete with many people who generously contribute to the overall production presented by the actors and actresses. Unfortunately, the efforts of the support staff is either overlooked or unseen by casual visitors to any school. Nonetheless, not much can be done without their experience and expertise.

To prepare the content for this Blog posting I asked the office staff to record the number of phone calls and emails they received during the course of business today. I also asked the school nurse to document the number of calls and visits received in the health office today. The food service staff computed the number of meals served for breakfast and lunch today. The custodial staff calculated the number of square feet they clean and maintain on a daily basis.

Imagine if you can, what the tallies revealed. I suspect you'd have a difficult time guessing the figures. I know the secretaries had never given it more than a passing thought as they perform their responsibilities because the number they arrived at was twice as many phone calls and emails as they predicted before the count began.

I'll use the data from today as a typical day and multiply these daily numbers by the 180 day school calendar to determine the projected total numbers.

In a normal school year:

The secretaries respond to 17,280 phone calls and emails (an average of 96 each day - not to mention the number of children and staff that stop by personally to request services).

The custodial staff cleans 10,980,000 square feet of space (cleaning hardwood, tile, and carpeted floor areas as well as bathrooms, cafeteria... - in other words, using an average size house, the custodians clean an average amount of square feet equivalent to nearly 36 houses each and every day!!)

The food service staff prepares approximately 46,800 meals during the length of the school year. That's a lot of food!

The nurse averages 31 phone calls per day and receives 46 children or staff visits for aid and assistance each day. That translates into 5,580 phone calls for the school year and an annual total of 8,280 people requesting band-aids, temperature checks, calls home, doctor's notes...

That's a lot of work! Without the concerted effort and commitment of our support staff we could not hope to generate high achievement levels in learning. They are a vital element of our school operation. Make sure that you remind them of that the next time you visit our school - or any school.

Myths And Mission Possible

As a sixth grader I was enrolled in a unique program that featured readings of the classic Greek myths. I was captivated by the tales of Gods and mortals, and their battles of weapons and wits. So when I have a chance to reach back and use a myth to clarify an issue, I take advantage of the opportunity. I want to emphasize the value of a school's mission - the reason for being, the purpose and meaning of the institution.

What does the venerable "Bulfinch's Mythology" and the early 1980's groundbreaking business best-seller "In Search of Excellence" have in common with school leadership? The synthesis of the two provide an interesting perspective for school leaders regarding the importance of the value and belief system embodied in the mission of a school.

Although Greek mythology has escaped the attention of reading assignments in educational administration many people have been exposed to the work of Tom Peters and Robert Waterman and other writers over the years who have provided insightful examinations of value systems and culture in organizations. Many of the books of this genre have found that virtually all of the excellent companies were headed by leaders who developed a value set and reaffirmed it with a deep commitment. As stated in In Search of Excellence:

    

"Let us suppose that we were asked for one all purpose

bit of advice for management, one truth that we were able

to distill from the excellent companies research. We might

tempted to say 'Figure out your value system.' Decide what

your company stands for." (p. 279)

What does our school stand for? Are the actions of our staff, in particular the leader's, consistent with what is espoused as the guiding goals for the school? What are the values and beliefs of the school?

Karl Scheibe says, "What a person does (his behavior) depends upon what he wants (his values) and what he considers to be true and likely (his beliefs).

How does this relate to school? Let's look at the results of two different studies that investigated schools and school leaders. David Dwyer of the Far West Laboratory for educational research and Development conducted a study of the roles of leaders in instructional management. One of his findings illustrated the significance of the leader's belief system, personality, and previous experience in forming a sense of focus for effective schools. These leaders consistently acted upon the direction established by determined values.

John Goodlad, in "A Place Called School," noted the discrepancy that too often exists between the pronounced goals of a school and what actually happens in practice. Most schools, for instance, claim to prepare creative, independent learners. It is a noble target we frequently miss because our actions fail to reflect a firm conviction toward this goal. Goodlad cited the example of a teacher who assigns a book report to students and accepts the report even though they knew it was lifted word for word from a book. This reinforces a behavior in opposition with the stated goal.

An effective leader must utilize his or her position to express the mission of the school by presenting a pattern of acceptable and appropriate values and insure that the activities of staff members are reflective of this attitude. Live the ideology of the school in a visible manner. Create a vision of what you expect the school to be and work with everyone toward attaining that mission.

And now, a message from Greek mythology that will summarize our message. Antaeus was a giant wrestler. He lived in a hut beside the road and compelled all travelers to wrestle with him. He was the son of Mother Earth and was invincible as long as he remained in contact with her. Therefore he always met with victory. The he constructed of the skulls and bones of his victims attested to his ability.

One day Hercules came walking by the road. He had no way of rejecting the required wrestling match to the death. No matter how many times Hercules threw Antaeus down on the ground he got back up with renewed strength. Not long afterward Hercules perceived the relationship between Antaeus and Mother earth. Hercules then proceeded to lift the giant off of the ground and strangled him.

If our organization departs from the mission, and supportive value and belief system, it may suffer a fate similar to that of Antaeus when he was disconnected from the source of his strength.

We must consistently provide evidence of what matters most. Mere lip service, without supportive and demonstrative proof, does nothing but erode integrity and invite skepticism. Actions count, deeds matter. If you don't observe sufficient evidence of that through my behaviors as superintendent then our efforts will dissolve and our credibility will be lost.

We expect to nurture an organizational culture at Heatly that promotes growth, sustains hope, and nurtures dreams. We value relationships and interaction, care and compassion, communication and a sense of community. If we can manifest those qualities then our performance levels will rise, as well as other measurements of effectiveness. It's not a myth, it's a mission that is possible. 

 

Who Are We, And Where Are We Going?

Try this.

Find a map of the world. Get a dart and a blindfold. Pin the map on a wall, put the blindfold on, and toss the dart at the map. Flip off the blindfold and discover where you landed.

Far fetched?

We recently enrolled two learners from Algeria. They speak fluently in both Arabic and French. Although they do not currently communicate in English, I expect that they will soon acquire English as a third language. They have travelled 4,000 miles, crossed several time zones and arrived here in Green Island. What a difference!

They appear to be bright and engaging adolescents. They are at a point in their lives when teens the world over are experiencing the growing pains associated with an emerging self-identity amidst an environment of expanded social awareness where peer acceptance and respect are increasingly valued. Imagine navigating this social landscape surrounded by people who speak a language you can't understand, eating foods you may have never seen before, and displaying customs and routines that are anything but customary and routine to you.

It's been a pleasure to observe the manner in which these two new learners have been accepted and accommodated thus far by their classmates at Heatly. I watch them approach the school each morning and notice they bring smiles with them and a cheerful sense of optimism. They have always returned my greeting with a demurring and deferential response in which facial expressions serve to universally communicate a pleasant good morning. I admire their commitment and resolve as they assimilate themselves into a new and very different culture. Their success in adjusting to Heatly will offer as much about our level of cooperation and understanding as it will about their degree of resiliency and commitment.

I've been thinking about how our world has grown more and more interdependent each passing day. Check the tags on the clothes you are wearing today. Where were they made? How about the car you drive? Even manufactured items, such as cars, that are "made in America" are often constructed with parts that originated in other countries. What foods have you eaten in the last week? Chinese? Mexican? Thai? Your electronics - where were they made? How many words or expressions have you used in the last month that have been imported from other languages and recently incorporated into English?

Want an interesting insight into our rapidly changing world, complete with new and startling reference points? Check out this five minute video on You Tube. It's entitled, "Shift Happens"  http://www.youtube.com/watch?v=emx92kBKads

What did you think about the video? The statistics offer an intriguing perspective on our country as we view ourselves in relation to other countries and how technology has democratized knowledge and leveled the playing field once dominated by a few nations. I perceive the message of the video as a clarion for schools to redefine their purpose and redirect their resources in order to compete globally and sustain the very important difference America has made across boundaries and over time. We must adapt and seek strategic leverage in generating the creativity and productivity that has enabled America to maintain its leadership position.

Despite rapid advances and extraordinary progress prompted by technology, I don't believe the solution relies solely or even largely on technological innovation. Ultimately, change is a personal experience and occurs one person at a time, so it's dependent on interpersonal communication and relationships.

The changing demographics, the political transformations, and the volatile economy all present both risk and opportunity to our public schools. The increased diversity of learner populations certainly places a premium on the versatility and adaptability of schools attempting to meet the needs of learners of all languages and backgrounds. Programs like Limited English Proficiency and English as a Second Language aside, the performance of our schools depends on successfully integrating diverse cultures, different ideas, new paradigms -  and an acceptance of change as a constant. It requires tolerance, sensitivity, and understanding as learners interact with people from the far reaches of the globe who have brought with them potentially enriching and enlightening concepts. Think of the advantage our two new learners have when they become fluent in three different languages while living in a world in which technology has erased boundaries and granted access to markets and opportunities for those who can communicate and those who can assimilate. The exchange of ideas and practices among people of different backgrounds hold promise for mutual benefits in a new and common future.

Jim Collins, author of the business best-seller, Good to Great, suggests that success results from organizations that maintain an allegiance to their core values and ideology, but recognize that almost everything else in the organization is subject to change if you expect to survive in a rapidly changing world. I believe that is true for schools as well. There are certain and fairly universal beliefs and values that serve as a foundation and orientation for a public school - i.e. success for all; egalitarian frameworks, equal opportunities... but what we teach, how we teach, when we teach, and even why we teach should all be subject to change whenever that change can project greater success for our learners and forecast increased benefits for the future.

Education is all about transformation. Education can also be viewed and valued as an economic engine if schools can provide the conditions to promote the creativity, ingenuity, and inspiration for learners to contribute to sustaining our nation's prominence in the world through innovation and the pursuit of excellence. But we can't wait. We need to invest in, and commit to, that goal now because the rest of the world isn't waiting and the Shift Happens video provides evidence of that.