Assorted Links

1) Andre Aggasi revels in next calling. Admirable, but when it comes to the academic achievement gap, no amount of $ can compensate for outside of school factors including wide disparities in family resources and resolve.

2) Our world “infrastructure quality” ranking? We’re number. . . 23! Someone fill Michel Medved in.

3) White collar crime like this never makes the local evening news. Consequently, many conclude poorer darker people are more prone to crime. Honest people end up subsidizing the insurance premiums of dishonest people.

4) Heavy metal disability. U.S. anti-Scandinavian conservatives will eat this story up. Although I’m pro-Scandinavia, I have to admit, it is laughable. Thanks to Marcela V and Tyler C.

5) Shit. I’ve been trying off and on for 44 years. Now this six year-old girl has one more ace than me.

Semi-Noteworthy Links

1.) Prescription only cigs. I’m down with it. As long as the State never regulates my mega-sized peanut butter chocolate chip cookie intake.

2) National Funk Congress deadlockedTo move forward, we’ve got to get on up, and stay on the scene, like a sex machine. I want to write for the Onion.

3) A sure-fire way to raise students’ test scores. I’ve been highly critical of all of the sticks associated with high stakes end-of-year standardized tests. But to try to explain away the cheating based on the pressure created by those tests strikes me as disingenuous. Some teachers, like some people, always act with integrity. Others rarely do.

4) January 6, 2012. Meryl Streep as the Iron Lady. Is there a living actress with more range?

5) Pawlenty of love for Gaga.

In Your Face Country


Olympia, WA Weather

TodayJul 5 Wed6 Thu7 Fri8 Sat9 Sun10 Mon11 Tue12 Wed13 Thu14
Sunny Sunny Partly Cloudy Partly Cloudy Sunny Sunny Mostly Sunny Partly Cloudy Partly Cloudy Partly Cloudy
Sunny Sunny Partly Cloudy Partly Cloudy Sunny Sunny Mostly Sunny Partly Cloudy Partly Cloudy Partly Cloudy
82°FHigh 83° 71° 68° 72° 75° 74° 72° 72° 69°
51°Low 55° 51° 47° 49° 51° 53° 50° 53° 50°

Most Effective Value-Added Fill-in the Blank

Convinced that greater teacher accountability is a panacea for improving schools, The Los Angeles Times uses K-12 students’ standardized test scores to assign teachers to one of five categories: 1) Most effective value-added teachers; 2) More effective than average value-added teachers; 3) Average value-added teachers; 4) Less effective than average value-added teachers; and 5) Least effective value-added teachers.

Then they publish the results. The hell with cooperation, teamwork, and a collective identity.

An idea this good should be applied more broadly. I’m picturing college sociology students canvassing our neighborhood interviewing the wives (in two parent, hetero homes) about their husbands.

This morning I fixed my wife’s computer and purchased her some things on-line. Last weekend I wrestled a couple of her dead bushes out of the ground, trimmed the live bushes, and basically kicked ass throughout the yard. And since she’s been injured for awhile, I’ve been going the extra mile in the kitchen. I’m almost always charming, watch romantic comedies, and make her chuckle. Dare I dream? Most effective value-added husband. Can’t wait to see the shame of my neighbor friends whose evaluations don’t turn out nearly as well.

On the other hand, apparently I teased my daughters too much about boys sometime in the past, and so now, when it comes to their love lives, they’ve completely frozen me out. The dreaded least effective value-added father. At least I’ll make other fathers feel better about themselves.

And since what’s good for the goose is good for the gander, what about a cubicle-by-cubicle assessment of each ed bureaucrat’s performance downtown at the Office of the Superintendent of Public Instruction? I see, spend more time at Starbucks and playing hackysack in Sylvester Park than in classrooms. Continuously churn out undeveloped teacher and teacher education standards without ever consulting living breathing teachers? I anticipate the state’s ed bureaucrats filling up the least effective value-added column.

What about our members of Congress? Let’s see, they’ve lowered taxes, increased spending, grown the deficit, and failed to balance the budget. They refuse to work with anyone on the opposite side of the aisle, and for good measure, they tweet their junk (I’m anticipating the next scandal). While mathematically impossible, I’m thinking 538 least effective value-added politicians which of course means least effective value-added citizen designations for all of us.

Applying this framework to other contexts has convinced me that all we really need is a two-part, most and least effective value-added assessment.

When you forward this post to others, remember to say it’s from your favorite, most effective value-added blogger friend.

Happy Interdependence Day

If someone said to me that I could only read one person for the next ten years, Atul Gawande would be among my finalists.

His May 26, 2011 New Yorker essay, Cowboys and Pit Crews, is the transcript of his recent commencement address at Harvard’s Medical School. As always, it’s insightful and important.

Here’s an excerpt:

     The core structure of medicine—how health care is organized and practiced—
emerged in an era when doctors could hold all the key information patients needed in
their heads and manage everything required themselves. One needed only an ethic of hard
work, a prescription pad, a secretary, and a hospital willing to serve as one’s workshop,
loaning a bed and nurses for a patient’s convalescence, maybe an operating room with a
few basic tools. We were craftsmen. We could set the fracture, spin the blood, plate the
cultures, administer the antiserum. The nature of the knowledge lent itself to prizing
autonomy, independence, and self-sufficiency among our highest values, and to
designing medicine accordingly. But you can’t hold all the information in your head any
longer, and you can’t master all the skills. No one person can work up a patient’s back
pain, run the immunoassay, do the physical therapy, protocol the MRI, and direct the
treatment of the unexpected cancer found growing in the spine. I don’t even know what it
means to “protocol” the MRI.

     Before Elias Zerhouni became director of the National Institutes of Health, he was
a senior hospital leader at Johns Hopkins, and he calculated how many clinical staff were
involved in the care of their typical hospital patient—how many doctors, nurses, and so
on. In 1970, he found, it was 2.5 full time equivalents. By the end of the 1990s, it was
more than fifteen. The number must be even larger today. Everyone has just a piece of
patient care. We’re all specialists now—even primary care doctors. A structure that 
prioritizes the independence of all those specialists will have enormous difficulty
achieving great care.

The problem according to Gawande is “We train, hire, and pay doctors to be cowboys. But it’s pit crews people need.

In my field, teacher education, we train, hire, and pay teachers to be cowboys. But students need pit crews. Increasingly, the world of work require employees to function as team members.

Older docs, Gawande points out, don’t like the changes because they miss their autonomy, independence, and self-sufficiency.

Just like those older docs, I dislike the forced teaming that’s increasingly required of me. For pit crews to work, Gawande argues, “you must cultivate certain skills which are uncommon in practice and not often taught.”

The problem at my workplace is everyone else dislikes the forced teaming at least as much as me. And we’re lacking the skills Gawande alludes to. Given that increasing interdependence is a reality, it behooves us to first identify and then cultivate the “certain skills which are uncommon in practice“. To do that, we can either wait, probably for a really long time, for formal leadership to take the initiative, or we can, as I propose, take the bull by the horns ourselves.

First, a trusting, caring work culture must be created where all the team members are willing to talk openly and honestly about whatever misgivings they have about proposed group projects. Too often some of my colleagues choose not to participate in planning meetings, and then, as soon as the meeting is over, vent to one or two people about the direction of the conversation in the privacy of their offices. The technical term for this is passive-aggressive bullshit.

Another fundamental problem is people commit well in advance to being at certain places at certain times to help the team out in specific ways, only to say they can’t make it once the date draws near. Sometimes they work with the team to reschedule, other times they don’t. When a few people aren’t dependable and don’t pull their weight, conscientious team members become bitter about having to do more than their fair share of the work.

Bitterness builds, trust is eroded, teamwork suffers, and people’s negative associations with teaming harden.

Then the question is whether we should press pause and revisit people’s past frustrations in an effort to get to the bottom of why some people are resentful. Like a troubled couple that refuses to enlist the help of a counselor, the answer is always no, “If we just do the work, people’s frustrations will subside.” But they don’t, instead, they build.

Until trusting, caring communication becomes a group norm, my three team essentials—1) actively participate in team planning; 2) show up when you say you’re going to and do what you’ve committed to; and 3) at least try to have a sense of humor—won’t make a bit of difference.

Hurry Up Already

Is it just me, or recently has there been a disproportionate number of super elderly, super violent criminals getting caught at the very end of their lives?

The Southern Klu Klux Klanner who murdered an innocent black during the 1950’s or 60’s. And Whitey Bulger, who allegedly killed 21 people, no doubt enjoyed his Santa Monica apartment for decades.

Even more dramatically, four leaders of the Khmer Rouge have just gone on trial, charged with having created a “joint criminal enterprise” that resulted in 1.7 million Cambodians being murdered between 1975-1979, or nearly 25% of the population.

Imagine for a moment if a handful of people supervised the killing of 70,000,000 Americans. The four defendants have been free for 30 years. Their average age is 82. According to the World Bank, the life expectancy of Cambodians is 61.5 years. Their legal team is committed to “vigorous legal wrangling” that is supposed to last for years. Pol Pot, the leader of the Khmer Rouge, died in 1998 before he cold be brought to justice.

I suppose the “authorities” in these cases deserve credit for perseverance, but the gross imbalance of suffering is another crime.

What I’ve Been Watching

Midnight in Paris. A few summers ago, on the way home from co-teaching in Eastern Washington, Mike, an ace co-worker friend and I got into a discussion about nostalgia. I believe it’s a powerful phenomenon that greatly influences people. Mike basically took the opposite position. Saying people succumb to positive selective perception and wrongly assume the past was better than it actually was. In his view, people would be better off if they just embraced the present and resisted nostalgia’s pull. Woody Allen’s Midnight in Paris is Mike’s exact argument. A fun and funny film that raises interesting questions about memory, history, and the relationship between the two.

Win Win. The best high school wrestling movie of all time (are there others?). Great cast and an engaging, authentic story. Laugh out loud funny at times too. Truly excellent. Kyle, the central character is a troubled, thoughtful, hard-nosed, caring sixteen year old who demolishes every adult’s negative preconceived notions of adolescents. Should be required viewing for all high school teachers. The GalPal thought parts of it were “contrived and Hollywoodish” but she’s wrong. Believable throughout. The GalPal and I were the youngest couple at Olympia’s downtown hippy theatre and everyone was taken by Kyle. If more 16 and 66 year olds were friends, it would be a definite win win.

Roman Holiday. Audrey Hepburn, Gregory Peck, Eddie Albert. Far-fetched, whimsical story. I imagine when they pitched the idea to the studio they said, “Audrey Hepburn in Rome” and the suit said, “Great, write the script.” She was beautiful, but freakishly thin. Of course, Costco cheesecake had not been invented.

Palinism

A few Friday nights ago, David Brooks no doubt scored serious points with NewsHour listeners when he said, “Every second we spend talking about Sarah Palin is a second of our lives we’ll never get back.”

Catchy soundbite, but he was wrong.

We need to talk more about what her parochial, nostalgic, oddly vague and exclusionary worldview means for not just our national politics, but education reform.

Palinism the ideology—a set of conservative political beliefs that rests upon a parochial, nostalgic, vague, exclusionary interpretation of U.S. history—is far more pernicious than her easy to make fun of media personality.

Palinism is a litmus test. If we continue to think of students first and foremost as future workers and consumers, and not citizens, its influence will spread and some of its adherents will win elections. Absent a nuanced sense of our nation’s unblemished history and an appreciation for what a vibrant democracy requires of its citizens, our young people will increasingly opt for glossy, symbolic style at the expense of gritty, grounded substance.

Recently, just for David Brooks and you, I sacrificed 197 seconds of my life watching SarahPac, a brilliant marketing video of Sarah’s bus tour of the U.S. Actually, now I’ve sacrificed over 15 minutes since I’ve watched it five times.

It’s fascinating on several levels. Exercise your citizenship and watch it.

Notice the following:

• In the midst of the hundreds of people that appear in the commercial, there’s one black veteran. Palinism borrows from a recent Modern Family sketch, “White is right.”

• The phrases “restore what’s right,” “restore the good,” and “we need a fundamental restoration” repeat throughout.

• “Founding” and “foundation” also repeat throughout. It’s like a news station repeating the phrase “fair and balanced” over and over. Maybe, if the populace is half asleep, hypnosis works.

• Painfully vague catch phrases are sprinkled throughout including, “be in touch with our nation’s history,” “so we can learn from it,” “move forward,” “all that is good about America,” “effect positive change,” and “America is the exceptional nation.” The classic hallmark of a really bad first year college essay.

Absent a critical nuanced understanding of U.S. history, government, and foreign policy, the videos sophisticated mix of traditional American symbols, music, and vague repetitive narrative would probably work wonders on large percentages of today’s secondary school students.

An older woman near the end gushes about Palin’s “courage and strength” and concludes, “she has it all.”

If we continue to preach the math and science gospel and mindlessly apply business principles to schooling, our youth might conclude the next Sarah Palin and the one after her have it all.

In which case Palin’s videographers might just win the battle of ideas.

Let’s Fix or Stop Requiring Senior Culminating Projects

A steadily increasing number of American high schools are requiring students to complete independent culminating projects during their senior year. One student commits to private singing instruction and sings a solo at a culminating recital, another learns to train dogs, another how to Irish Dance. In theory, they’re supposed to prevent advanced senioritis.

In practice though, they typically don’t. Most students view them as just another hoop to jump through.

The problems are three-fold.

First, students quickly pick up on the fact that faculty and staff view them as “add-ons”. Meaning usually there’s too few intermediary deadlines and too little adult investment in guiding students.

Second, too many students are unaccustomed to working independently and so they throw something together in the final week. Faculty are pressured to pass students whether the projects meet the stated criteria or not. Otherwise they don’t graduate, causing lots of different headaches.

Third, even nicely done projects don’t contribute to, or inform, the students’ classroom-based learning. How on earth can we expect faculty to integrate them into their classes when most of them aren’t even aware of what the majority of seniors are doing.

Faculty should agree not to “half-ass” it anymore. Each school’s faculty should have an honest discussion about the quality of recently completed projects and their value to the curriculum writ large. Then cast an up or down vote on investing more time and energy into better guiding students, holding them accountable for more rigorous work, and truly integrating them into the curriculum.

More specifically, faculty need to decide whether they’re up to 1) guiding students in selecting personally meaningful and intellectually challenging projects by providing examples, contacts, and feedback on proposals; 2) saying no to projects that are not intellectually challenging; and 3) instituting intermediary deadlines and implementing legit consequences for missing them.

Ultimately, senior culminating projects are a litmus test of sorts. Are our K-11 efforts producing increasingly independent learners? Right now, I’m inclined to answer no. Most seniors need more guidance in the form of help on proposals and truly rigorous expectations. Faculty need to decide whether they want to invest their finite time and energy in revamping flawed senior culminating project requirements.

I see lots of untapped potential in the requirement, but open and honest faculty “no” votes would be preferable to uneven mediocrity and continued fence-sitting.