TeacherDrivenChange

School Change as a Zero-Sum Game

A major theme that surfaced during the May 16 – 17, 2008, Culture of Success Workshop is that the social construction of culture is a zero-sum game. In other words, in our analysis of those factors that drive a culture of success, there exists the possibility that we must relinquish specific values and beliefs and replace them with a new set that is more aligned with progressive cultural forces. A number of participants raised the concern that they were uncomfortable with some of the ideas expressed by presenters in relationship to their culture and personal value system. Other participants were concerned about the possibility of a conflict between bilingual and multicultural education and the notion that a set of specific values, beliefs, and attitudes are more likely to result in student success. Finally, several participants expressed their reluctance to dismiss the idea of a pluralistic nation and return back (in their mind) to a melting pot society. This divergent thinking is critical to a broad-based conversation about what new ideas are necessary and essential to close the achievement gap for minority students. Like any authentic and innovative change effort, however, the accumulation of ideas through experimentation and trial and error leads to success. Teachers with other school – community stakeholders have an opportunity to establish a new era in the school change movement by focusing on those factors that drive a culture of success while maintaining those values and beliefs that define who we are culturally as well as what unites us.

A Culture of Success Community Network

The Culture of Success workshop was a major success. Over 150 school community stakeholders heard and engaged with scholars, researchers, and practitioners about the proper direction for school change. Participants and presenters discussed factors that drive and resist efforts to close the achievement gap for minority students. Although each of factors can be pulled apart for the sake of analysis, their impact becomes evident when viewed in relation to each other, as they constitute a successful learning environment for all students. Presenters discussed the theoretical framework and practical side of culture as an important and fundamental force for school improvement. A number of participants stated they were prepared to learn more, take action, and continue the conversation. Equally important, was the realization by many that structural and programmatic school changes are not likely to be successful absent a serious conversation about what a successful school – family culture should look like. Participants were asked to continue their involvement by helping to create a culture of success community network. Click here for speaker presentations.

Culture of Success Sidebar Conversations

During the May 16 – 17 Workshop, you will have the opportunity to engage in Sidebar conversations with other school community stakeholders committed to closing the achievement gap for all students. Sidebars are meetings among stakeholders.  Sidebars can be formal, with a predetermined leader (with a red badge) and focus or extemporaneous conversations.  The important thing is that the ideas, thinking, and potential actions discussed during a Sidebar are not lost.  Make sure you record your thoughts on the Sidebar form and return it to any Workshop Facilitator with a Blue Badge. Below is a list of Sidebar conversation starters.

SCHOOL FAMILY RELATIONS A culture of success requires deep and broad school family relationships. This involves much more than open house visitations and back-to-school nights. Parents must be intimately involved in the education of their children and teachers must reach out to make sure parents understand the importance of education to their children and their future. To create a new school – family relationship requires new thinking. To begin the conversation, meet Carrie Rose, Director of the Parent/Teacher Home Visit Project. The Parent Teacher Home Visit Project is an inexpensive and proven model of meaningful parent engagement at k-12 schools.

HIGH SCHOOL DROPOUT/RETENTIONS A culture of success requires school community stakeholders to rethink student dropouts and retention. Instead of focusing on why students leave or dropout out of school, let's turn the conversation to why they stay and graduate. By focusing more on those forces driving students to remain in school we can become experts on retention – which is likely to build a new sense of hope and optimism for everyone. To begin the conversation, meet Isabelle Garcia, Legislative Advocate for the California Teachers Association. Isabelle has worked extensively with legislators and policy makers on strategies for improving student retention.

TECHNOLOGY WITHIN & OUTSIDE THE CLASSROOM A culture of success includes the use of technology within and outside the classroom. Emerging technology resources and tools are fueling innovative approaches to teaching/learning. In addition to their use in classroom settings, these tools can support new models for home/school collaboration and the formation of strong "connections" to the community at-large. Individuals across the state are ready and willing to collaborate with fellow educators on the development and implementation of effective models of use. If you have an idea you would like to pursue but need partners to make it happen, it is highly likely that there is someone in the K20 CETC with a similar interest. Need resources to make it happen? The Collaborative's staff can keep their eyes open for you. Meet the chief "knitter"- Stephanie Couch, Director of Communications, Outreach and Collaboration for the new K20 CA Educational Technology Collaborative.
 

QUALITY EDUCATION INVESTMENT ACT (QEIA)

A culture of success is driven from within. The CTA-sponsored Quality Education Investment Act (QEIA) encourages and provides the necessary resources to support teacher driven change. QEIA supports smaller class sizes, more counselors, teacher training, and school - community partnerships. To begin the conversation, meet Anita Benitas, California Teachers Association Instruction & Professional Development staff member to see how QEIA is creating a culture of success.

APPRECIATIVE INQUIRY & THE CULTURE OF SUCCESS A culture of success has developed and evolved into a major force for school change. Framed around Appreciative Inquiry (AI) or strength-based thinking, students and their parents answered questions about what works, what is great, and what needs to be expanded and increased in our schools. The relationship between culture and development has important implications for the public schools and the challenges teachers face. By focusing more on a strong work ethic, a future orientation, and child rearing practices, for example, we may be more likely to close the achievement gap for all students. In other words, the values, beliefs, and attitudes – culture – may matter much more than elected representatives and policy makers think – something that many teachers have always known. To begin the conversation, meet Kelly Horner, CTA IFT Director, Beverly Tucker, CTA IFT Board of Director, and Priscilla Winslow, CTA Assistant Chief Counsel -- all instrumental in the AI interviews that created the foundation for the culture of success.

CTA/IFT & UCD/SOE INSTITUTE FOR LEARNING A culture of success in our schools is essential to a progressive, democratic society. Together, we can embrace and build on our rich diversity while developing common knowledge among our citizenry. Unfortunately, the main method of reform in today's NCLB environment is one of training rather than learning and development. The CTA IFT – UCD School of Education proposes to create an approach that is strikingly different and grows out of the literature on school change and learning for adults and children. Our focus is on invention and the examination and use of inside knowledge. To begin the conversation, meet Dr. Viki Montera, UCD School of Education, to discuss how your district and chapter can become involved.

May 16 – 17, 2008 Workshop Update

Sidebars - During the Workshop, you will have the opportunity to engage in Sidebars with other school community stakeholders committed to closing the achievement gap for all students. Sidebars are meetings among stakeholders.  Sidebars can be formal, with a predetermined leader and focus or extemporaneous conversations.  The important thing is that the ideas, thinking, and potential actions discussed during a Sidebar are not lost.  Make sure you record your thoughts on the Sidebar form and return it to any Workshop Facilitator with a Blue Badge.

 

Blue Sky Thinking - Our schools are doing great things and that's what we want you to focus on during this Workshop.  You will hear a number of new and hopeful ideas to close the achievement gap for all students.  Build on these ideas and do some Blue Sky Thinking.  Talk to other school community stakeholders about different options and possibilities.  However, don't let those great ideas evaporate and be lost.  Make sure you record your thoughts on the Blue Sky form and return it to any Workshop Facilitator with a Blue Badge.

 

May 16^th Reception - Immediately following the Workshop on May 16^th will be a reception for all participants --Great food and conversation for every taste and appetite.  We hope you will attend.  The reception will be at Center Court (3600 N Freeway Blvd, Sacramento) on the patio.  If you have questions or you need directions contact any Workshop Facilitator with a Blue Badge.

   

What to Know More? - Stay informed about the culture of success and return to this Weblog on a regular basis.  You can see the latest blogs, workshop agenda, presenters, resources, and much more. 

24/7 Cable News Networks

Watch the 24/7 cable news networks for one day and your confidence in facts, information, and the relevancy of data is diminished in exponential terms. From economics, climate and global challenges, to social and political commentary, facts become more of a distraction when compared to individual and personal interpretations. Clearly, an important skill required to navigate this morass is to be able to critically evaluate and determine both what is reasonable, logical, and intellectually consistent and honest. Unfortunately, the momentum in our public schools is to codify knowledge, primarily from a regulatory and legislative perspective, with politicians and policy makers paying little attention to those factors that lead to a successful, critically thinking adult. Further, an increasing reliance on the deficit model, supported by what many teachers believe to be an over emphasis on tests and arbitrary standards, may likely be counterproductive to closing the achievement gap and reducing student dropouts. Conspicuously absent is the call for a school culture that encourages the values, beliefs, and attitudes that underlie a creative and vital democracy. Attend the May 16 – 17, 2008, Closing the Achievement Gap for Minority Students: Understanding the Culture of Success Workshop and help reframe tests, standards, and accountability from the ground level. Join with other teachers and school community stakeholders to create the schools we want and need for all students.

School Change & the Media -- Symbols & Images

Attend the May 16 – 17 Workshop in Sacramento and talk to the person that started it all. Join Reese Schonfeld, the first president of the CNN, and discuss what teachers and school community stakeholders can do together to show a firm commitment to closing the achievement gap for all students.

Reese Schonfeld is the author of Me and Ted Against the World; The Unauthorized Story of the Founding of CNN.

Inspiring a New Enlightenment among American Youth

Dr. Jeffrey Stewart, Chairperson for the Department of Black Studies at UCSB will be a featured speaker at the Closing the Achievement Gap by Understanding the Culture of Success CTA IFT Workshop on May 16 – 17, 2008. Dr. Stewart will discuss how teachers can use historical Black heroes more effectively to inspire a new enlightenment among American youth. The term American is important, because this history is not just Black history, but a triumph of the American spirit.

Dr. Stewart will present new approaches for applying technology to create a culture of success for all students. Specifically, he wants to examine how young people are increasingly relying on new media devices and technology for their social and cultural information-to disseminate ideas, elicit discussion, and promote commentary on race and racial issues that are transgenerational.

In addition, Dr. Stewart will ask participants to consider the life stories of such people as Rosa Parks, Martin Luther King, Jr., Sojourner Truth, Frederick Douglass, Harriet Tubman, etc., to determine how these individuals exemplify traditional American values. Specifically, how these individuals and others reflect self-help, hard work, and overcoming handicaps, on the one hand, and traditional American political values of speaking truth to power, righteous civil disobedience, and building community, on the other?

Camino Nuevo High School Case Study

The CTA IFT is pleased to announce that Dr. Steve Seaford, the founding principal of Camino Nuevo High School, will present at the May 16 - 17 Workshop. He has served in a variety of educational capacities including teacher, CTA representative, athletic coach, school principal, and district administrator.  His doctoral work in organizational development focused on professional learning communities, using Peter Senge’s 5 disciplines as lenses through which to view school culture.  Much of Steve’s career has been engaged in educational reform issues.  As a teacher, he was directly involved with transforming a large urban high school into small learning communities.  During that time, Steve was selected to be an Annenberg National School Reform Faculty member, which provided many opportunities for him to assist schools across the country.  Steve’s current school, Camino Nuevo High School, is in its 4^th year and is the only high school in Los Angeles this year to receive the coveted Title I Academic Achievement Award.

Workshop Focus

In a thoughtful collection of essays edited by Lawrence Harrison and Samuel P. Huntington, it is asserted that certain cultural factors encourage national economic prosperity as well as social and political stability. These two scholars, supported by a growing body of researchers, political leaders and practitioners suggest that the difference between economically prosperous nations and backward countries is directly attributable to selected cultural values, beliefs, and attitudes. Within this framework, education and the extent to which it is viewed as primary, may determine how successful a country is or will be. How this line of thinking influences school community relations and our ability to close the achievement gap for minority students will be a major focus of the May 16 – 17 Workshop. 

The Role of Values, Beliefs, and Attitudes

Is there a set of universal values, beliefs, and attitudes which drive a culture of success in our schools?  If so, what cultural changes are necessary to create a successful learning environment for all students?  To what extent can we close the achievement gap for minority students and reduce the dropout rate by emphasizing certain values, beliefs, and attitudes about teaching and learning instructional practices and behaviors?  Finally, what responsibility does local school communities have in creating a culture of success for all students?  These and other questions will be considered at the May 16 -17 Closing the Achievement Gap for Minority Students: Understanding the Culture of Success Workshop.