12 Thoughts for 2012

Yesterday I sent out my first newsletter from my new homepage. 2011 brought many big changes for me, including a long hiatus from the blog (for the second time...sorry) where I adjusted to 1) being newly married and 2) launching my first business. Below is the newsletter I sent out, and I encourage you to read it, visit my personal homepage, and subscribe to my mailing list. I am planning to resume blogging during this month of January, with some increased focus given my entrepreneurial interests. However I will maintain my continued commentary on the big picture, given this is a presidential election year, and the year some people predict doom (I say doom is always possible, but so is salvation: it all depends on how we all decide to act). 

The Question: What does 2012 mean for… ?

1. The Planet: This is probably the make or break year for carbon emissions and climate change. New policies, technologies and attitudes can steer us clear of catastrophic consequences, but time is running out.
2. US Politics: The GOP field is depressing, though I most interested in Ron Paul’s campaign. Some of his stances are posturing and others are simply wrong, but overall he has a coherent and honest philosophy of government that is unwavering. If he could win the nomination it would mean America could finally debate at the presidential level some important issues. 
3. US Politics: Mitt Romney might be the best candidate on the GOP side from the standpoint of managerial skill, but I don’t trust him. He panders and shows no ethical compass on issues like torture or wealth inequality. 
4. US Politics: Obama’s recent decisions, NDAA withstanding, show signs he may be learning how to lead. He will get my full support this year if he can finally demonstrate the proper combination of pragmatic, visionary and courageous leadership.
5.  Social Movement, Protest, & Revolution: 2011 brought us the Arab Spring and Occupy Wall Street. These events emerged from long-standing and growing dissatisfaction with social and economic injustice. In the US, we must contribute to these movements by maintaining pressure on elites to address these injustices, lest we find ourselves with armed rebellion or a police state on our hands. Around the world, we must make sure these movements stay peaceful and constructive, so that opportunities, like the fall of Qaddafi or Mubarak, can be quickly seized for building a more fair and sustainable world.
6. Economics will be dominated by uncertainty. “Disruptive innovation” is now the goal of every respectable start-up and even many a Fortune 500, so expect to see the unexpected. Resource management, in a world now with more than 7 billion people, will continue to produce shocks due to scarcity and waste due to inadequate accountability systems. We will see plenty of both positive and negative consequences from advancing globalization. 
7. Social Class, Consumerism & Family Values: Americans, rich, poor, and middle class alike, are on the cusp of a social transformation. While the middle class is disappearing, people everywhere are being forced to realize the shallowness of consumerism and material accumulation. However, the rapid pace of media saturation and the resentment over lost, vulnerable or unreachable social status are the main obstacles to our culture reclaiming the lost values of family and community. If we can highlight the value of family and community, we can strengthen democracy and ease the pain of economic volatility.
8. Entrepreneurship: I am starting my own business, and learning how much of a career switch I have made. Transitioning from a “job” with paychecks and bureaucracy to the lean, nimble and uncertain path of steering my own ship is exhilarating. This is now my life, and I invite you to join me in seizing your inner-entrepreneur (if you haven’t already). Start something. Design and build a system. Solve a problem. Own your destiny.
9. Education: The reform movement is confused. Easy fixes continue to crash against the reality that building knowledge and growing good people is extremely hard. Government elites and private philanthropists need to spend more time on the ground, and smart, hard working people with experience in the trenches need to spend more time involved in building system wide changes. I have little hope for promising national transformation in 2012, but some of the foundation for change is laid with the common core. Some ideas are getting refined in public debate, and some disruptive innovations, such as my very own Fate of Civilizations will improve outcomes on a broad level.
10. Communication & Social Media: Tablets, 4G, “sign in with facebook,” facetime, 4square, Yelp, and a million other new tools continue to reshape how we work, think, and most importantly, interact. The most important “technology” that everyone can adopt, however, is free. Customize your own system for leveraging and controlling your communications systems. Own your inbox, own your time. We probably won’t hear “crackberry” mentioned in 2012 (unless someone is referring to RIM’s new lowest stock price), but people are still cracked out on communication technology. In 2012, make sure you are early adopter of some technologies, but thoughtfully pass on others. Make sure to value real face to face interaction with people and unplugging on a regular basis. And make sure to enjoy exercise and nature. There will always be a new widget or app to try out, so do it, after you have dinner with a loved one, or take a hike through the woods. 
11. My personal life is going well. I am so thrilled to be starting the year happily married to a wonderful woman, and with plans to spend another year in New York City with so many family, friends and opportunities. I am looking for new ways to teach, learn, and improve myself, my station, and my community. This year, through entrepreneurship, activism, writing, studying, sports, relationships and adventure, I am excited for the possibility for enrichment, enlightenment and success. 
12. This newsletter is an experiment. As a committed absorber and processor of ideas and information, I feel I have something to offer the world in a newsletter. This is the first email I am sending you, and I hope you enjoy it. I currently plan on writing newsletters quarterly, since this is new to me and I don’t want to overpromise on frequency. However, at times, I may send out other emails, and I hope you will let me know what you think, and share them if you like them. 

Unions (Part 3) : Teacher Support, Protection, and School Reform Flexibility

Today we will reflect on two aspects of unions that are very important as it comes to how schools function, but that often are overlooked by outside observers. These two aspects are (1) support for teachers and (2) flexibility with school day, structure and management approaches.

Teaching is hard work. Between planning, managing student behavior, grading, contacting parents and administrative duties, teachers have many different "buckets" to tend to, and it takes a good deal of energy, hard work, talent and experience to effectively manage all these areas. For the average teacher (especially in their first few years) doing the job well means getting support, and the sad truth is that managers in the workplace don't always operate from this support framework, but instead act strictly as evaluator, delegator, or punisher. While this could thus open up a discussion for us about school leadership, let's instead look at how unions respond to this reality:

1) Unions protect workers from unreasonable or unfair management practices, giving the teacher room to learn, make mistakes, and grow without the unnecessary stress of unbearing supervisors.

2) Unions offer avenues for professional development that otherwise might not be accessible to teachers. For instance, unions offer generous course catalogs of credited and non-credited courses teachers can take to advance up a salary scale and maintain their licensing. These courses are low cost or cost free, and address critical needs for staff. Unions also protect teacher time, which gives them the opportunity to pursue areas of growth through fellowships, independent research, travel, and graduate study. 



These aspects of unions are important and should not be dismissed by critics. At the same time, these services do draw criticism. For instance, critics could respond by saying:


1. teachers need to be held accountable, and unions protect bad teachers
2. unions shouldn't be in the business of providing professional development--it's not their core function, so it shouldn't excuse unions from obstructing reform and improved schooling.
3. while some teachers might advance their practice with time off, others might not. 


So unions protect teachers, and that can be a good thing or a bad thing. Big surprise. What can we learn from this little exercise? Well, it clearly places the union between the teachers and the management. So if management is working for reform and teachers are lazy, unions are the enemy. But if management is incompetent or corrupt and teachers are hardworking and skilled, the union is the hero! Clearly, on the teacher side, we know that neither extreme is the truth. Perhaps we should look at a corollary issue--what does management in a school actually do? How does management interact with, or should it interact with, the union?


While politicians make the rules, unions are still instrumental in setting them and this is frequently sited as an obstacle to reform. School leaders find union reps to be a thorn in their side, disrespecting and subverting well-intentioned efforts, and calling out minor infractions of work rules that might be counter-productive in the first place. Leaders cannot manipulate their staff when a vigilant union rep is around, and this truth can go both ways for the students. With tight budgets, principals can't ask unionized teachers to stay late without paying them overtime, and a series of issues stem from just this one conundrum. Questions abound about what schools could be without unions, and charter schools are a laboratory testing these hypotheses. We ask: What could we do with a longer school day? Longer school year? More flexibility with staff assignments? More options for holding teachers accountable? 


With experience as both a unionized teacher and a non-unionized teacher, and through my observations of what is going on at other schools across the nation, here is my conclusion on this point about unions, teacher support, and flexible school rules. I'd argue that the union is not the problem--though it also does not contribute enough to the solution. Rules in schools are not set by unions, they are set by politicians who are accountable to voters and donors. The unions do have a voice and this voice is generally used to do what unions do--protect workers rights. I would argue that this is not such a blatant cost to the students, because protecting teacher time, privacy, and academic freedom actually serves the students in many ways. By contrast, having longer days (one of the most sought after goals of school reforms) is not a recipe for higher achievement by itself. Instead, higher achievement comes from this equation:


longer days+good curriculum+good teaching+good social support=higher student outcomes


Charters that produce better results with longer days often have better teachers, better leaders, smaller classes, excellent enrichment courses and STILL work hard to protect their teachers. Taking away unions might take away some of the bureaucratic headache associated with reform efforts, but it would not guarantee that all the building blocks for achievement are in place--it could just as easily lead to more burn-out for teachers and students as bad/desperate managers pressure the school to do more, but not better. 


With all that is said here in support of unions, I want to emphasize that I do not support tenure nor do I support union "protections" that run counter to sound research about good student learning. 

Anatomy of a School Crisis

"Anatomy of a School Crisis" by Amy Virshup, in last Friday's NYT, peels back some of the layers of the school crisis so many urban start-ups suffer from. What will happen to Columbia Secondary School with the departure of Jose Maldonado-Rivera? Good schools depend so much on good leadership, but good leaders crash and burn in impossible situations. Will Columbia Secondary ever be a good school? Will the departure of the principal be more a gift or a curse? If the structural obstacles remain unchanged, will any leader be able to bring the school to new heights, or even keep it out of the gutter?