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FADAF Meets Kaizen
At Efficacy we love FADAF, the catchy acronym that stands for "Failure and Difficulty are Feedback." However, we aren't the only ones inspired by this idea; made popular by Toyota, the term "Kaizen" endorses a similar concept in Japan.
In a recent (and well worth reading) article by researchers Bryan Goodwin and Ceri Dean, "Three school improvement mistakes (and how to avoid them)," Kaizen is referenced under the subtitle, "Learn from your mistakes." Goodwin and Dean write, "Kaizen declares that 'every defect is a treasure' - that is, making and uncovering mistakes is all part of the improvement process."
Wikipedia further describes Kaizen as having three basic operational principles: process and results, systemic thinking, and non-judgmental/non-blaming practices (which are seen as a waste of valuable time). Just as Wikipedia cites the "zen" in Kaizen as being rooted in the "learn-by-doing aspect of improving," Goodwin and Dean state that "the only real improvement mistake a school can make is to do nothing at all."
Failure and difficulty provide necessary feedback for moving forward, in any field and at any level. From Now On would like to know what effective FADAF practices you have implemented in your life, or in your school/ classroom. Write us at: fno@efficacy.org.
Selections will appear in our next issue.
Material referenced in this article can be found online at:
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Ask Efficacy
"Ask Efficacy" is our column that features question from you and responses from us. This month our question comes from a new administrator. She writes:
Do you have any suggestions regarding introducing The Efficacy Model to a group of people that have lost confidence in our urban children?
Dr. Jeff Howard responds:
Here's my suggestion: State your own conviction in the capacities of all our children to learn at proficiency levels. Then let them express their feelings about it, including their doubts.
Listen without recrimination or judgment--show respect. Then restate your own belief, and make clear that you intend to act on it.
Find the people who are inclined to be with you, and working through them, produce results. Use the results to demonstrate the truth of your conviction to the staff, and look for more to bring on board. And so on.
Please Note: Unless otherwise specified, authors' names will be kept anonymous. |
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QUOTES OF THE MONTH
"If you want to change the world, it's got to be about education."
- Dr. Jeff Howard
President,
The Efficacy Institute
"I learned that Efficacy is about me. How do I use what I believe to make decisions about myself and others? I know now that the actions that I take as a new leader will have to come from a place inside of me that believes that all children can learn."
- Participant in the New Leaders for New Schools Efficacy Program
"'Come on peach, we have work to do. You can't just sit in a seat and grow smart... I promise, you are going to do, and you are going to produce. I am not going to let you fail.'"
- Marva Collins
Teacher
to a second grade student, as quoted in Carol Dweck's Mindset
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Welcome to the inaugural issue of From Now On!
Every year, trainers from The Efficacy Institute meet with thousands of educators, students, and community service providers from across the country. These experiences are enriching and enlightening, but always too brief. We offer From Now On, therefore, as a forum to keep our ever-growing Efficacy community connected. We hope it will invite you to share your voice in an on-going conversation about the mission: Getting all of our children to proficiency.
This is our first attempt at a newsletter. We would greatly appreciate your feedback to help us make From Now On as good as it can be! We invite you to write your comments to: fno@efficacy.org or take a few minutes to complete our short survey.
Please feel free to pass this newsletter on to your friends, and thank you for reading!
With Warm Regards,
Jeff Howard
President
The Efficacy Institute
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The Boston Campaign for Proficiency: A Sustainable Mission 
What's the Boston Campaign for Proficiency (BCP) all about? Campaign Coordinator, Fran Smith, has a bold answer to that question. "We're building a movement," she explains. "We need a paradigm shift in the way we think about learning."
The paradigm shift Fran is talking about may sound familiar: The BCP is founded upon the belief that virtually all of our students are capable of reaching proficiency. The mission of the BCP, therefore, is to develop academic proficiency and strong character in young people, with the support of caring adults in the community. "We are going to improve the way young people are served in the city of Boston," says BCP Executive Committee Member, Andy Beck.
For 2007-2008 the BCP is focused on six Dorcester schools and six Community Based Organizations (CBOs). On the numbers, Andy clarifies that, "For now the focus of the BCP is on the 6+6, the community, and parents. But from the results we achieve this year we'll spread out - hopefully next year we'll have 20 CBOs involved."
The Efficacy Institute is a primary partner in the BCP effort, along with the Campaign Executive Committee and School and Main Institute. In the classroom, the Campaign employs Efficacy techniques including the Self-Directed Improvement System (TM) which uses data, feedback, and strategy to reach targeted goals. Participating schools have agreed to track student progress throughout the year and implement a data stream to communicate the information to the larger community.
CBOs, in addition to providing out-of-school academic support, will also be focused on character development. This key campaign element of extending work beyond school time to include the community is essential to support the mission. "By transferring this knowledge to the people, you give them ownership," Fran comments. The BCP is, in a sense, trying to build a self-sustaining culture of achievement.
In August The Efficacy Institute hosted a week-long Parent Train-the-Trainer event as one effort to strengthen the community network. Participants in the training included Family Community Outreach Coordinators (FCOC) of the Boston Public Schools, and members of BCP participating Community Based Organizations; as a result of the experience, participants will be able to further serve the communities in which they are already embedded.
"These people work with parents on a regular basis, so a key point is to have them incorporate their Train-the-Trainer experience into their daily practices," Fran says of participants. "Our certified trainers will be able to work with parents to support their children's learning."
In addition to daily work, participants will be certified to facilitate "Get Smart Mindset" presentations within the community. The BCP plans to offer a minimum of five "Get Smart Mindset" lessons per month. By June of 2008 the BCP's goal is to have served at least 1,000 parents and community members via "Get Smart Mindset" workshops.
To learn more about the BCP, visit them online at:
www.smarterboston.org
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Charting the Results
Students at West Contra Costa Unified School District (WCCUSD) in Richmond, California were falling consistently short of state proficiency targets. So it was with some trepidation that teachers from WCCUSD met to chart their mid-year progress in a January 2007 Data/Feedback/Strategy meeting with Efficacy trainer, Barbara Logan. Using graph paper they created bar charts to show levels of student achievement with data from first and second quarter tests (the complete state exam was administered each time). The results?
While most students were not yet proficient by end-of-year standards, their scores had clearly improved between first and second quarter tests. "They were absolutely jubilant," Barbara recalled. "Their elation came from the realization that they were getting better, even though they weren't there yet."
To the question "Why these scores?" WCCUSD teachers were able to come up with specific answers about what their students knew already, and what they didn't know yet. Consequently they could decide what material was essential to teach by the end of the year. "They saw that there was still a lot of work to do," Barbara said, "but that all the hard work they had been putting in had already created change."
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Have You Seen It?
No Child Left Behind 3-Part Series
by John Merrow
The NewsHour with Jim Lehrer
John Merrow's 3-part series takes an in-depth look at No Child Left Behind, including perspectives from teachers, administrators, and the U.S. Secretary of Education, Margaret Spellings.
Part 1, "School Districts Find Loopholes in No Child Left Behind Law," details the typical evasive strategies failing schools employ in order to meet NCLB standards.
Part 2, "Failing San Diego Schools Work to Meet Standards," highlights troubled schools forced to restructure under NCLB, and the success of one community's efforts to do so.
Part 3, "Teachers Grapple with Attaining Education Law's Goals," features some of the country's top recognized teachers, and their resistance to NCLB.
Mr. Merrow's series voices both sides central to the dispute surrounding NCLB. On one hand, opponents of the law argue that standardized tests are not accurate measures of knowledge, and that they actually impede learning in the classroom. Furthermore, many remain skeptical that 100% of America's children can reach proficiency by 2014.
On the other hand, standardized tests make student achievement visible, so that schools can be categorized as succeeding, improving, or falling behind - in which case they can be provided with the help necessary to improve. And when State Departments of Education create loopholes to avoid meeting NCLB standards, "There are losers," as Mr. Merrow says. "If the schools aren't labeled as in need of improvement, then the kids don't get the services they need."
We need to discuss this important issue within our community. From Now On invites you to review Mr. Merrow's series, and write to us with your comments. Excerpts will appear in our next issue, along with a response from us.
Please direct all emails to: fno@efficacy.org.
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