1. Ideas from a Corporate Educator
Fix Schools First
Ideas from a Corporate Educator
Mickey Dunaway
Owensboro Public Schools

2. Let’s Begin at the End
If we could be guaranteed that using a “standardized learning system”
… of district-level researched, designed, and required (1) grade-level standards, (2) lesson objectives, (3) lesson activities, (4) lesson delivery, and (5) lesson evaluation …
would result in more than 90% of students mastering the expected curriculum …

3. Processing Time (15 minutes)
Could we make it happen?
Would we?

4. An Introduction to Fix Schools First
Who is Jack Bowsher?
Why should I listen to him?
What is his case for radical school reform?

5. Who is Jack Bowsher? Professional educator An accountant by training
Rose through the ranks of IBM
Retired as IBM’s Director of Education

6. His Case for Radical Reform
According to the Theory of Upper Limits, an organization that is achieving 95-97% of its capacity must make a major decision.
Invest large sums of money to realize a 3-5% increase in results?
Or overhaul the organization to achieve perhaps a 50% gain in results?

7. The Theory of Upper Limits
Fix Schools First, p.41

8. Processing Time (15 minutes)
Mr. Bowsher contends that public education has reached its design limits and any major additional dollars spent are practically wasted effort.
Discuss the signs/symptoms/indications that indicate that he is correct?
Is there anything that convinces you that we are not close to reaching the threshold of our upper design limits? Discuss.

9. Essential Questions What Does He Say to Us?
Does He Say Anything Important?
Should We Listen?

10. What Does He Say to Us?
Bowsher says that IBM achieved a 99% success rate in students mastering the expected curriculum and that public schools can achieve a 90% rate of achievement of expected standards.
He identifies ten problems that must be solved before schools can reach the 90% goal

11. Problem #1 Lack of an integrated vertically and horizontally aligned curriculum
Bowser places a significant emphasis on the importance and power of prerequisites
Quality Principle: Solve problems before they become problems.

12. Problem #2 Lack of grade-level measurements
Grade-level for Bowsher is a criterion-referenced standard
Says few districts have grade-level assessments to measure progress
Quality Principle: Measure quality all along the way and practice kaizen.

13. Problem #3 Lack of an Instructional System Design
This is a major emphasis of Bowsher and is based on the work of Robert Gagne
A learning system integrates design principles and instructional design methods to produce a set of group learning sessions, individual learning models, interactive tutoring, and high-quality motivational course materials. (Fix Schools First, p.166)
Quality Principle: Always begin with a precise and detailed implementation plan

14. The Six Phase ISD Process
Define the learning and performance objectives required to achieve the standard
Document the pre-requisites for learning
Determine what lessons are required
Develop the instruc-tional strategy by deciding what motivational methods of teaching and learning should be utilized
Develop and/or select the instructional materials as well as the delivery system
Determine how a teacher will decide whether students have learned the lessons (Fix Schools First, p.45)
Quality Principle: Adopt a 6 sigma approach. Do it right the first time.

15. Problem #4 Lack of effective lesson plans
Most educators at the school (and district) level do not understand or use the ISD process and principles
Quality Principle: It takes profound knowledge to affect changes in the system.

16. Problem #5 Lack of classroom management skills
Teachers are expected to learn skills on the job. There is little training during university preparation.
Problems are often traceable to lack of ISD management skills
Quality Principle: 90%+ of our problems are systems issues not people problems

17. Problem #6 Inadequate course materials
Bowsher indicates that we underutilize instructional materials as a resource
Strongly emphasizes the use use of technology as a resource and tool
Quality Principle: Always have the right tool for the job at hand

18. Problem #7 Inadequate assessment systems
Most teachers lack expertise and time to develop solid assessment systems
Should be a responsibility of the district with teacher input
Quality Principle: Require ongoing statistical evidence that quality is built into the process. Profound knowledge .. again!

19. Problem #8 Lack of tutoring systems
Schools must develop “just-in-time” capacity to provide tutoring when it is critically needed
Quality Principle: Solve problems as soon as they arise.

20. Problem #9 Inadequate time to learn
Suggests the “ski school” approach of grouping students based on readiness to learn the next set of lessons
Quality Principle: Never pass a problem down the line to be solved at the next level

21. Problem # 10 No embraceable responsibility
Schools are run as a series of classroom businesses consisting of independent, self-employed professionals
Quality Principle: Create a constancy of purpose toward improvement

22. Does He Say Anything Important?
Theory of Upper Limits rings true.
The challenge to emulate the six sigma approach – to do it right the first time – makes good sense.
His emphasis of the significance of mastering prerequisites and their critical role in lesson planning is on target.
The Instructional System Design is worth a good, in-depth, conversation, analysis and trial.

23. Should We Listen?
When costs and quality are out of control, another group takes over and rewrites the rules ( Fix Schools First, p.49)

24. Let’s keep the conversation going and raise the level of the discourse.