Schools and Deming

["John McConnell" <wysowl@msn.com.au>]

I am concerned that the recent discussion on schools, ranking and the use of
tests and statistics is somewhat too narrow for the discussion to be
fruitful.

I have had the good fortune to meet two first class educators, Ivan Web
(Australia) and Susan Hintz (USA).

Something we should bear in mind is that learning involves a bunch of
complex, interactive human processes.  Part of what makes Ivan and Susan so
great is their ability to understand, manage and improve these systems.  

Please allow me to share some observations from both cases.  If any of them
are wide of the mark, I would appreciate being corrected by Ivan and Susan.

Both created joy in learning.  (For me, this is the first imperative, but
Susan and Ivan may not agree.)

Both worked at helping children become lifelong learners.

Both are lifelong learners themselves.  Both are intellectually solid,
understand education theory and stay abreast of new developments.

Both created constancy of purpose in their schools.

Both avoided ranking.  They tested to understand the student's progress or
otherwise.

Both used statistical thinking (and a data driven approach) to guide them.
Although neither saw the need for too much high powered statistics, they
were able to use statistical thinking to guide them and their staff.  

Both understood that once the student stabilised, something needed to change
in the learning process for further improvement to occur.  Both established
methods to identify the stable students and both were quite capable of
designing interventions as necessary.

Both created environments as free of fear as was possible.  My personal
experience at Susan's school was that many kids saw the school as a safe
haven.  I have never encountered any organisation with less fear.

Both looked at the students and the learning process from emotional,
physical and rational perspectives.  

Both understood that the core work done at a school was learning, that
students to the core work, and that it is the job of teachers, parents and
the community to help them to do the core work.  One of the most important
moments in the growth of my understanding of schools occurred when I
realised that neither 'teaching' nor 'education' was the core work, and that
teachers did not do the core work.  It transformed my understanding and
thinking.  My thanks to both Ivan and Susan for that.

Both used a PDSA type of approach.  Ivan used it quite extensively,
including activities such as school excursions and sports events.

Most people are not fortunate enough to meet one such person in their
lifetimes. My most persistent memory of the first visit to Susan's school
was the anger and frustration felt at the end of the day.  My schooling was
a miserable experience.  It was characterised by fear, anxiety and
embarrassment.  I left school at 15 and joined the army in order to escape.
My fear is that there are too many places where this situation persists, at
least to some degree.

Ivan and Susan, I dip my lid to you both.  One can scarcely imagine what our
schools and our society might look like if we had more like you.

Cheerio!

John McConnell