MyNotes: Leading High-Performance School Systems Part 4

This blog entry continues the sharing of my notes and takeaways from Marc Tucker's book, Leading High-Performance School SystemsCheck out the series to see what has come before.

My Notes on Chapters 3

  1. In Chapter 3, it's about a "vision that becomes a plan." Isn't it always?
    1. Most vision statements often express universal goals for children that few can dispute but no one expects to be acted on. They are mostly intended to make people feel good.
    2. The kind of vision Tucker has in mind is..."intended as the basis of action, mobilizing a wide range of actors precisely because it embodies their hopes, and at the same time, can be achieved. It has to be a vision that becomes a plan with widespread support that will endure."
    3. Most Americans think their schools are doing's those inner city ones that aren't.
    4. That is the wrong way to look at it.
    5. The question is "not how well the schools are doing compared to how well they used to; it is how well the schools are doing compared to how well they have to now."
    6. The changes brought about by globalization and the changes about to be cause by advancing intelligent machines are making obsolete the kinds of jobs that most high school graduates have been prepared to do. They are greatly changing th edemands that will be made on workers and citizens at all levels.
  2. How Advancing Technology is Transforming the World in Which Our Students will Live and Work
    1. Machines who think are making this era of technological change different (McCorduck, 2004)
    2. Much more is being produced by many fewer people and those people are far better educated and skilled than the people looking for work
    3. It now looks likely that intelligent technology, driven by advances in artificial intelligence, neural networks, robotics, and machine learning is likely to have a transformative effect on the world of work in the U.S. (Tucker, 2017)
    4. Some believe that...
      1. intelligent agents will put the majority of human beings out of work because most of the work that will be needed will be done by machines. Machines can do the work cheaper and more reliably than human beings (who are unwilling to do the work)(Ford, 2015). 
      2. machines will take over and humans will become their slaves (Harari, 2017)
      3. machines will do all the work that humans do not want to do and intelligent agents will usher in a sort of utopia in which human beings will be free to enjoy themselves and develop their potential to the fullest (Kurzweil, 2005)
    5. New technologies are often not just changing the nature of existing jobs but are wiping out entire industries (Ford, 2015). This means that people employed in regular full-time jobs with benefits will have to live with the reality that their industry could be wiped out or their jobs could be redefined.
  3. What your Students Will have to know and be able to do in the new economy:
    1. Students who leave high school with only the levels of literacy and skills tha tmost high school students now leave high school will be in deep trouble
    2. Graduates must have a credential when they leave high school and that credential will have to certify that the individual either is ready to go to college without remediation or has all the skills needed to be hired for an entry-level position that pays reasonably well and leads to a career that will enable that person to support a family. Only approx one quarter of high school students leave high school with such a credential now (USDOE, 2017a)
    3. Graduates need to have the skills needed to learn complex things very quickly and easily.
    4. Graduates will need to be very disciplined, able to set a goal for themselves and organize themselves to achieve it on time and to the needed standard, and able to juggle a changing array of challenges all at the same time.
    5. Communication skills will be paramount
    6. Because intelligent agents will do more and more of what has to be done, humans have to get better and better at what is left
    7. Students will need a a very well grounded set of values
    8. Much will depends on Americans' understanding of the peoples of the world and their aspirations, history, values, cultures, grievances, and points of view
The rest of this chapter presents various "planning systems" or processes. I found it interesting but not too helpful. I was, of course, looking for a formula to planning. In that regard, it was a disappointment. There was no blueprint in Chapter 3. Sigh. Maybe that's part of the point but the sky can only fall so many chapters before some kind of solid recommendation is made. 

Effect Sizes and Innovation

Note: The following was part of another blog entry. After reading it, and revising the blog entry a bit, it doesn't fit. So, I'm dumping it here.

Marc Tucker makes some interesting points that challenge the idea of effect sizes and instructional strategies in isolation:
The typical approach to research on innovations in the U.S. is to use statistical techniques to isolate the effects of a particular innovation on some variable of interest, usually student performance. 
The form of the innovation is narrowly specified and the researcher works to tell the potential adopter what the effect size is likely to be if the innovation is adopted exactly as specified. 
That might work if we were talking about techniques for teaching students how to decode an English sentence, but officials who run whole education systems are not interested in copying any other system. 

A research model that is designed to specify a model an adopter is supposed to copy whole hog will not work. Source: Marc Tucker as cited here

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure


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