The greatest deficiency in education is our obsession with showcasing deficits.

focus image final

This August marks the first time in 15 years that I didn’t have an official first day of school. Instead, this August, I transitioned to full-time educational consulting and I had numerous “first days” of school at districts in the Chicagoland area and elsewhere in the country.

As I wrap up my first month of consulting, I have one overarching takeaway: in every building, in every district, in every city, in every state, there are administrators, teachers, and students who are so passionate about learning that you can feel the positive energy in the room. It’s humbling, heartwarming, and inspiring.

Yet, what I also see are lots of educators and students who frequently second guess themselves, continuously ask for permission to do anything, or who render themselves silent in large groups and appear to have “given up.” However, behind closed doors, these are the same educators and students who are overflowing with enthusiasm and have a wealth of knowledge.

Naturally, I have been doing a lot of thinking about the strikingly similar behaviors both adult educators and student learners demonstrate in our current educational system. What causes passionate learners to become apathetic toward their passion? Why do students and adults alike ask for permission to learn? And, I keep coming back to one simple conclusion.

The Deficit Model of Education Has Worn Us All Down

Focusing on the deficits (or the kinder term, areas for growth) of students, teachers, and administrators is the go-to in education. We spend so much time beating ourselves up about the areas data shows we need improvement that we forget about our strengths. And, no one is pointing them out to us.

Our expectations are flawed. In theory, all students are expected to master all standards. All teachers are expected to be proficient at numerous criteria in a variety of categories, and all administrators are expected to cross every t and dot every i, always.

When a student, teacher, or administrator demonstrates expertise in one area (i.e. a student is strong in reading, a teacher is strong in curriculum mapping, an administrator has strong parent communication) we give them a quick pat-on-the-back and then immediately present them with their deficit (student- you need to work on math computation, teacher you need to differentiate, administrator- you need to improve student test scores).  Instead of celebrating someone’s strength and recognizing how this strength could help build the capacity of the entire organization, we treat individual’s strengths like items on a checklist. ✅

But, strengths are worthy of more than a check.

What if, instead of focusing on what students can’t do, teachers won’t do, or administrators didn’t do, we focus on what we can all accomplish together? How might education look different?

We need to find systems to authentically detect individual’s specific strengths, share these strengths publicly, and create a culture where we tap into each other’s strengths to build each other’s capacity ultimately benefiting our organizations and the field of education on the whole. We need to retrain our minds to start looking for the skills and qualities that set people apart and focus solely on that.

One idea that can work if properly implemented is something I refer to as a reverse pineapple chart. The traditional pineapple chart is a popular system of professional learning that allows teachers to invite one another into their classrooms for informal observation. The chart is set up in a common location: the teacher’s lounge, the copy room, hallway, etc.

What I propose is that rather than putting the onus on ourselves to promote our own strengths, we create a reverse pineapple chart where we promote each other’s strengths and hang that in a high traffic area within the school. The items we celebrate must be authentic and unique, and not general statements like, “John is child-centered.”The key is that everyone in an organization is looking at each other to find the good and recognize them for that.

pineapple chart revearse

The same process can be used in classrooms for students and in central offices for administrators. By using strategies that promote strengths over needs, we can create school climates where applause drowns out protest.

What are your thoughts on focusing on student, teacher, and administrator strengths rather than deficits? Share in the comment section or connect with me on Twitter @lisa_westman.

 

 

3 Lessons I Learned Leading Startups That I Wish I Knew as a Principal

Having worked in leadership roles in both public education and in the edtech startup industry, there are three organizational behaviors that, should I go back to school or district leadership, I would implement on Day 1.  

#1:  Daily or Weekly Standups

What’s the best way to have a well-run organization (whether a school or an edtech company)?  Communicate!  Take ten minutes every morning and assemble your office staff.  Go through the day, discuss what is expected to happen that day, and give every person a chance to ask questions.  Not only will doing so ensure everyone is on the same page, everyone’s day will run smoother.  

Standups allow for daily communication.

Oh, and what’s with the “standup”?  Everyone stands up for the meeting.  There isn’t a more effective way to keep a meeting short and on-task than by making people stand up while it’s happening.

#2:  Chat

I am against intercoms in schools.  In my opinion, they are the most intrusive and abused devices in existence – completely disruptive to teaching and learning (or general sanity). Download Slack (or embrace the use of any messaging tool that your teachers already like) and let every teacher and staff member in your building use it to communicate. These tools are efficient and allow for regular communication.

I like Slack because users can create “channels” that your staff can follow (i.e. lunch duty, after school clubs, 5th-grade team, etc.).  Of course, your staff may think big brother is watching their conversations.  But, as long as conversations on your messaging system put students first, what’s the worry?  

#3:  Ring the Bell!

Make no mistake, right behind the intercom, bells are the most obnoxious systems in schools.  But, in the workplace, ringing a bell is not the way employees know when to stop doing “this” and start doing “that” like the way many schools use bells to determine when Math is over and PE begins.

Bells are a way to let people know something positive has happened somewhere in the organization.  Full disclosure, this is stolen from car dealerships who ring bells with every car sale.  But, at Otus, big or small, we ring the bell.  A code bug is squashed…ring!  A sale is made…ring!  And, more of a full disclosure, we literally ring the bell emoji in Slack (you already know how I feel about distractions).

Bottom line, find your bell.  Don’t literally ring a bell in your school, but do make a point to publicly celebrate successful moments with your staff.  Maybe send an email blast or a group chat message containing small victories from the day (a great PD session, a positive call from a parent, etc.). Everyone has bad days and by “ringing the bell” you are showing that despite your bad day, good moments are always happening at school.

This post is written by my former co-worker and current husband, Keith Westman.  Follow him on Twitter at @keithwestman.


About Keith: Dr. Keith Westman taught third grade, served as a K-8 technology coordinator and was a middle school principal during his ten years working in school districts.  He left public education to work with his childhood friend who had started an edtech company.  That company, Aspex Solutions (now part of Frontline Education), grew up to provide AppliTrack and K12JobSpot.com to thousands of school districts and millions of job seekers throughout the country. Keith is the COO of Otus, the makers of the Otus Student Performance Platform, based in Chicago’s popular Fulton Market neighborhood, and moonlights as an Adjunct Professor at DePaul University.