Permission to Forget

Lee Jenkins

Description

This book describes 10 decades of wasteful practices buried deep within U.S. schools. Today’s educators did not invent these wasteful practices; they inherited them. Five of the root causes are wasting time and five are wasting student potential.
Ten years ago the first edition of Permission to Forget was published, and now this landmark anniversary edition is available. Its legacy of improvement is report after report from educators describing what happens in schools when these root causes are removed. It should not go unnoticed that root cause removal is free, unlike legislated reforms. Think about it: free!
But teachers, principals, and district superintendents must collaborate in order to remove these root causes. Teachers can not remove them by themselves. Principals can not remove them by themselves. Superintendents can not remove them by themselves. Only together can teams of educators lead the removal of these 10 wasteful practices and provide America the education it desires.

Sujets

• Business
• Qualité, hygiène, sécurité, environnement
• Total Quality Management
• Gestion et management
• Gestión total de calidad
• Baldridge
• School
• Education
• Economics
• TQM

Informations

• Publié par: ASQ Quality Press
• Date de parution: 01 avril 2013
• Nombre de lectures: 0
• EAN13: 9780873892988
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Permission to Forget



Also available from ASQ Quality Press:
Improving Student Learning: Applying Deming’s Quality Principles in the Classroom , Second Edition
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Continuous Improvement in the Mathematics Classroom
Melody J. Russell
Continuous Improvement in the English Classroom
Janelle R. Coady
Continuous Improvement in the Science Classroom , Second Edition
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Continuous Improvement in the Language Arts Classroom
Vickie Hedrick
Continuous Improvement in the History and Social Studies Classroom
Daniel R. McCaulley
There Is Another Way!: Launch a Baldrige-Based Quality Classroom , Second Edition
Margaret A. Byrnes and Jeanne C. Baxter
The Principal’s Leadership Counts!: Launch a Baldrige-Based Quality School
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Running All the Red Lights: A Journey of System-Wide Educational Reform
Terry Holliday and Brenda Clark
Process Management in Education: How to Design, Measure, Deploy, and Improve Organizational Processes
Robert W. Ewy and Henry A. Gmitro
Stakeholder-Driven Strategic Planning in Education: A Practical Guide for Developing and Deploying Successful Long-Range Plans
Robert W. Ewy
Charting Your Course: Lessons Learned During the Journey Toward Performance Excellence
Robert W. Ewy and John G. Conyers
Living on the Edge of Chaos: Leading Schools into the Global Age , Second Edition
Karolyn J. Snyder, Michele Acker-Hocevar, and Kristen M. Snyder
Thinking Tools for Kids: An Activity Book for Classroom Learning , Revised Edition
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To request a complimentary catalog of ASQ Quality Press publications, call 800-248-1946, or visit our website at www.asq.org/quality-press .


Permission to Forget
And Nine Other Root Causes of America’s Frustration with Education
Tenth Anniversary Edition
Lee Jenkins

ASQ Quality Press
Milwaukee, Wisconsin



American Society for Quality, Quality Press, Milwaukee 53203
© 2013 by ASQ
All rights reserved. Published 2013

Library of Congress Cataloging-in-Publication Data

Jenkins, Lee.
Permission to forget : and nine other root causes of America’s frustration with education / Lee Jenkins. — Tenth anniversary edition.
pages cm.
Includes bibliographical references and index.
ISBN 978-0-87389-855-3 (soft cover : alk. paper)
1. Educational evaluation—United States. 2. School management and organization—United States. 3. Total quality management—United States. I. Title.

LB2822.75.J46 2013
379.1 ’ 58—dc232013005332

ISBN: 978-0-87389-855-3

No part of this book may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

Publisher: William A. Tony
Acquisitions Editor: Matt T. Meinholz
Project Editor: Paul Daniel O’Mara
Production Administrator: Randall Benson

ASQ Mission: The American Society for Quality advances individual, organizational, and community excellence worldwide through learning, quality improvement, and knowledge exchange.

Attention Bookstores, Wholesalers, Schools, and Corporations: ASQ Quality Press books, video, audio, and software are available at quantity discounts with bulk purchases for business, educational, or instructional use. For information, please contact ASQ Quality Press at 800-248-1946, or write to ASQ Quality Press, P.O. Box 3005, Milwaukee, WI 53201-3005.

To place orders or to request ASQ membership information, call 800-248-1946. Visit our website at http://www.asq.org/quality-press .

Permission to Forget® and From LtoJ® are the registered trademarks of From LtoJ Consulting Group, Inc.




With great admiration and love I dedicate this book to Sandy my wife, the mother of our sons Todd and Jim, and the grandmother of Jasmine, Zeke, Samantha, Joshua, Jesse, Jade, and Zeph.
Table of Contents
Permission to Forget
List of Figures and Tables
Preface to the First Edition
Preface to the Second Edition
Introduction
Chapter 1: Permission to Forget
Evidence of Permission to Forget Abounds
Implications of Permission to Forget
Education and Business Share the Same Problem
Please Blame Permission to Forget for Poor Results
Conclusion
Key Recommendations
Chapter 2: The Wrong Statistics
Poor Statistical Practice 1: Not Aspiring to a J Curve
Poor Statistical Practice 2: No Scoreboard
Poor Statistical Practice 3: Using Only One or Two Data Points
Poor Statistical Practice 4: The Data Are Too Late
Poor Statistical Practice 5: The Data Are for Reaction and Not for Prevention
Poor Statistical Practice 6: Numerical Goals with Arbitrary Numbers (Quotas)
Poor Statistical Practice 7: The Report Card
Poor Statistical Practice 8: Awards Used to Rank and Leave Most Behind
Poor Statistical Practice 9: Making Everything a Contest
Poor Statistical Practice 10: Use of Average
Poor Statistical Practice 11: Alphabetical Order
Conclusion
Key Recommendations
Chapter 3: The Pendulum
Energy Source for Pendulums
Conclusion
Key Recommendation
Chapter 4: Pressure versus Removing Barriers
The System Is the Problem
Consequences of All This Pressure
Who Is Responsible for Barrier Removal?
Suggestions for Barrier Removal
Barrier Removal Suggestion 1: Structured Listening
Barrier Removal Suggestion 2: Use Formal Power Appropriately
Barrier Removal Suggestion 3: Remove Barriers Between Staffs
Barrier Removal Suggestion 4: Have Meaningful Answers
Barrier Removal Suggestion 5: Use Appraisal to Listen
Barrier Removal Suggestion 6: Pursue a Common Aim
Barrier Removal Suggestion 7: Deal with Lack of Time Issues
Barrier Removal Suggestion 8: Help Parents; Don’t Pressure Them
Barrier Removal Suggestion 9: Classify Knowledge in the Most Logical Format
Barrier Removal Suggestion 10: Interdisciplinary Time-Savers
Barrier Removal Suggestion 11: Study Discipline Practices
Barrier Removal Suggestion 12: Ask Whether Policies Interfere with Student Success
Conclusion
Key Recommendation
Chapter 5: Change after Change with No Improvement
Flavor of the Month
Evidence of Change with No Improvement
Evidence of Change with Improvements
How to Know If a Change Results in Improvement
The Federal Government’s Attempt to Help
Three to Five Weeks
Adopt New Language
Be Sure to Measure the Ultimate Goal
System Improvement Over Time
Continuous Improvement
Conclusion
Key Recommendation
Chapter 6: The False Belief That Experience Is the Best Teacher
Experience Is a Teacher, Just Not the Best Teacher
Educational Research
Testing Hypothesis Example
Plan–Do–Study–Act
Statistics for Master’s Degrees
Classroom Example of Testing Hypotheses
Advice for Administrators
Conclusion
Key Recommendation
Chapter 7: No Clear Aim
Education Is Not Alone
School District Aim
An Aim for Each School Subject
Students Need a Clear Aim
Planning Documents
Conclusion
Key Recommendations
Chapter 8: Poor Psychology
The Enthusiasm Timetable
Education Is Determined to Bribe Both Adults and Children
The Whole System
Do Grades Motivate?
The Five-Year-Old Entering Kindergarten
Four Conceptual Understandings
Basic Piaget
Reward versus Celebration
Invidious Compliments
Climate for Maintaining Enthusiasm
Evidence of Accomplishment
Importance of Addressing Enthusiasm
Conclusion
Key Recommendations
Chapter 9: Too Much Refereeing, Not Enough Coaching
Conclusion
Key Recommendation
Chapter 10: Teaching Is the Constant; Learning Is the Variable
Homework
Learning Is Quality, Not Quantity
Why Teaching Is Currently Focus Number One
A Second Reason Teaching Is Focus Number One
A Third Reason Teaching Is Focus Number One
A Fourth Reason Teaching Is The Focus
Special Education
What to Do?
Conclusion
Key Recommendation
Chapter 11: Afterword
Circle Step #1—Clear Aim
Circle Step #2—Data for Students’ Success
Circle Step #3—Removing Permission to Forget
Circle Step #4—Focus on Learning More Than Teaching
Circle Step #5—Far Less Refereeing, Much More Coaching
Circle Step #6—Putting Learning by Experience in Its Proper Place
Circle Step #7—Every Change Is Judged by Resultant Improvement
Circle Step #8—Far, Far Less Pressure
Circle Step #9—The Pendulum Is Gone
Circle Step #10—Students Love School
Bowling as a Root Cause Analogy
Appendix A: What Is Root Cause Analysis?
Appendix B: The Search for the Root Causes
Appendix C: Key Science Concepts—Examples
Astronomy
Heat
Geology
Chemistry
Genetics
Technology and So Forth
Appendix D: English Background Knowledge











Endnotes
About the Author


List of Figures and Tables
Figure 1.1Permission to forget.
Table 1.1Structure for elementary school spelling.
Figure 1.2Building blocks for learning.
Figure 2.1Major League Baseball results for 2012.
Figure 2.2A scatter diagram of 2011 complete SAT results.
Figure 2.3Histogram of SAT combined scores for reading, math, and writing.
Figure 2.4“L” in the beginning of the year and “J” at end of the year.
Figure 2.5Five periods of middle school math with the class run chart displaying total correct for all students together.
Figure 2.6Fifth grade progress in Desert Trails Elementary School.
Figure 2.7Class run chart from Codi Hrouda’s fourth grade classroom.
Figure 2.8Grade-level chart from Centennial Elementary School.
Figure 2.9School run chart from Centennial Elementary School.
Figure 2.10Test results from the first hypothetical school.
Figure 2.11Test results from the second hypothetical school.
Figure 2.12Test results from