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It is my pleasure to introduce a new author and friend, Andrew Hoyt, to the Soul of a Nation Blog! Andrew is a former teacher and educational leader who helped start the Cristo Rey School in Houston, Texas. He and I have been talking about the implications of blended learning and what this emerging trend means and should mean, for education in general and for Catholic schools in particular. We decided, in accordance with the spirit of this blog, to “surface this conversation,” and conduct our dialogue in a virtual and public forum. I hope others will join in!

“Where do you hail from, Phaedrus, and where are you bound?” (Plato).
By way of context, we will try to introduce our perspective, the starting point from which we stand, then jump right in, and see where the dialogue takes us.

The first post is TJ’s:

Some are technology enthusiasts. I do not count myself among these ranks. I like my iPhone and wish I had an iPad, but technology doesn’t light my fire the way it does for some educators. The enthusiast covets the novelty of technology – at least in part – for the sake of novelty. Technology is seen as an end in itself. I am enamored with a different question: How to unlock human potential? To Educate: Latin root, “educare” – to ‘draw out from within’ or to ‘lead forth’. Education is liberation, freeing of the mind and human spirit, realizing the human capacity for the heights of reason, of wisdom, that which is divine in us – man in the image and likeness of God. But we are earthen vessels. We are constrained by our environments, our upbringing, by social conditions and structural evils like poverty, racism, violence, addiction, criminality, abuse, neglect and on and on. We have a problem: To liberate all young people through education in the face of desperate challenges for many. This raises many questions. Questions of quality and equality, of cost and efficiency, of politics and policy, of innovation and stagnation. How do we unlock the potential of all?

When I was younger and an idealistic liberal arts major at Notre Dame, I thought the answer was: “Socratic dialogue and classical texts for all! Liberation through Plato and rich discussion!” Then, I became a high school teacher in a real school. The fall was hard. There were tests to take and standards to master. There were challenges of motivation and comprehension, of bright and curious minds mixed in with detached and frustrated youth. It was messy and tough and wonderful. I still think there is a place for Socratic dialogue and Plato, but I hardly ever got there because I was drowning in worksheets and homework and accountability, and trying to ensure mastery for every student. My role was as much and perhaps more “enforcer of work” as it was “liberator of minds.”

So here is my fascination with blended learning. I believe it holds the potential to liberate the teacher from much of the menial labor of education, so the teacher might better liberate the student. The computer does the worksheets, the grading and helps teach the “basics” (i.e. Low-level bloom verbs). It personalizes learning by allowing children to work at their own pace. The factory model of education punishes the students who need more time, or those who master learning more quickly. It sometimes seems more about control and compliance with behavioral norms than it does about liberation. For those students that are frustrated and convinced that they are “dumb” because they’ve been left in the dust by the pace of the class, blended learning offers renewed hope. For those exceptional minds that are bored, stunted, and for whom school is a drag but life and learning are fascinating and full of wonder, this is freedom.

For teachers, blended learning stops the guessing and provides them with real-time data about how their students are learning, struggling, or failing, in the moment. Diagnosing learning gaps and challenges can now become a science, with real-time interventions, instead of a postmortem after the year-end test results come in. Blended learning also increases efficiency. It takes certain tasks off the teachers’ plate and enhances their role to that of guide, facilitator, and orchestrator. With good planning and effective remediation far more student mastery is possible. But perhaps most importantly, this efficiency frees up time for the truest and deepest forms of learning. Socratic dialogue can finally have its day! As can project based learning and inquiry based learning, rich meta-cognitive discussion and one-to-one tutoring and coaching. In a traditional model, to do these things, you needed to be Superman. Can blended learning make every teacher a super-hero? Has the long-awaited Superman finally arrived? Maybe not Superman, but perhaps Batman, a normal person of virtue and courage with tools that make a hero.

The summer of 2011 illuminated a reality that Indiana policymakers have come to appreciate more and more over the past 1.5 years: There is (and was) a latent demand for school choice among Hoosier parents.  As the statistics bear out, parents relished the opportunity to take their rightful place as their children’s primary educators and enroll them in a school that best fit their learning needs.

Even with suboptimal circumstances, the response to Indiana’s choice legislation has been tremendous.  Although Indiana passed its statewide voucher bill in the spring of 2011, details of how the program would operate remained murky for months.  In fact, the rules and regulations for the bill were not released until approximately six weeks before the start of the school year – a time long past when most parents make up their minds regarding which schools their children will attend.  Despite the short notice, more than 3,900 students were enrolled in the school of their parents’ choosing using an Indiana Choice Scholarship.  (About 2/3 of these students were enrolled in Catholic schools.)  This high demand among parents to direct their children’s education was even more evident during the second year, as the number of students participating in the voucher program more than doubled.  (About 3/5 of these students enrolled in Catholic schools.)

The voucher bill passed in 2011 was unquestionably a good start, but the legislation was certainly not without areas for improvement. Given that Indiana was the first state to institute a program of this magnitude, it is certainly understandable that some compromises needed to be made along the way.  Nevertheless, with the success of the program in its first year and a half, legislators are now attempting to grow the program with HB1003.

If enacted, HB 1003 would expand the Indiana vouchers program to more families in the coming school years. Although amendments have been made to the original bill, HB 1003 would still empower more Hoosier parents with greater influence over their children’s education.  Expansions to the current voucher law include granting eligibility to the following groups of students:

  • Kindergarten students
  • Siblings of students who previously received a voucher or SGO scholarship
  • Foster children with family income below 200% of the Free or Reduced Lunch
  • Students with special needs with family income below 200% of the Free or Reduced Lunch
  • Children of parents who are in the military or an honorably discharged veteran with family income under 200% of free and reduced lunch

Additionally, the maximum amount of a voucher for students enrolled in grades 1-8 would increase from $4,500 to $5,000 for the 2013-2014 school year and $5,500 for the 2014-2015 school year.

While the ultimate fate of HB 1003 is still undetermined, such efforts are a hopeful sign for a future in which all Hoosier families will have the resources to enroll their children in the schools the parents deem best for them.

Venture-Capital

I’ve become increasingly fascinated with the idea of venture philanthropy, applying the strategies of venture capitalism to charitable giving, and convinced that this can play a greater role in Catholic education. Venture philanthropy seeks promising start-ups and innovative models and helps provide funding to bring them to scale. This implies a shift in thinking, from giving as charity to giving as investment, where the expected return is transformative social impact.

I like this idea for a few reasons. First, it looks for leverage. It bets on winners with the potential to scale.  This is a smart strategy for effecting change.  Secondly, by treating giving as an investment – with an expectation for specific outcomes – it helps bring greater accountability to the social sector.  In sum, it is a more strategic use of funds that seeks the greatest possible impact or return on investment for charitable giving.  It combines charity with strategy with powerful effects.

A specific example of venture philanthropy in the education sector is the Charter School Growth Fund.

The Charter School Growth Fund is a non-profit that invests philanthropic capital in the nation’s highest performing charter school operators to dramatically expand their impact on underserved students.

So here is the big idea.  Why not a Catholic School Growth Fund?  It would do the following:

  1. Invest in and scale what’s working in Catholic education
  2. Replicate successful Catholic school models
  3. Drive and spread innovation in Catholic schools

A quick note on each point.

First, Catholic schools need to do more to invest in what’s working.  We’ve spent too much time focusing on the problems in Catholic schools and not enough time focusing on the bright spots.  A Catholic School Venture Fund would begin to change this.

Secondly, there is a need for new school models and effective turnaround models. This is already the norm for public school reform in the U.S., and Catholic schools are behind the curve.  We need a diversification of approaches to Catholic schooling in America.  The vanilla Catholic school is quickly becoming an endangered species. The explosion of new school options, from charter schools to virtual schools and everything in between, is creating an increasingly diverse educational market. This is good for parents and children, with more options and more innovation, but a threat to Catholic schools if they don’t adapt.

Though on the whole Catholic schools still provide a high quality education and a distinct advantage to under-resourced children – see here for more stats on this – there are relatively few new Catholic school models that have proven exceptionally effective at educating low-income children and even fewer avenues for bringing such models to scale.  A list of new Catholic school models might include the following:

By creating a Catholic School Growth Fund, we would open up opportunity for more new Catholic school models.  It would allow Catholic educational entrepreneurs to see an easier path for scaling good ideas. New Catholic schools must be created more rapidly in areas with favorable conditions for growth, namely, a growing Catholic population, areas with insufficient supply of Catholic schools per capita, and states or cities with robust parental choice programs.

We also need to support effective school turnaround strategies. The Archdiocese of Seattle, with support from the Fulcrum Foundation, has been experimenting with an interesting turnaround approach. This approach recognizes that an ailing Catholic school – and some have fallen on hard times (low enrollment, mediocre or struggling academics, etc.) cannot be helped with a single intervention or just pouring money on the problem.  Their model prescribes, instead, an intensive regimen. It includes the following:

  • Changing the academic program to fill a niche in the market (i.e. dual language immersion, blended learning, a STEM focus, etc.),
  • Providing intensive support and professional development to improve school quality in key areas known to drive performance,
  • Conducting a rebranding, marketing and recruitment campaign, and
  • Providing significant short-term financial support with a gradual withdrawal.

The intended outcome is shocking a sluggish Catholic school out of poor performance and setting it on the road to success in terms of academics, enrollment and financial health.  All of this is done, of course, without sacrificing or changing the core of what makes Catholic schools special: faith and character formation rooted in community.  We know that turnarounds are hard, but possible.  The alternative will be round upon round of closures, in city after city, year after year.

Finally, a Catholic School Venture Fund would serve as both a catalyst of and repository for promising strategies.  Funding shouldn’t necessarily be limited to replicating school models, it could also drive good and innovative ideas, like a particular approach to finding, training and retaining talent in Catholic schools or expanding data-driven instructional practices in Catholic schools.

I’ve heard that the idea of a Catholic School Venture Fund has been kicked around in different forums in the past couple of years, but to my knowledge there has not been much action yet.  Well, it’s time to get started.

I have been reading some great books in the past few months that are shaping the way I think about education reform and renewal. I’d like to share the hit list and offer some brief comments for each.  Some of you may have already read many, but if you haven’t read all, I’d jump on it.  They are worth your time.

Topping the list is the much acclaimed Paul Tough book, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. A wonderful read in the tradition of the Malcolm Gladwell books – integrating research in a lively nonfiction narrative – Tough weaves together stories and examples that depict the importance of non-cognitive skills on student outcomes. Drawing heavily upon work in psychology, neuroscience and innovative school leadership, Tough makes a compelling case for the importance of cultivating character strengths to allow students to flourish. I found the idea of the KIPP Character Report Card to be particularly fascinating. The concept involves providing students and parents with regular feedback on students’ character strengths and areas requiring improvement, focusing on observable indicators, to facilitate student improvement.

The next at the top of my list is Leverage Leadership by Paul Bambrick-Santoyo, a leader of Uncommon Schools, a charter school network on the East Coast. This book is a treasure trove and detailed guidebook for what high-performing schools do and what school leaders must do to achieve superior results. The videos, sample documents, and planning tools make the book an outstanding resource for creating professional development and enacting school change. The chapter on data-driven instruction was awesome, peaking my interest in Bambrick’s other book, Driven by Data, which goes further into this area.

Third on the list is Sal Khan’s book, The One World Schoolhouse. Sal Khan is the founder of the now ubiquitous Khan Academy, an online library of 10 minute instructional YouTube videos and practice programs, especially strong in Math and Science. A thoughtful and quick read, One World Schoolhouse is a clear and thoughtful articulation of a lot of new thinking at the front lines of re-envisioning k-12 education.  Though neither the first nor only person to express these ideas, Schoolhouse is a good and fun read that captures  a lot of the thinking within this explosive area in k-12 and higher education.  With a particular focus on the role of technology in allowing mastery learning, anytime learning, self-paced learning, and adaptive instruction, Schoolhouse also explores basic assumptions around the role of homework, summer vacation, and the role of internships.  I am convinced that certain approaches to technology, particularly blended learning, will become predominant within the next 5 to 10 years. This book is a pleasant way to enter into that dialogue, and begin thinking about how education will be transformed with the emergence of new technologies. Read this book and visit The Khan Academy website, it will be worth your while.

Next on the list is a wonderful book about change management called Switch: How to Change When Change is Hard, by brothers Chip and Dan Heath. Also in the Malcolm Gladwell style, Switch offers a simple, clear and compelling formula – with numerous examples and interweaving research – on how to effect change.  The book uses memorable metaphors and stories to explain certain principles and rules of effective change management, such as “scripting the critical moves,” a less is more mentality to change that recognizes that simple and clear direction is of paramount importance, complexity is the enemy of effective change, and confusion and being overwhelmed or exhausted by change is often the source of people’s resistance.   For any leader attempting to facilitate the change process or implement a new vision, this is a must read. Catholic schools in the U.S. are woefully in need of change. Therefore, this should be on all of our reading lists.  I’ll be bringing it as a gift to some leaders in the Haitian Ministry of Education on my next trip down there.  They’ve got a massive change agenda and could use some tricks from this play-book.

Teach Like a Champion by Doug Lemov, is next on my list.

If anyone else has recommendations, please share!

Basil.Moreau

Dear readers,

A note of apology for the radio silence from the Soul of a Nation blog.  I’ve been immersed in education reform and helping to renew the Catholic education system of Haiti for the past three years. This blog has not had an international focus, traditionally, and the work was been rather consuming.  Its time to get caught up.  First I’d like to share some highlights from what we’ve been up to in supporting Haitian Catholic schools.

Three years ago, one of the most devastating natural disasters in modern history, the January 2010 earthquake in Haiti, brought an already beleaguered nation to its knees, killing over 200,000 and tearing Port-au-Prince and the surrounding cities asunder.  The destruction was of epic proportions in a country with no enforced building codes and poorly made concrete block structures.

In the years since, progress has been halting, too slow for many, but visible in a few bright spots.  While real improvements have been made in some areas, the story in the news is almost always one of wasted efforts and missed opportunities, and a poor nation still crippled by internal dysfunction and external meddling.

It is within this context that I’m blessed to report some hopeful signs and real progress from the efforts of the University of Notre Dame and the Alliance for Catholic Education.  We have focused on three things:

1. The first was to rebuild Basil Moreau School, a large school of the Congregation of Holy Cross in a particularly poor neighborhood of Port-au-Prince.  Basil Moreau is nearly completed and will be a beautiful, state-of-the-art facility located in the heart of the earthquake zone.  A monument of hope and dreams for the children and the community, Basil Moreau is a haven, a harbor, and a holy place of grace and liberation through education.  Almost entirely subsidized from international supporters, Basil Moreau is a high performing school serving some of the poorest of the poor.  The day its building is completed – in about 2 months – will be one of rejoicing.

Basil.Moreau.2

2. The second was to create a new institute for teacher training.  Under the leadership of the Congregation of Holy Cross and with intimate collaboration from the University of Notre Dame’s ACE Program, the Institute Superior Marcel Bedard launched its inaugural class this past August.  Serving 35 teachers in this first cohort, the Institute brings international best-practices in teacher education to Haiti, drawing upon lessons and innovative approaches of ACE’s own Master of Education program.  The Institute is off to a strong beginning.  Though a start-up, with all that this entails, the Institute is blessed with strong leaders and a  group of top Haitian faculty of education.  It is a firm foundation upon which to build.  Click here for a photo essay on the work of the institute.  Password “haiti”

3. Finally, Notre Dame joined with Catholic Relief Services (CRS) and the Haitian Catholic Church to conduct a national study and strategic planning effort for Haiti’s 2,315 Catholic schools spread throughout 10 (arch)dioceses.  Completed in just under a year, these partners have disseminated the data and are arming Catholic educational leaders with the skills to leverage the results for leadership and effective management.  The partners (ND, CRS and the Haitian Church) are now in the process of implementing the top priority projects that emerged from the plan, beginning with teacher training and the creation of local school boards and parent associations in 500 schools in the Dioceses of Hinche and Les Cayes.  See here for an inspired short film (7 min) on the work of Catholic schools in Haiti.

In short, we have had real successes where progress is scarce.  As I engage in meetings with leaders from government and the international donor community, I am constantly reminded of the importance and potential of the Catholic Church to serve as a catalyst and a leader for development.  As it is in so many countries throughout the world, so too in Haiti, Catholic education serves as the soul of a nation and a vital source of hope and promise.