{"id":598,"date":"2011-10-30T18:37:15","date_gmt":"2011-10-30T22:37:15","guid":{"rendered":"http:\/\/coreeducationllc.com\/blog2\/?p=598"},"modified":"2012-04-25T21:15:27","modified_gmt":"2012-04-26T01:15:27","slug":"solving-the-real-problems-disciplined-improvement","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/solving-the-real-problems-disciplined-improvement\/","title":{"rendered":"Solving the Real Problems: Disciplined Improvement"},"content":{"rendered":"<p>In a recent opinion piece for <em>Education Week<\/em>, Craig Hochbein and Bradley Carpenter, assistant professors of K-12 leadership at the University of Louisville, reflect on what they call \u201cdisciplined improvement.\u201d\u00a0 Using examples such as Ty Cobb and Ernest Hemingway to illustrate that disciplined improvement encompasses both \u201cthe commencement and termination of actions.\u00a0 In addition to modifications and improvements, successful professionals identify the detrimental practices or behaviors they must extinguish.\u201d<\/p>\n<p>They contrast this type of reflective practice with the current climate, where talking about how and why teachers fail is avoided by teachers and administrators alike.\u00a0 Rather, the discussion on how to improve education focuses on \u201cimprovement strategies\u201d for school performance and student achievement.\u00a0 However, these strategies \u201ccan also obscure the learning that occurs through the purposeful examination of failure.\u00a0 Specifically, efforts focused solely on improvement may fail to eliminate the unnecessary and avoidable operations that preclude classroom and school improvements.\u201d<\/p>\n<p>Hochbein and Carpenter discuss the daily failures of even the most talented educators:\u00a0 well-planned lessons that somehow fail to capture student attention, experiments that should create \u201caha!\u201d moments for students somehow fall short, etc.\u00a0 The authors argue that these failures should be framed as teachable moments that educators themselves can learn from and use to improve their practice.\u00a0 Like all other professionals, teachers must learn from their mistakes through analyzing their failures and devising solutions.\u00a0 Instead, we \u201cscour the data searching for ways to improve faltering performances, while infrequently investigating the behaviors and actions that may have contributed to the unintended results.<\/p>\n<p>The current focus on school turnarounds and the associated retinue of traditional interventions have as their basis the assumption that poor performance is a result of the absence of improvement efforts.\u00a0 This, combined with the short timeline generally given for school turnarounds, \u201coften compels education reformers to add more initiatives and responsibilities, rather than revoke ineffective policies and procedures.\u201d\u00a0 Therefore, educators are spending their time and resources solving the wrong problems.<\/p>\n<p>Hochbein and Carpenter suggest two specific ways for promoting disciplined improvement, one of which is heard often in reform discussions:<\/p>\n<p>1. Increase instructional planning time, and relieving teachers of some of the administrative tasks that tend to cut into planning time<\/p>\n<p>2. Concentrate resources to diminish the causes or triggers of disciplinary infractions.\u00a0 By analyzing data on student discipline referrals, principals may be able to identify certain times of the day or activities as particularly problematic and take steps to eliminate \u201cflawed procedures\u201d undertaken by the school during these peak referral times.<\/p>\n<p>The authors note that the success of people like Ty Cobb and Hemingway was their ability to identify their own practices that interfered with success and make improvements.\u00a0 Educator success in the classroom is more important to society than a well-written novel, but in being so, it is also more costly to society when education fails.<\/p>\n<p><em>\u201cStakeholders interested in the improvement of public education can no longer afford to avoid difficult discussions about failure. If educators can begin embracing the meaningful learning that occurs through the disciplined analysis of failure, we can equip ourselves with empirically informed insights, and apply our diligence and expertise to solving the right problems.\u201d<\/em><\/p>\n<p>To read the full article, please visit <a href=\"http:\/\/www.edweek.org\/ew\/articles\/2011\/10\/26\/09hochbein.h31.html\">http:\/\/www.edweek.org\/ew\/articles\/2011\/10\/26\/09hochbein.h31.html<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In a recent opinion piece for Education Week, Craig Hochbein and Bradley Carpenter, assistant professors of K-12 leadership at the University of Louisville, reflect on what they call \u201cdisciplined improvement.\u201d\u00a0 Using examples such as Ty Cobb and Ernest Hemingway to illustrate that disciplined improvement encompasses both \u201cthe commencement and termination of actions.\u00a0 In addition to <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/solving-the-real-problems-disciplined-improvement\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about Solving the Real Problems: Disciplined Improvement<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[9],"tags":[51,76,77],"class_list":["post-598","post","type-post","status-publish","format-standard","hentry","category-teacher-effectiveness-retention","tag-best-practices","tag-professional-learning-2","tag-school-reform"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - 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