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Inkson, Kerr Inmon, William H. Iyer, Ananth Iyer, S. David Johnson, Mark W. Jones, Lucy Judge, William Q. Kaufmann, Lutz Kazeroony, Hamid H. Keys, Barry Killingsworth, William R. Kilner, Andrew Kimes, Sheryl E. Lowenstein, Michael Luck, Susan L. Martin, Dick Martin, Jeanette S. Moghaddam, Yassi Mohammed, Debbie A. Pirson, Michael Pitcher, Graham S. Poulis, Athanasios Power, Daniel J.

1. Achieving excellence and equity to reduce disparities

We also point out the common obstacles that can hinder success and ways to move forward and circumvent these barriers. We conceived of this book as a resource that could provide a framework and practical guide so that educators, parents, and advocates who are committed to going beyond moral suasion can root their calls for excellence through equity in evidence. In order for the concept of excellence through equity to be widely embraced, we need not only the vision for our new paradigm described in the preceding section but also specific strategies that will make it possible for the affluent to overcome their fears of loss when questions of equity are raised.

We want to show them how their children can benefit from being part of an equitable school community. Likewise, the vision must be robust enough to support the aspirations and needs of children who come to school needing more; socially, economically, psychologically, and academically. We need a win-win strategy for all involved if our society is to make real progress.

We offer this book, and the ideas, strategies, and experiences presented within it, as the starting place for this new vision, one that is bold enough to erase the fear of losing privilege among the "haves" and uplifting enough to counter the resignation and helplessness that too often characterizes the "have nots. Leaders across disciplines and throughout time have seen courage as the essential human virtue.

Consider this small sampling:. Courage is the mother of all virtues because without it, you cannot consistently perform the others. Leadership has for centuries been closely associated with courage. King Richard I, who reigned from to , was dubbed "Richard the Lionhearted" for his prowess in battle. Likewise, Western interpretations have associated courage with war, battle, and physical feats of life-saving or life-taking heroes.

Yet the word comes from the French root coeur , or heart, and the concept traditionally corresponds to acts of the heart. Native American societies systematically developed courage in young braves by encouraging sacrifice for the greater good. Developing young leaders' ability to face inner fears associated with loss strengthened their ability to sacrifice for the safety and well-being of the weakest in their village, invariably elders and children.

Likewise, we see the need to return to the roots of courage in our quest to defend and advance the well-being of the weakest in our community. As Natives of this land understood, courage , or acting from the heart, can be developed and is the most powerful virtue we can all tap. In this quest for equity for the weakest members of our society, and ergo for all of us, we use courage both as our source of strength and as the framework for this book. While the research and practice point clearly to the need for a new and better approach than the one we are currently using to educate our children, making such a shift will require commitment and courage.

Advocates of policies like NCLB defend the policy based on the fear that schools can't be trusted unless they are held accountable for student outcomes i. As an alternative, we describe systems that are based on mutual accountability among all stakeholders and show that positive changes in academic outcomes can be achieved when there is accountability in the state legislature and governor's office for adequate funding, in the classroom and the schoolhouse when educators are provided with adequate resources and guidance, and in communities and homes when trust and engagement are promoted.

Advancing a new paradigm, especially one addressing one of the most charged issues of our time, requires courageous leadership at all levels. Our chapter contributors demonstrate a path forward, and we use the core principles of Courageous Leadership outlined in Failure Is Not an Option Blankstein, , , to frame this work. The principles are not discrete, and indeed acting on one advances the others, and collectively they build leadership capacity to advance equitable outcomes for every student.

Although we have grouped the chapters under specific principles, the majority of chapters encapsulate more than one of these principles. A common narrative that emerges in many of the chapters is that a catalytic event or striking new data underscore glaring disparities in student performance along racial or SES lines. A courageous leader or leadership team "faces these facts" and their own related fears by tapping into their core values in order to derive strength to commit to specific, high-leverage goals and actions to change the situation.

Once a strategy is set, those in leadership work to achieve buy-in from teachers, parents, and students so that together they can relentlessly pursue them while developing organizational cohesion through supportive relationships. The Courageous Leadership cycle is a common refrain throughout the book and is exemplified in our first chapter. We present the case of Brockton High School, the largest school in America's highest performing state Massachusetts , and show how they moved from being among the worst schools to one of the best. Using equity as a driver for change and overall success is another common theme that is further articulated by the former commissioner of that same state in Chapter In Chapter 2, author Michael Fullan states, "It is crucial to declare that the moral imperative of all students learning is a core goal of the system.

Chapters 3 through 15 are framed by these principles of Courageous Leadership. They include the following:. A new initiative may be undertaken initially through external mandate e. Yet to sustain the initiative, there will invariably need to be clarity around how it ties in with the moral purpose of its leadership and a majority of the stakeholders. People need to know why what they are doing is worth the effort and how it connects to their personal and collective mission and values, or the endeavor will soon be stalled.

We show that morality is often reflected in the work and used as a means to inspire others. Virtually every author in this book describes a deep and personal connection to assuring equity for all students. Carol Corbett Burris, in Chapter 3, sounds the theme of lifting all students to excellence through an equity agenda in her chapter describing how detracking occurred in a large suburban high school and then throughout the system.

Catalyzed by dramatic data on school fights and academic failure, the Rockville Centre Schools' leadership connected to their core mission and values to bring about a dramatic and sustained turn-around in an inequitable school system. The Chapter 4 example presented by Linda Harper at the Oak Hill School demonstrates how her personal reflections on inequity became a catalyst for initiating collective action in the larger school community.

We also feature in Chapter 5 the work of Avram Barlowe and Ann Cook, who have responded to their core values in addressing the inequities foisted upon children in states and schools that use high-stakes testing to rank academic performance. Together with other educators, they have created a highly successful network of schools that use student-focused performance assessments throughout New York City. Bringing cohesion to schools and systems that are otherwise fragmented is critical for galvanizing and unifying all stakeholders toward common visions and goals.

The gains in bringing this about in systems where clarity is lacking can be significant and notable early on. In Chapter 6, Ann Blakeney Clark writes about how using one simple, yet strategically important concept—"talent development"—made it possible to deploy talent that was desperately needed in low-performing schools.

The results achieved through the courageous implementation of this strategy in the Charlotte-Mecklenburg Public Schools contributed to the district receiving the Broad Prize for excellence in urban education last year. At the level of curriculum and assessment, Allison Zmuda, the author of Chapter 7, introduces an approach to personalized learning that helps students make meaning, prior connections, and relevance of their school work.

Dennis Littky, in Chapter 8, organizes the entire approach of Big Picture Schools around the idea of finding and building individualized curriculum based on student interests. Similarly, Estrella Olivares-Orellana, a bilingual science teacher, describes in Chapter 9 how drawing upon culture as a resource in teaching can help in making classroom lessons relevant to English language learners ELLs.

In each of the cases presented, the authors provide a clear and compelling rationale for their efforts and how meaning for students who are often marginalized brought about unprecedented results for young people who previously were disconnected and had minimal hope of success in school or life.

Any new initiative is vulnerable to derailment, especially those that challenge the status quo. Courageous leadership is required to mitigate this common pitfall. The author of Chapter 10, former education commissioner Paul Reville, writes forcefully about six reasons for the "uncommon success" experienced by the state of Massachusetts.

This includes "long-term commitment by various partners. Reville provides eight recommendations for designing a "New Engine" in policy to take us to higher levels of success, pointing out that "we've gone as far as we can" get by simply " reforming " our current K—12 system. It is typically easier to maintain the status quo than it is to change; yet this is not always the right or best thing to do. Several authors used the facts of glaring student disparities as the catalyst for their efforts to promote change, while successfully helping others to overcome their fears.

Chapter 11, by Amy E.

Book Detail

Sichel and Ann H. Bacon, chronicles the experiences of Superintendent Amy Sichel, who was running a school district that was widely regarded as successful, but when faced with the data that clearly showed low-income students and students of color were doing poorly, she and her team used that information to catalyze the school community to go from good to great. Likewise, Darlene Berg, author of Chapter 12, became aware of the disparity between high- and low-SES students in math outcomes.

Rather than accepting disparities as inevitable, she challenged elementary school teams not to be complacent about the predictable results, while simultaneously providing them with the support they needed to rise to that challenge. All of the courageous actions and advances described in the coming chapters occurred within the context of myriad relationships.

Wise leaders understand the importance of fostering trust and buy-in to create common ground with key stakeholders, even with and among those of differing viewpoints. Newsome, in Chapter 13, provides a case study in advancing an agenda aligned with his "core" in a manner that builds and sustains relations.

In Chapter 14, Lucy N. Friedman and Saskia Traill write about how to create these sustainable relationships on an organizational level to support both the launch and the continuity of successful after-school programs. Similarly, other authors remind us that building relationships rooted in respect, trust, and mutual responsibility is essential to advancing excellence through equity. He closes this book as we began, with a call to action for courageous leaders to advance the economic, educational, and overall quality of life for all of our citizenry by using the facts to reevaluate our current reality and advance our future prospects.

The lessons learned are summarized in eight recommendations for policy makers who are challenged to abandon failed policies and pursue those that uplift our children:. Equity also requires uplifting leadership as a process—to inspire multitudes, not just a few individuals, to have the courage, commitment, and tenacity to lift up those around them. The practices, policies, and purpose of courageous leaders described in the following pages are connected by our new and more powerful paradigm described in the preceding section of this chapter.

By embracing its core tenets, we will advance the possibility of achieving excellence through equity. As we pointed out earlier, this is the manner in which progress has been achieved throughout the centuries.

"Professionalism and Communication" by Dr. Gina Geis for OPENPediatrics

Our current approaches are holding too many back and preventing others from even envisioning a brighter, more equitable future. By embracing this paradigm, we believe that you, the reader, can begin taking steps toward a brighter future for all of our children. What teachers need to know. Teacher's College Record, 91 3. Goals, structures, and student motivation. Journal of Educational Psycholog y, 84 , — The black-white achievement gap: The coming of post-industrial society: A venture in social forecasting. Creating the opportunity to learn: Moving from research to practice to close the achievement gap.

The ecology of human development in retrospect and prospect. Early child development in the 21st century: Profiles of current research initiatives. Teachers College, Columbia University.

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Schooling and work in the democratic state. Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the early childhood longitudinal study ECLS kindergarten to first grade sample. Journal of Educational Psychology, 98 3 , — Effective reading comprehension instruction: Examining child x instruction interactions. Journal of Educational Psychology, 96 , — The flat world and education. Their role in motivation, personality and development. Community programs to promote youth development.

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Equity and Excellence Commission. For each and every child: A strategy for education equity and excellence. Cracking the bell curve myth. Dynamic development of action, thought, and emotion. Theoretical models of human development 6th ed. Shift to majority-minority population happening faster than expected. Big city school reforms: Lessons from New York, Toronto and London.

Educational outcomes of disadvantaged students: From desegregation to accountability. NBER working paper , May The future of school integration: Socioeconomic diversity as an education reform strategy.

Business Excellence -

University of California Press. The structure of scientific revolutions. University of Chicago Press. What we know about school integration, college attendance, and the reduction of poverty. National Center for Education Statistics. Digest of education statistics Table National Center for Learning Disabilities. What you should know about the law. Organisation for Economic Co-operation and Development. Programme for international student assessment.

Developmental aspects of self-regulated learning. Educational Psychologist, 25 , 87— The plastic human brain cortex. Annual Review of Neuroscience, 28 , — ACT scores paint troubling picture for students of color. Using social, economic, and educational reform to close the black-white achievement gap. What can the world learn from educational change in Finland? My people the Sioux.

Achieving Excellence in Management: Identifying and Learning from Bad Practices

Lives of the legendary plains people. Learning a new land: Immigrant students in American society. Social determinants of health: The community as empowered partner. Public Health Research, Practice, and Policy, 1 1 , 1—4. Hausner requested 15 firms to list the 10 most important performance indicators, and provide quantitative data in respect of those KPIs over an 8 year period.

Hausner found a strong positive correlation between KPI improvement and total business excellence score, and hence concluded that striving for improvements against the Australian Business Excellence Framework ABEF is of interest to all stakeholders as organisational success is tied to the effectiveness of its management practices as reflected through the ABEF.


Their data indicated that organisations with excellent approaches to leadership, strategic planning, customer and market focus, information and analysis, human resource focus and process management are more likely to achieve excellent Business Results composed of customer satisfaction results, financial and market results, human resource results, and organisational effectiveness results. Finally, organisations that used the Australian Business Excellence Framework were asked to assess whether or not their performance had changed as a result of following a business excellence approach.

The Figure below indicates that all organisations except one reported benefits and the one that did not report any benefits had only recently began to use the ABEF. There was also a trend that those organisations which had used the ABEF for a longer period of time were more likely to indicate that their performance improvements had been greater.

To help you to apply business excellence to your organisation become a member of the BPIR. Who uses the BPIR? Testimonials Why become a member? A key feature of the BPIR member's area is the use of business excellence models to categorise and present business improvement information. Future development includes the addition of more models in order to increase the range of choice for members from different parts of the world. What are Business Excellence models?

What are the common challenges associated with Business Excellence approach? Benefits from using the ABEF categorised by length of use. What is the BPIR? Why become a member? Read here for… What are Business Excellence models? Of course there are no rules on how an organisation may use the models, some use them continually to self-assess, as the driver of continuous improvement some use only the results sections as a basis for designing and managing a performance measurement system some use the resulting scores from an assessment against the model to benchmark against other like-minded organisations, allowing an easy method of identifying organisations that can potentially be learned from some base the whole culture of the organisation around the concepts [Top] What are the common challenges associated with a Business Excellence approach?