Category: TIK365

Things I Know 236 of 365: They haven’t built an app that can hold my math notes!

If people do not believe that mathematics is simple, it is only because they do not realize how complicated life is.

– John Louis von Neumann

The proper iPad app for taking notes in math doesn’t yet exist. I’ve been researching the available options for the last few months. I’ve tried Evernote and PaperDesk. I’ve used Notes and checked out NotesPlus. Still nothing does what I want it to.

For notes in every other class, for study group messages, annotating readings and finding ancillary sources, I’ve a great workflow. Evernote, GoodReader, Google Docs and Safari all get the job done quite nicely.

For math, though, I’m still stuck.

It occurred to me yesterday that the problem might lie in the fact that every app I’ve investigated thus far is imitating rather than innovating. Every one of them wants to be paper — plus a little something extra.

They all start from the paradigm of an actual pad of paper and ask, “What have people always wanted their notebooks and legal pads to do?” From there, each app works to add on. Maybe the additions create a watered down legal pad or maybe the iPad only looks like a notebook. Either way nothing yet strikes me as approaching the problem from a new way.

I saw this video yesterday and thought, “My iPad can’t do that.” I know I can install iMovie and import images, but the kind of free-form playing Vi Hart showcases in her video isn’t possible on my iPad. It should be, though, right?

I, along with any other math student working on an iPad, should have an infinite white board at our disposal with the ability to call up the most complex calculator possible and then copy and paste the order of computations onto the white board so we can annotate what we’ve done. Think an infinite Prezi with the ability to bookmark according to dates and key terms. I want to teraform a white board into a world of mathematics, map it out and then use my iPad as the window through which I visit and manipulate the world. Think of it as Sims meets Presi meets the best parts of Super Mario Bros. 2.

For now, I have a spiral-bound notebook for my math notes. Every other class and meeting is synced to the cloud and the notes and annotated readings from each can be emailed or linked out to friends, classmates and study group members. My math notes will live and die with my notebook — until someone builds something better. No, not better. Different.

Things I Know 235 of 365: Bank of America might be losing my business

The lower- to middle-income groups will be most affected due not only to the fee but the higher minimum balances required to avoid the fees.

– John Kottmeyer

Adjunct professor at Samford University’s Brock School of Business

I’ve been a Bank of America customer since 2003, but that might be changing. It’s not me Bank of America should worry about; it’s all of my options.

A few weeks ago, I signed up for mint.com as a way to manage my money while I’m here at school. Mint, along with its free iPhone app, helps me keep track of my spending and sends me alerts when it notices increased spending in a specific area or I com close to exceeding my budgeted amount.

As part of mint’s services, I was also given recommendations for banking and credit options that would save me money in the long-run compared to my current accounts.

Because BoA has branches or ATMs in almost any location I travel, I skipped the recommendation window and carried on with my budgeting.

Today, a change.org alert arrived in my inbox.

Seems my bank is going to start charging me a monthly fee for using my debit card. Admittedly, $5/month isn’t much in the grand scheme of things, but the fee runs contrary to my principles and shows a lack of technological trend understanding on the part of the bank.

According to the BBC, BoA received $20 billion in the banking bailout as well as $18 billion in guarantees against bad assets. I don’t know the exact math, but I’m guessing my portion of that bailout more than covers my $5/mo. fees for the rest of my natural life.

This is to say nothing of the fact that charging new loophole fees in the face of federal regulations designed to stop banks from charging predatory fees is bad PR. Charging businesses for running credit/debit transactions as well as customers for using debit cards makes it easy to paint BoA as greedy, uncaring and unscrupulous. I don’t know that this is the case, but the new fee doesn’t make it difficult to connect the dots.

Ethics and PR aside, the fee has me worried that BoA has no eye on the future of transactions. In five years (as a generous estimate) my debit card won’t exist. My transactions, whether they take place in a physical or virtual space, will happen through my phone. My personal QR code or whatever comes after QR codes will be my method of payment. My wallet will be where I carry my license and maybe a business card. Companies like levelup and Starbucks are already setting the stage for the transition.

Creating a fee scheme around a card destined for extinction is shortsighted and a waste of corporate momentum.

In a pre-digital world, such a move made sense. I needed to travel to a physical space to shut down my account and then another physical space to open a new account. My bank can be virtual. BoA can lose my business without my ever having to talk to another human being. Of course, I will talk to human beings, namely my friends and family as I share why I made the change, how easy it was and how much I’m projected to save over the next three years.

For now, my money is staying put and my accounts are open.

I’ve added my name to the change.org petition and I’m hopeful the right people at BoA are checking their e-mail. If not, my new bank is only a few clicks away.

I’ll let you know.

Things I Know 234 of 365: Testing is killing the curriculum

Too many professors feel right at home talking at students instead of fostering an engaging and interactive learning environment. Students are expected to sit there, take notes, and find some way to stay awake. The suck-it-up-and-endure-a-mind-numbing-lecture mindset is so ingrained in college, schools even assign room names like “Lecture Hall 4”.

– Liz Dwyer

A few months ago, a friend raised an argument to me, “We’re not teaching to the test.”

It was the first time in a while I’d heard someone make this particular case.

The temptation – the overwhelming urge – was to shout, “Of course you are! You are and you have been for years. Mountains of curricular history have been shifted so that exactly what you are doing is teaching to the test.”

Instead, I asked, “I see, then you’re teaching away from it, are you?”

According to Wayne Au of California State University, Fullerton, my initial response would have been the correct one.

In 2007, Au compared 49 studies of how standardized testing had shaped curriculum across 10 different states. He wanted to know what the trends were across studies of high-stakes testing and curricula.

According to Au, “The primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject area knowledge is fragmented into test-related pieces, and teachers increase the use of teacher-centered pedagogies.”

Well, there you have it.

But Au found more.

As he began coding the data of his metasynthesis, he found the results breaking down into three categories:

  • subject matter content alignment/contraction vs. subject matter content alignment/expansion
  • form of knowledge changed/fractured vs. form of knowledge changed/integrated
  • pedagogic change to teacher-centered vs. pedagogic change to student-centered

After Au’s data was coded, he started to look for trends in studies that included two or three of the categories.

Were there trends in shifts toward teacher-centered lessons coupled with curriculum contraction.

He found them.

Most frequently, Au found content contraction coupled with a shift toward teacher-centered pedagogy. Teachers, the studies predominantly found, were contracting what they were teaching and teaching in such a way that they were positioning themselves as the sources and makers of knowledge in their classes.

In considering triplets where three of the coded data sets were present in 28 of the 49 studies, the most frequent trio was contracting curriculum, fragmented knowledge and teacher-centered pedagogy.

That sound you hear is the rolling over of John Dewey and Paolo Freiere in their graves.

Au’s reports that some curricula were actually expanding in connection to high-stakes testing was initially heartening. This was short-lived as he wrote that such expansion was often social studies teachers expanding their curriculum to take on those skills tested by English language arts assessments.

Au concludes his report claiming such constrictions were the end goal of policymakers from the outset.

The intent wasn’t to move the mountain. The intent was to chip away, re-shape and grind down the mountain of human knowledge so that students can carry around the pebbles of the human experience as mementos of what once was.

“Given the central findings of this study, however, a crucial

question is raised,” writes Au, “Are test-driven curriculum and teacher-centered instruction good or bad for teachers, students, schools, communities, and education in general?”

Things I Know 233 of 365: Kids could do with a bit of boredom

Meditation brings wisdom; lack of mediation leaves ignorance. Know well what leads you forward and what hold you back, and choose the path that leads to wisdom.
– Buddha

Any classroom observation form worth it’s government subsidy includes a box for the evaluator to note engagement. Sometimes it’s a likert scale – Suzie was very engaged. Sometimes it’s a percentage of the students – 75% of the students were engaged. Sometimes it’s a percentage of the class period – the majority of the class was engaged during 65% of the observed lesson. It could even be a checkbox – Were the students engaged during the observed lesson? X
Among other standards, we’re obsessed with engaging our students. If they’re not looking at us, talking to their peers, copying notes, raising their hands, tracking, SLANTing or otherwise participating, the train has clearly jumped the track.
Any sign of inertia and the lesson is damned, the teacher is ineffective and the children have been failed.
I say inertia.
When I was a little kid, we called it boredom.
There’s space for boredom in the classroom.
A few years ago, on the advice of an occupational therapist, I started having my students make a single sound together. Somewhere between a om and hm, the sound was a bit of a “mmmmm.” Everyone took a deep breath together. On the exhale, we all started making the sound. As individuals’ air ran out, they fell silent – no forcing it or trying to outlast your neighbor. After a bit of practice, we finished in complete silence. Our brains were a little bit empty.
“Can we do it again?”
“Yes. Why?”
“I feel calmer.”
“Good.”
The Buddha knew what I’m talking about. He understood the power of doing nothing and thinking about nothing.
We pretend to do this sometimes in classrooms.
“I’m going to give you some ‘think time,'” the teacher will say to the class. “I’m going to wait five seconds before I call on anyone.”
In my experience, it takes more than five seconds for the answers to come.
According to the Wall Street Journal, at Boring 2010, journalist and author Naomi Alderman put it best, “When we learn to tolerate boredom, we learn who we really are.”
I’m not arguing for classrooms of total inertia or a return to authoritarian silence as the teacher readies his lessons.
Some boredom, some interia, a piece of quietude, though, could be a lovely thing.
If every once in a while we helped students jettison their warp drives and find some silence, maybe it would help them find out who they really are.

Things I Know 232 of 365: I met the Car Talk guys

Don’t drive like my brother.

– Tom and Ray Magliozzi

Did I ever tell you the one about the time I met the Car Talk guys?

Monday, I had the chance to speak virtually to the District Technology Leaders of Orange County, CA about what digital spaces and digital learning can and should be. Rather than risk running late for class or getting cut off from my apartment’s super sketchy Internet access, I travelled to campus and reserved a room in the library so I knew I’d be able to hardwire into a network connection. At the appointed time, I spoke for an hour to and with what I was told was a room of about 20 people from around Orange County about the spaces they could imagine online and they affordances of such spaces. It was a learning experience in how to shape a talk around of people I can’t see or physically interact with.

The Car Talk guys were not a part of the talk.

Feeling suitably pleased with the talk, I headed to the Crema Cafe in Harvard Square for a lunch. Normally, I’d head to the commons on campus, but I was feeling pretty good, so I thought I’d splurge.

At Crema, I ran into a few other folks from my program. They were sitting at the bar whilst I was waiting for my grilled cheese, and I struck up a conversation. Three of them needed to head to class (none of them the Car Talk guys), and I took one of their seats next to Meaghan and Eric to catch up on our weekends.

I took off my bag and set it at my feet between the wall of the counter and my chair.

Ten minutes later, as Meaghan and Eric were standing to leave, I heard Meaghan say, “Where’s my bag?”

I looked to where I’d seen Meaghan’s bag when I sat down, “It’s right over…” Nope.

We looked around. I looked from table to table, pointing to the bags at strangers’ feet, “Is that it?” as if we were playing some impromptu game of I Spy.

None of the bags was Meaghan’s.

I looked down at my own bag.

Well, I would have, if it were still there.

My bag, too, was missing.

Again, I surveyed the immediate area of the cafe – this time for my bag.

Nope.

I stood and walked the length of the building – nothing.

I walked up the stairs to the loft seating – nothing.

In the initial moments, my thinking was that someone we knew had moved our bags and was going to pop up from behind the counter – that rapscallion. And then we’d have a pint of ale and sing sea shanties.

No such luck.

Our bags had been stolen.

We had been robbed.

We caught the attention of one of the women behind the counter and explained what had happened. In an understanding tone, she said they’d had a problem with that before and said she’d go get the phone number of the police.

I called and the voice on the other end said an officer would come to us. After I hung up, I learned Meaghan and Eric had asked if the place was outfitted with security cameras.

“Yes,” said the lady, but not on the space where we were sitting. They were more focused on the front of the cafe, near the entrance.

“Could we see them, just the same? Whoever had taken our bags had to leave somehow.”

We needed to talk to the owner.

Excellent, how could we do that.

The lady pointed to the front of the shop. The owner was showing around a new hire. She’d be with us as soon as she could be.

While we waited for the police officer to arrive, the lady told us they’d had a meeting just that morning where the employees had talked about how their weren’t adequate security camera’s in the place and that they needed more.

This was offered in a tone I suppose was meant to help us feel better.

“See,” she seemed to be saying, “we weren’t ignorant of the possibility that your day would suck a few minutes after you sat down to your iced tea and grilled cheese.”

So kind.

We went outside to wait, away from the noise and frustration of the cafe.

Eventually, an officer arrived to take our report.

While we’d been waiting, I popped my head in to let the lady we’d been speaking with know we were outside when the owner was done.

We never heard from the owner.

At some point, a new lady, a manager, came out to talk to us. It was as she was reiterating the lack of adequate camera coverage and the fact that they’d had a running problem with bags being taken that the police officer showed up.

She stood their for the first part of the conversation, and I’m not sure when she headed back in.

The officer took our details.

We described our bags and their contents. For me, it meant my laptop, iPad, course packs, statistics notes and two books for class were gone.

Meaghan lost her laptop, course packs, a paper due that day, her wallet, cell phone and keys.

The officer, after explaining the process for filing our case and the assignment of a detective, tried to make us feel better.

They’d had several cases of bags being taken, he said. From this place, particularly, he said. They tried to increase their presence, he said.

We thanked him kindly for his time, and he headed off to do more policing.

“Should we go talk to the Car Talk guys,” I asked Meaghan and Eric.

I’d noticed when I walked outside that the voice of one of the men sitting at one of the cafe’s outside tables sounded like a voice on which I’d been brought up.

As soon as the man to whom the voice belonged stood up and said, “Do you want anything, Tommy?” I knew it was the voice of either Click or Clack of the Tappit Brothers. They’re otherwise known as Tom and Ray Magliozzi .

“I guess we might as well,” said Meaghan.

The table had been feet away from us as we talked to the police officer, and they were clearly interested in what was going down.

We exchanged pleasantries and told them the story of what had just happened.

I found myself rushing through the explanation of the events to get to the end. After we’d said our piece, we were met with “That’s terrible,” and “That’s horrible,” and “I’m so sorry.” They were to be the refrain of the next couple days.

I accepted their condolences tersely and said, tripping over my excitement, “Are you the Car Talk guys?”

One said yes, the other said no, and that sealed it.

We told them how important they’d been to us as we were growing up and that we’d been longtime listeners, and they said thanks in their trademark self-depricating fashion.

We didn’t ask for autographs. It wouldn’t have mattered anyway.

Anything we would have asked them to sign had just been stolen.

We walked away wondering at the weirdness of the universe.

In the day since, I have learned exactly what kind of community I am a part of here.

Our program director, Lola Irele, sent us immediately to the head of Student Affairs, Liz Thurston, when she learned what happened.

Thurston asked us what classes we were in and what had been taken. This morning, I had an e-mail explaining that replacement course packs were waiting in the registrar’s office.

I received an e-mail from one of my professors, asking me if I needed anything and letting me know I had extra time on an upcoming assignment if I needed it.

Thurston e-mailed all of our professors to let them know what happened.

Classmates I met just a few weeks ago started e-mailing offering to help, lend course readings and let us know they were sorry to hear the news.

Charlotte, one of the three who left the cafe just before I sat down, started a chipin campaign for people who were interested in helping to offset the costs of replacing what had been stolen.

All day today, I’ve been getting e-mails letting me know people have been contributing.

I won’t be going back to Crema Cafe. It’s not because that’s where my bag was taken, but because the owner never paused from showing the new employee around the place to see if we were okay.

I will be thankful for the community here at HGSE. People who I’ve spoken to only once or twice have gone out of their way to help out when there was no pressing reason to do anything.

Plus, I got to meet the Car Talk guys.

Things I Know 231 of 365: Let’s kill school

Kill the mothership.

– Kendall Crolius

In 2006, the former head of San Diego schools Alan Bersin commented on his controversial approach to improving the district’s schools. Not surprisingly, I reacted strongly to much of what Bersin had to say. One comment has remained lodged in my brain since I first read the piece:

In the elementary schools, we moved schools out of the bottom deciles through a common instructional program.  In the secondary schools, the surest way to remove schools from the academic cellar was to shut them down.

I don’t disagree with Bersin, not generally. He’s certainly not the first to suggest hitting the “do over” button as a path to rejuvenating failing schools. I’m sure he won’t be the last.

In Disrupting Class, Christensen, Johnson and Horn tinker around the idea when they suggest fixing ailing schools is akin to repairing an airplane mid-flight.

An apt analogy.

Watching the design teams present today at Reimagine:Ed’s Next Chapter summit, an approach other than powering down and deconstructing occurred to me.

Shut everything down but the library.

Build out from there.

Start a 1:1 laptop program in the school with online and blended classes. Staff the library 24 hours a day, 7 days a week. Host study sessions at regular intervals in each discipline. According to student interest, begin pouring money into music, drama and visual arts programs.

Still, no straight physical classes.

Still, a 24-hour library.

During the day, have students design and form student organizations with faculty sponsorship. Technically, these organizations will count as electives. They will range from urban farming to bicycle repair to yoga. At the same time, start up school sports teams with the same eligibility requirements the school had in place before (or more stringent).

In the meantime, students begin repurposing the physical space with funding saved from the reduced overhead of operating the school.

This classroom is a student-run thrift store. The school paper is next door and actually serves as a periodical for the entire neighborhood.

Across the hall, what was a long-neglected home economics room transitions to a coffee shop.

As students determine their interests, they use the library to find the resources they need to draft the business plan the school requires of any student-led venture. Most of these initiatives feature parent volunteers who have parallel careers acting as community advisors.

At night, through a partnership with the local community college, students take college-level courses with local community members. The courses are joint-funded by the school and the college. They are taught by the school’s faculty.

Students comment the spaces make them owners of the school and provide them with the flexibility and support they need while expecting high levels of learning. Teachers comment they able to design more dynamic curricula, build close relationships with their students and  emphasize knowledge, skills and understandings in ways that are authentic and deep. The parents, at first resistant, are amazed how involved their kids are in the school community. They admit life is easier now that their kids have class schedules that fit with their natural internal clocks.

College admissions offices confide they’re amazed to have applicants with diverse interests and college credit. Secretly they worry their universities’ lack of entrepreneurial options might make it difficult to attract the students of the school. Community members – frequent guests and participants at the school – feel a sense of ownership and protectiveness for the space. They take credit for the reduced crime rate around the school since their neighborhood patrol has started guarding what many of them see as the center of their communities.

no straight classes.

24-hour library

robust arts programs

student-led organizations

student entrepreneurship

community involvement/ownership

college preparation/credit

I’d want to teach there.

I’d want to learn there.

Things I Know 230 of 365: I’m here to provoke

“[Key] part of design process is to have empathy for a user. And you [as a designer] are not that user.”

– Jeff Sharpe

I’m in Atlanta this weekend happily working with the good folks at Reimagine:ED as they host their Next Chapter summit at The Lovett School. For three days, librarians and designers from around the country are assembled to talk about the future of K-12 librarying. Good-hearted and creative people are imagining through a design process to decide what this ancient idea and act can come to mean to the students of now and the future.

Last night, the assembled thinkers chose from a collection of crowdsourced collection of questions and challenges surrounding library. The three challenges of the week are ideas any school or thinking and creating space would do well to wrestle with:

  • Design a successful ‘unquiet’ library.
  • What must K-12 libraries do to spur continual innovation, to make libraries the places and spaces our learners crave going forward?
  • Like a city provides a park the people can use in the myriad of ways, how can the library of the future be designed like a park of possibilities?

I hope the people around my siblings’ learning spaces are thinking about these things or other iterations of them.

I’m considering continuing to use the title printed on my name tag long after I’m done here – Provocateur.

I know about making things and I know about books, but I’d clarify myself as neither a designer nor a librarian. My work here is to push thinking. As a student, as a teacher and as an improviser – I’m one of several provocateurs here this weekend traveling from cohort to cohort, pushing thinking.

It’s a title that comes close to what I’d like to do (and what I like to do).

According to etymonline.com, a provocateur is “a person hired to make trouble,” or “challenger.” I like that.

With care and compassion, listening and questioning, I like the idea of being a person hired to make trouble.

Thanks to Laura Deisley, Jeff Sharpe and Christian Long for asking me to be involved. And thanks for the new title.

Things I Know 229 of 365: I’ve seen Problem-Based Learning from the other side

It takes half your life before you discover life is a do-it-yourself project.

– Napoleon Hill

I just turned in my second statistics assignment. I should note (and I’m sorry Mr. Curry), when I took statistics during undergrad it became a sad march toward intellectual self-destruction. I hesitate to say intellectual, but the professor certainly attempted to steer my thinking that direction.

More often, my thinking was, “How does this count as math? I know calculus. How is this math?”

It wasn’t pretty.

My current statistics professor came with glowing reviews – from everyone. Everyone.

And he’s fantastic.

A lecture hall can be a stuffy space.

A statistics course can be a stuffy space.

The intersection is potentially numbing.

Not with Terry Tivnan.

In a course explicitly designed with the beginner in mind, Professor Tivnan works to set a pace and climate that has yet to have me feeling out of my depth.

Given the laughter and applause that pepper our classes, I’d say my classmates are in a similar situation.

And then the assignment came.

Now, remember, I have been teaching in an inquiry-driven, project-based school for the last for years and another school for two years before that that was doing those things, but didn’t think to say so. Not only is this learning I believe in, it’s learning I’ve assigned as well.

Until recently, it hadn’t been learning I’d experienced. Seems appropriate I dove into the process in a field for which I’ve less natural predilection.

Without going too deeply into details, our assignment gave us two data sets, some information about national trends regarding that data, and asked us to compare the data and write up a report for a fictional school board regarding our findings.

That’s it. No one outlined steps. No one said this is the information you must report.

“How are these two things related, and what does that mean?” we were asked.

It hurt my brain.

A lot.

Unclear as to how to approach the problems and feeling the wait of my mathematical past, I avoided the assignment for as long as I could.

I worked to help classmates make sense of the work, while avoiding my own.

And then I realized what he had done.

He wanted us to own the process. I’ll get nowhere if I have to look to an authority each time I need to decide when and how to use a “z score” or the importance of a weighted mean. I needed to own it.

The process needed to be mine.

Now, these are things I’ve professed for years. I’ve stood in front of audiences and classrooms and argued the importance of this kind of learning.

Here’s the thing – it’s tough.

As incredibly difficult as shaping a lesson or unit plan for problem-based learning may be, learning that way is incredibly difficult.

From several classmates I heard cries of, “Why won’t he just tell us what he wants or what to do?”

I’d heard that before.

“But how do I do it, Mr. Chase?”

As supportive as I’d meant to be, I never truly understood the difficulty involved in adapting new habits of learning.

I expect it’ll get easier – not quickly – as we’re expected to do more on our own with the knowledge and understandings we’re acquiring.

For this go ‘rough, it was tough. I need to remember that.

Things I Know 228 of 365: I’m developing new work and life flows

The more constraints one imposes, the more one frees one’s self. And the arbitrariness of the constraint serves only to obtain precision of execution.

– Igor Stravinsky

The last 48 hours have been a reminder of the future in which we live.

Yesterday, when completing an assignment for one of my classes, I needed only to open a google doc to see the notes for the readings I hadn’t done.

Through e-mail, my reading group and I divided the readings for the week. I suggested we use a 3-2-1 reading strategy to capture the most important information. We added a section for “key words and phrase” and it was done.

Another member of my group e-mailed a draft Word document of what we’d decided on. I took the doc, fed it to Google Docs and shared it to the rest of the group.

Over 72 hours, the notes came rolling in – synchronously, across all of our computer screens, with no files or iterations of files to keep track of.

Where I had questions or comments, I got to add them in and my group members added their as well.

This morning, I created a Google Collection for all the files for the course. I created a file for next week’s readings and dropped my assignments so far in there as well. Collaboration, right?

This morning, I paid for my coffee and bagel with my phone – and I wasn’t at Starbucks.

Paying attention to my surroundings, I saw a decal on the window of my local coffee shop advertising LevelUp. A download later and I was outfitted with my own QR Code for paying at local businesses. Not unlike other apps designed to get patrons to visit businesses, LevelUp has a built-in savings plan and daily deals. The piece that sold me, no receipt. It gets emailed to me and sent to my phone. Later today, I’ll be setting up an inbox filter that channels my receipts out of my inbox and into a designated folder.

Speaking of designations, I got around to something I’ve been meaning to do for month – mint.com.

Now, more than any other time in my life, tracking my spending and keeping a budget are key constructs. In undergrad, my job at the paper supplemented my income and insured me a paycheck would be on the other end of each fortnight.

Though I’ve some contract work and a newly added research assistantship, I need some help making sure my finances are under tight control.

Shifting from a productive member of society to a straight-up consumer of goods, services and knowledge calls for a shift in thinking as well.

Mint is there to help. In about 10 minutes, I’d created a profile linked to my bank and credit card accounts as well as my student loans. Replete with budgets, savings analyses and comparisons of financial services, Mint is a financial advisor for those of us who can’t afford financial advisors. If I were a parent sending my kid to college, mint would be a requirement before I let the kid out the door.

Part of the joy of being a student that’s satisfying the curious portion of my brain has been developing new work and living flows. I’ve been working to leverage what’s free and available to me so the things I stress about are the things I care about.

Things I Know 227 of 365: You can’t sell accountability, we already own it

Teaching is not a lost art, but the regard for it is a lost tradition.

– Jacques Barzun

In 2006, then-chancellor of NYC schools Joel Klein delivered some remarks tot he Academy of Management in Atlanta, GA outlining the changes Klein and Mayor Bloomberg set in motion in New York.

Klein claimed the aim of the changes was to accomplish “three fundamental cultural shifts”:

  1. To move from a culture of excuses to a culture of accountability.
  2. To move from a culture of compliance to a culture of performance.
  3. To move from a culture of uniformity to a culture of differentiation.

Ignoring for a moment the semantic argument to be made that compliance and performance are not mutually exclusive ideas, I’m interested in Klein’s case that he was moving to true accountability through his policies.

“These principals,” Klein said in reference to the principals who signed documents against their union’s advice, “accepted the challenge and signed performance agreements, explicitly taking responsibility for student performance outcomes.”

The agreement “also specifically spells out the ways we will leave them alone to do their work.”

Klein went on to say the principals had put their “tails on the line” with the agreements, committing to their accountability to student learning.

They bought in to Klein’s accountability measures and they’d signed contracts to that effect in the same way they would have agreed to a car loan or mortgage.

And in the same way as either of those examples, the principals didn’t really own what they’d signed on for.

It was closer than most efforts had likely come to giving principals ownership of their schools, but it wasn’t the same thing.

When Klein stepped down in late 2010, I wonder how many of the principals pulled their contracts out of their filing cabinets to see if they were still accountable for their students’ learning.

My guess would be none.

My guess would be that the principals who signed on to Klein’s initiatives held themselves just as accountable for learning in their schools as they did before Klein took over the chancellorship.

They already owned that responsibility. They showed up everyday to live it and it probably consumed their thoughts before they drifted off to sleep at night.

What Klein was selling wasn’t acceptability for learning. You can’t sell someone what they already own.

He was attempting to sell principals on changing the way schools, principals and teachers go about helping students learn.

That’s an impossible sell.

To make it work, to get Klein’s initiatives off the ground, they couldn’t be his.

The only way to move, to make change, is to share the ownership, not sell it.