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Instead of thinking of teachers as performers, think of them as designers of experiences for students. (p. 3)

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Instead of thinking of teachers as performers, think of them as designers of experiences for students. (p. 3)

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"Teachers are leaders, and like all other leaders, they are best judged by what they get others to do than by what they do themselves." (p. 4)

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"Teachers are leaders, and like all other leaders, they are best judged by what they get others to do than by what they do themselves." (p. 4)

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Two things have the prospect of having a direct impact on student performance

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Two things have the prospect of having a direct impact on student performance

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1. The Relationship that teachers have with their students.
2. The work teachers assign or encourage students to undertake. (p. 4)

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"Rather than viewing schools as teaching platforms, schools must be viewed as learning platforms." (p. 9)

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"Rather than viewing schools as teaching platforms, schools must be viewed as learning platforms." (p. 9)

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Teachers must be defined as designers, leaders, and guides to instruction.

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Engagement: finds personal meaning, persists in difficulty, volunteers.
Strategic Compliance: attentive because of some desired reward, persists until reward, only does what is required.
Ritual Compliance: pays minimal attention, easily discouraged, only does what has to be done when directly supervised by teacher.
Retreatism: does not attend even when directly supervised.
Rebellion: refuses to comply, evident rejection that affects others.

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The engaged student is:
Attentive
Committed
Persistent
Finds Meaning and Value.

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Sometimes on-task behavior is confused with engagement.

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Sometimes on-task behavior is confused with engagement.

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"Students who are engaged are involved, but not all students who are involved are engaged." (p. 15)

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"Students who are engaged are involved, but not all students who are involved are engaged." (p. 15)

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"Sometimes what students learn is consistent with what adults want them to learn and sometimes it is not, but whatever the case, they do learn, and what they learn shapes the way they will live their lives." (p. 7)

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"Sometimes what students learn is consistent with what adults want them to learn and sometimes it is not, but whatever the case, they do learn, and what they learn shapes the way they will live their lives." (p. 7)

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"Moreover, I am convinced that until teachers understand the difference between designing engaging work for students and planning interesting lessons, they are more likely to play at working on the work rather than work at it." (p. 11)

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"Moreover, I am convinced that until teachers understand the difference between designing engaging work for students and planning interesting lessons, they are more likely to play at working on the work rather than work at it." (p. 11)

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"I treat each of the six categories as descriptions of learning tasks rather than as statements of objectives or outcomes."
"In my view, differences among these categories have more to do with the level and type of effort students might be expected to invest rather than the level of learning that might result."
"I do not assume that accomplishment in any of these areas is dependent on accomplishment in other areas." (p. 23)

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"If students are to be engaged, they must believe that their work will have meaning, even if the meaning is not immediately apparent to them. This is one of the reasons that building a trusting relationship between teacher and student is critical to designing engaging work. It is also one of the reasons that the skill of the teacher as leader is so critical." (p. 25)

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The illustrative queries that are offered on pages 28 and 29 would be great to consider as course evaluation or module reflections to help us get a gauge for candidate perceptions of engagement for our online courses.
"Did you enjoy the class?"
"Did you find any part of your work difficult?"
"Do you think you learned anything worthwhile from the work?"
"If you were to teach this class, what kind of activities would you build in, and why would you do that?"

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Chapter Four: The Engagement-Focused School

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Chapter Four: The Engagement-Focused School

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Chapter Five: Prototypes and Design Specifications

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Chapter Five: Prototypes and Design Specifications

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The message received is more important than the message sent!

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The message received is more important than the message sent!

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Sometimes what students learn is consistent with what adults want them to learn and sometimes it is not, but whatever the case, they do learn, and what they learn shapes the way they will live their lives.

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Sometimes what students learn is consistent with what adults want them to learn and sometimes it is not, but whatever the case, they do learn, and what they learn shapes the way they will live their lives.

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Teachers are taught to speak of goals, objectives, and time lines rather than of motives, interests, needs, and values.

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Teachers are taught to speak of goals, objectives, and time lines rather than of motives, interests, needs, and values.

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The learning styles of students-rather than the instructional style of any given teacher-should determine how instructions should be delivered.

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The standards to be met must be clear for students; students must perceive them as meaningful, relevant, challenging, and attainable.

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Most students are engaged most of the time. All students are engaged some of the time.

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Most students seem to do the work assigned. As long as the teacher and principal fail to ask the right questions, the absence of engagement will probably go unnoticed.

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Looks like a well-managed classroom, except for the presence of patterned rebellion. There may be some degree of engagement when the subject is interesting to students. Teachers may lower expectations so that ritual compliance gets higher rewards.

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Design begins with customers and the needs of customers. It is heuristic, whereas planning is algorithmic. Teachers must embrace uncertainty and thrive on chaos. Design is activity disciplined by principles and results not rules, procedures, and programs. (p.49)

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10 Design Qualities for Creating Engaging Work

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10 Design Qualities for Creating Engaging Work

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1. Product Focus
2. Content and Substance
3. Organization of Knowledge
4. Clear and Compelling Standards
5. Protection from Adverse Consequences
6. Affiliation
7. Affirmation
8. Novelty and Variety
9. Choice
10. Authenticity

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Type 1: Biological Needs
Type 2: Rewards
Type 3: Autonomy, Mastery, & Purpose
**These are key elements in designing engaging work.

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Beliefs shape visions, and visions drive missions.

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Beliefs shape visions, and visions drive missions.

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1. Students are customers, volunteers, knowledge workers.
2.  Primary role of teachers is designing engaging work.
3. Differences in level and type of engagement directly affect effort.
4. Effort affects learning outcomes.
5. Level & type of engagement vary depending on qualities of work.
6. Teachers directly affect student learning through invention of work that is most engaging. (p. 58)

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Disciplined Conversations: Working the Work "This is the way we do business here."

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Disciplined Conversations: Working the Work "This is the way we do business here."

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Standard 1: Patterns of Engagement
Standard 2: Student Achievement
Standard 3: Content & Substance
Standard 4: Organization of Knowledge
Standard 5: Product Focus
Standard 6: Clear & Compelling Standards
Standard 7: A Safe Environment
Standard 8: Affirmation
Standard 9: Affiliation
Standard 10: Novelty and Variety
Standard 11: Choice
Standard 12: Authenticity

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Prototypes begin with a set of design specifications that clearly  indicate what the product is supposed to do and what essential features it should have.
The prototype is not valued because it is consistent with the research; it is valued because it responds to the needs of the clients and is not contraindicated by whatever research is available.

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The aim of reform is to make the existing system more effective at doing what it has always been intended to do.

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The genius school is found in the ability of teachers to design things students want to do that result in students' learning what their teachers and the larger community believe they should learn.

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Disciplined Approach to Designing Schoolwork

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Disciplined Approach to Designing Schoolwork

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The purpose of designing work for students is to create experiences in which they come to know things they do not now know and come to be able tot do things they would not otherwise be able to do. This has to do with content and substance, and it provides the reason for designing schoolwork in the first place.

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Schools should be a place where it is assumed that there will be a great deal of failure, and students should be protected from being embarrassed, humiliated, or otherwise sanctioned simply because they fail to meet a given standard at a given time.

This doesn't mean standards do not count or should be lowered - what it does mean is that the standard of the work should be designed so that the standards for the work and the products of the work are built into the work itself and continuous feedback about progress toward meeting those standards is routinely provided.

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Too often we evaluate and try to improve things before we fully understand them. Sound description should always precede analysis, and analysis should always precede evaluation.

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Schools and classrooms need to become platforms for learning as opposed to platforms for teaching.

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Teachers need to view themselves as leaders in a knowledge work system rather than as authorities in a bureaucratically organized production system.

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Working on the work framework assumes teachers are, or should be, leaders, designers, and guides to instruction and that students are, like their teachers, knowledge workers, not products.

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Teaching test-taking skills can suggest that what you can show is more important than what you know.

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Teachers internalize the need to think differently about the motives students bring to their tasks and as they begin to consider how design qualities might appeal to those motives, the culture of the school begins to shift in ways that are supportive of a focus on engagement.

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Perhaps the most powerful question a teacher can reflect on is, "Would my students be likely to do what I am about to ask them to do if they did not fear negative consequences for failing to do so?".

Teachers who understand that students are volunteers and act on what they understand are behaving as effective leaders do.

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Teachers, like other leaders, are trying to get others to do things they might not otherwise do: pursue goals they might not otherwise pursue and accomplish things they might not otherwise accomplish.

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That is why systemic change- change that is simultaneously top down and bottom up and touches all the interconnected parts of the organization-is essential.

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Much that we want children to learn cannot be learned in school. Rather they must learn these things at home, in neighborhoods, and in the community at large.

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Leadership development is an essential element in any effort to improve schools.

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Real change, especially transformational change, cannot be sustained without support from the community at large.

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The principal needs a group of colleagues who will think with him or her about the current state of the school and about the new vision for an engagement-focused school. Therefore, the creation of such a group is one of the most important tasks of the principal.

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Followers know what leaders expect by what the leaders inspect and what they respect. People know what leaders are inspecting by the questions they ask, and they know what leaders respect by the answers they celebrate or endorse.

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Staff development, properly understood, includes any conscious effort on the part of system leaders to develop the capacity of individuals or groups to carry out the tasks they are assigned and pursue the goals they are expected to pursue.

Staff development is at the heart of what principals should be doing in their role as leaders of leaders.

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Being a principal does not prepare one to lead principals any more than once having been a teacher-even a good one- prepares one to lead teachers.

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The relationship between the superintendent and building principals, more than any other factor, explains the ability of school districts to ensure that building-level change efforts are sustained beyond the tenure of the initiating principal and that whatever positive effects there are become distributed throughout the system.

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Delegated authority can be assigned; shared authority can only be communicated.  Delegated authority can be rationalized and impersonal; shared a is affective and highly personalized.  Shared authority must be felt and believed.
Shared authority is more like the relationship between the married couple who lives in the house.  Each has his or her own identity, but the significance of the union goes beyond legal agreements.

Moral authority cannot be delegated, but it can be shared.

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In the long run, who the superintendent is, what the superintendent values, and the style of e supported by the superintendent will be manifest throughout the school system.

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Change can start at the bottom, but if it is to last, it must be embraced and advocated from the top.

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This means that the superintendent who would lead transformation needs to be willing to risk what the principal is risking. Such sharing of risks requires a great deal more trust and personal involvement than does delegation and the "plausible deniability" that delegation provides.

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Great leaders keep their egos behind their work. They give away their own successes to others and absorb the failures of others as their own.

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Direction is too important to place the burden for maintaining it on any one person or any one office.

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One of the main reasons strategic plans tend to be ineffectual in schools is that most school districts are change inept organizations.  In other words, most do not have the organizational capacity to support and sustain change over time.
The first strategy in any strategic plan should be to ensure that the system has the capacity to implement the plan once it is developed-a strategy that is too often overlooked.

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Strategic Planning - Accomplishing Something

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Strategic Planning - Accomplishing Something

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Every leader must be a teacher just as I argue that every teacher must be a leader.  Until these and other capacity issues are addressed, strategic planning will serve little purpose other than to symbolize that something is being done, even though nothing is being accomplished.

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Capacity to do what?  The most critical capacities in organizational life are those to innovate on a continuous basis and adjust critical systems in ways that support innovations.
Because they are organized as bureaucracies, the capacity of schools to install dramatic innovations is limited by a lack of nimbleness with regard to systems change.

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Capacity building is both the ends and the means of school transformation.

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Three general capacities that schools and school systems must have in place if they are to be successful at supporting and sustaining systemic changes and introducing disruptive innovations:
1.  The capacity to establish adn maintain a focus on the future.
2.  The capacity to maintain direction once a clear focus has been established.
3. The capacity to act strategically-that is, to reallocate existing resources, seize opportunities, and create a new future, rather than continue to be dominated by the need to solve problems that have their origins in the past.

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Trust in leaders is key to school transformation.

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Courage and integrity cannot be taught, but they certainly can be recognized-and without courage and integrity, superintendents, like others leaders with similar deficits, are but sounding brass or a tinkling cymbal.

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"Accountabilism is a type of superstitious thinking that allows us to live in a state of denial about our just how little control we individuals have over our environment."

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It is this failure of the science of education to deal with the actualities that largely accounts for the slow pace of progress in educational practice.

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The effective use of the framework requires leaders who hold themselves accountable for communicating every day the idea that engagement is a central concern and then providing those who would follow them with the tools and support they need to continuously improve their own capacity to design such work.

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Each school should also have in place mechanisms for ensuring transparency in their operations and the assessment of their performance.