TACTics Journal

A Publication for and by TOC for Education Practitioners

June 15, 2001

This Week’s Issue:

POOGI Pool

(1) Progress at Hutcheson Junior High, Paula Sommer

Connections

(2) Clouds at Wayne RESA, Cheryl A. Edwards

(3) 5th Annual TOCFE International Conference/First Annual TOCFE

International Student’s Conference, Cheryl A. Edwards

Editor’s Notes

(4) Kay Buckner-Seal, Cheryl A. Edwards

 

POOGI POOL

(1) Progress at Hutcheson Junior High

From Paula Sommer, Fort Worth, Texas, USA

Just finished the final progress report on the grant for Hutcheson Junior

High where we began the year with every class doing an ambitious target for

everyone in the class mastering the curriculum. We used this along with the

cloud to help students make decisions. I am very pleased with the results.

The following is a quote from the report to TEA:

“In 2000, TAAS reading scores were 76% of students meeting minimums.

In 2001 84% of all students 81% of the 7th graders and 85% of the 8th

graders met minimums. 46% of all 8th graders and 64% of 7th graders met

minimums for TAAS math in 2000. These increased to 89% for 8th graders,

76% for 7th graders and 83% of all students.”

They had better improvement than the district —but the writing which we

did not focus on slipped. Next year we will work to imbed the Thinking and

Communication Tools even more and use them on the writing skills.

 

CONNECTIONS

(2) Clouds at Wayne RESA

By Cheryl A. Edwards, Kay Buckner-Seal

A team of over twenty school improvement Achievement Group coaches from

Wayne County’s Regional Educational Service Agency (Wayne RESA), in

Wayne, Michigan, gathered to learn the Cloud technique in order to better

service their schools. The task of these coaches is to provide technical

assistance to “priority” schools in Wayne County. Their goal is to make the

necessary improvements so that all students can achieve. The obstacles

these schools and their coaches face often seem insurmountable. They are,

however, obstacles that are being faced by educators worldwide. Do you

agree?

Some of the obstacles surfaced by the team:

· Leadership at the local level is not supportive.

· Educators have lost faith/belief in themselves.

· Lack of financial resources

· Shortage of quality time

· Lack of “quality” professional development

· Educators are ill-prepared for “new-aged” children.

· Educators lack strategies for differentiated instruction

· Instruction is textbook driven

· Districts lack focus

· Educator’s perception of “who we are”

· Educators lack of awareness of available resources and “best practices”

· Leadership skills are lacking. Leaders are more often “managers” than

leaders

· Educators are not receptive to “best practices”

· Educators tend to resist change

· Schools lack a consistency in the selection and delivery of the learning

process

· Testing backlash

· Unions

· Lack of theoretical knowledge

· Unpredicted obstacles get in our way (…me?)

The team worked together to learn how to define a problem and then look

for “out of the box” solutions the TOC-way. Team problem-solving:

Obstacle: Educators are not receptive to new “best practices”

In order to have:

A: Successful students

B: Educators must meet the needs of ALL children by improving instruction.

D: Educators must be receptive to innovative “best practices.”

C: Educators must use “tried and true” practices.

D’: Educators want to disregard new practices

B/D Assumptions:

· Research supports best practices.

· Research shows that best practices make a big difference in student

learning.

· Continuous improvement requires openness to change.

· Why? It allows for assessment that informs instruction.

C/D’ Assumptions:

· Educators do not have the time.

· Educators do not have faith in new practices.

· They are tired of “bandwagon / flavor of the month” programs.

· They do not have confidence in their ability to use new methods.

· They can not accept change.

Solution (based on several of the assumptions):

Connect educator’s “tried and true’ practices to the research of “best

practices” in order to validate their knowledge and expertise. Find out from

them (and assessment data) what is not working. Then show ways to enhance

their “favorite” strategies or suggest new strategies that have proven to

work.

Here are a few responses from the team concerning their experience using

the cloud:

“It’s not always easy to define the conflict.” —Dr. Patsy Stewart

“Thank you! I enjoyed the ideas. I would like more inservice and practice with TOC. I see this as

a useable tool with my schools. —Syndee Malek

“The TOC cloud: Seems like another useful set of techniques. Obvious connections to choice

theory / reality therapy. —Bruce Fay

“As a Regional Educational Service Agency, we need to look at the models used for decision-making

and conflict resolution, then make a decision to use the best practice model. We should

then provide professional development in it and/or incorporate it in all training. The cloud has been

very helpful to me in conflict resolution and decision-making with others.” —Dr. Halyna Bialczyk

“Social Studies MEAP (Michigan Educational Assessment Program) does not test content outside

of process. The cloud can give students a concrete problem-solving method in which to do this.”

—Dr. Karen Williams

And, after the group collaboratively came up with a solution to the conflict,

they all looked at their thinking, as was mapped/scribed on several overhead

transparencies. Upon reflecting on how we first learned to use the tools, Dr.

Helen Stanks who has been trained in the process said, “We need overhead

transparency Post-its!” 

Which was so true! The cloud allows us to see our thinking and there is

nothing linear or “neat” about the process. Who knows, one day someone may

come up with that ingenious idea! If they do, they can count on selling a

steady supply to a group people working through the TOCFE thinking tools.

Kay Buckner-Seal will gather the conflicts, which were written in their small

group activity, to share with you in next week’s TACTics.

 

(3) 5th Annual TOCFE International Conference/First Annual

TOCFE International Student’s Conference, Cheryl A. Edwards

“The best way to predict the future is to create it through TOC."

TOC for Education, Inc. presents the 5th Annual TOCFE International

Conference and the First Annual TOCFE International Student’s Conference!

Date: June 25-28, 2001

Location: Detroit, Michigan USA

Hotel: Northfield Hilton

5500 Crooks Road

Troy, Michigan 48098

248. 879. 2100

The Northfield Hilton is adjacent to Interstate 75 at Crooks Road, Exit 72

Reservations: 1. 800. HILTONS

Ask for TOC for Education’s special room rates.

Single or Double Occupancy

Per night $139.00 U.S. + Tax (6% Michigan Sales Tax and 7%

Occupancy Tax). This rate includes breakfast for two.

Transportation: Detroit Metropolitan Airport (DTW)

 

EDITORS’ NOTES

(4) From Kay Buckner-Seal

The Process of ongoing Improvement is what educating and becoming life-long

learners is all about. Bravo, to the efforts and results at Hutcheson

Junior High in Texas!

I had a great time with my colleagues at Wayne RESA while Cheryl

facilitated the thinking processes involved with using the cloud. She did a

fine job! I’m sure many of you will meet some of the Wayne RESA

consultants at the 5th Annual TOCFE International Conference.

Share a connection, an experience, a wish, or a thought. Send by mail to

Cheryl A. Edwards, 2253 S. Hill Island Rd., Cedarville, MI 49719, USA. Or,

send hyperlink to <redwards@sault.com> or <bucknek@earthlink.net.

To view TACTics in its intended formatting and to read previous issues,

visit the TOC website at: www.tocforeducation.com