TACTics Journal
A Publication for and by
TOC for Education Practitioners
3 April 2005
In this month’s
issue:
Connections
Networking
Editors’
Notes
CONNECTIONS
(1) In Memory Of Charlie Fried
From Kathy on behalf of TOCFE
"Don't
be dismayed at good-byes. A farewell is necessary before you can meet again.
And meeting again, after moments or lifetimes, is certain for those who are
friends." Richard Bach, Illusions
TOC
for Education extends heartfelt condolences to the family of our dear friend
Charlie Fried who passed away
Thank
you Charlie and a most fond farewell.
(2) 8th International TOCFE Conference
"Building A Viable Vision For Education"
Kathy Suerken >
In
order to better meet our needs, our conference venue has been changed to
Embassy Suites Hotel Seattle-North/Lynnwood where we have reserved a block of
rooms at $120 plus tax per suite/night for 2 persons (extra person add $15).
The
hotel is near a ferry landing and waterfront that has interesting shops and
great restaurants! A huge mall is also close by. The hotel provides limited
courtesy transportation to area attractions and local shopping and you can also
easily take public transportation across from the hotel to downtown
Hotel
amenities include:
Our
impressive group of presenters continues to grow. The complete menu of
presentations/papers/workshops follows with newly listed ones marked by
**asterisks.
Keynote
Speaker: Dr Eliyahu Goldratt
Presentations/Papers:
Budgeting
Format" Dr. Audrey Taylor, Dr. Tammy Kowalczyk,
Superintendent
of Schools,
Panel
Discussions:
Workshops:
Training
(Administrators):Christina Cheng, Director TOCFE,
Updated,
detailed information on the conference is available: www.tocforeducation.com.
Click
on "What's New". Then click over the globe.
(3)TOCFE and the
Kathy
Suerken>
TOCFE
Conference Leadership Team welcomes Dr. Sandra Daffron and her class at
Sandra
and her spring quarter class of 17 students are helping TOCFE plan and execute
the best TOCFE conference EVER! Sandra's class is a Program Planning Class for
graduate students in a master's education class in the Continuing and College
Education program. Among others, Sandra has exceptional credentials in
organizing conferences. A special thanks to her and to Audrey Taylor, who
teaches in the business school at Western Washington U, for enabling this very
appreciated TOCFE connection to our Seattle conference team extraordinaire of
Jackie and Jim Trimble and Sears and Audrey Taylor.
(4) TOCFE And Maryland Home Education Association
Kathy Suerken
Kathy
Suerken will give a series of TOCFE workshops at the Maryland Home Education
Association Annual Conference in
(5) TOCFE And Rotary International Convention
Kathy Suerken
A
TOCFE project booth has been accepted by Rotary International for display at
their International Convention June 18-22 in
NETWORKING
(6) Some Insights I’ve Learned From TOC
Gila Glatter, TOCFE Director Israel
Using
the TOC tools I have come up with some insights which generated some additional
practical steps:
1.
When we come up with an ambitious target we should raise up a list of all the
goodies and benefits we should get from achieving the goal.
Then
we raise up all the minus and disadvantages we should get if we do not achieve
the goal - many times it's not only the opposite and things become brighter.
Only when we can see the benefits- phrased in front of us, we continue with the
process.....
2.
In win-win
thinking we don't think about a list
of priorities ( both needs are important) but we think about a list of what comes first and what second
(prerequisite order). I'm not sure about the English words but
there is a big difference
between the 2 words if you think about it. For example: to give attention to
your child is not more important than keeping your relationship with your
friend. However when you can not do things to fulfill these needs at the same
time, you should not think which is more important but which one I should
fulfill first. May be you can think of better words. For my surrounding and me,
it's one word that creates a new clear attitude for making decisions.
(7) Ambitious Target/USA
Mike Round, TOCFE Director,
This is a working copy of the ambitious target tree for TOCFE-USA, including
ongoing initiatives, presentations, and a critical path of the specific
necessary conditions to achieve the goal of establishing the Theory of
Constraints for Education as a fundamental means of instruction in the K-16
environment.
Note:
If you would like to view Mike’s USA Ambitious Target in its intended format
please go to www.rationalsys.com.
Rational
Systems, Inc. is the name of my statistical consulting firm, but I've taken off
all of that material, and replaced it with TOC material, if you're wondering
about the domain name! Mike
AMBITIOUS TARGET
GOAL: establish the THEORY
OF CONSTRAINTS FOR EDUCATION as a
fundamental means of instruction in the K-16 environment.
OBSTACLE
TOCFE
does not have a method of rapidly publishing and distributing TOCFE materials.
INTERMEDIATE
OBJECTIVE
TOCFE
has a method of distributing materials with rapid turn-a-round, in addition to
having the final say in the quality of the materials.
ACTION
STEP
We
start our own publishing company, autoSOCRATIC
PRESS, with Thomson-Shore the printer.
OBSTACLE
There
are not sufficient documented case studies to entice teachers and
administrators to take a look at TOCFE.
INTERMEDIATE
OBJECTIVE
TOCFE
has a documented independent case study using respected metric, demonstrating
"massive improvement rapidly".
ACTION
STEP
We
create ACT/SAT test-prep materials,
looking to improve scores 50% in two days study.
OBSTACLE
There
is no active method of ongoing communication among interested parties of TOCFE.
INTERMDIATE
OBJECTIVE
There
is an easily accessible method of interaction regarding TOCFE ideas,
curriculum, etc.
ACTION
STEP
We
have an interactive discussion forum,
affording review of TOCFE materials on a 24/7/265 basis.
OBSTACLE
The
math profession resides over stagnant scores, despite best efforts.
INTERMEDIATE
OBJECTIVE
The
math community has access to new methods of teaching math.
ACTION
STEP
We
create a "Math/Science and e-Learning"
internet session to demonstrate the application of TOCTP to math.
OBSTACLE
Legislation
and a lack of acceptance makes freedom to try TOCFE principles difficult.
INTERMEDIATE
OBJECTIVE
An
institution outside the legislative community is created, with the ability to
demonstrate the power of TOCTP.
ACTION
STEP
We
create "Arete Academy",
an "academy of excellence" based on the thinking processes of TOC and
consistent and rational educational philosophies.
OBSTACLE
Without
the buy-in of the professional community, acceptance of TOCFE as a quality
philosophy is unlikely.
INTERMEDIATE
OBJECTIVE
TOCFE
is presented and respected in the educational community.
ACTION
STEP
TOCFE Presentations are made at a
variety of professional organizations.
OBSTACLE
Quality
textbooks, a necessary condition for educational excellence, are both scarce
and costly to produce.
INTERMEDIATE
OBJECTIVE
There
is an abundance of quality textbooks demonstrating TOCTP in math / science
curriculum.
ACTION
STEP
We
create a "Math/Science Textbook
Initiative", with a cooperative Business / Educational
relationship.
OBSTACLE
(internal
obstacle) There is not a "critical path" vision, incorporating the
above action items in reaching the goal.
INTERMEDIATE
OBJECTIVE
There
is a targeted vision with detailed chronological and logical steps to obtain
the goal.
ACTION
STEPS
A
working critical path with immediate
objectives is created.
(8) A Tale Of Two Needs
Eleanor May-Brenneker, TOCFE Director NL
Storyline:
In
September 2004 I enrolled on a Doctorate in Education course (EdD).
My ambitious target was to be successful and to graduate at the end of this
course. Students were left in no doubt that high standard of student
performance was expected throughout the course. My motivation, dedication and
input were certainly matching those expectations. A few weeks into the course,
however, I - and many colleagues- found that the academic standard of lecturers
(bar one) and their presentations were not of the quality and professionalism
expected from this University, where I had enjoyed studying for a Master’s
degree before. Doubts and disappointments crept in and at the end of the first
term I realised I would not be able to stomach slapdash course tuition for a
period of at least four years.
I
therefore made a conflict diagram in order to clarify my own needs and to have
a stab at the assumed needs of the team of course lecturers. When I finally
managed to see the course director I was prepared as follows:
D-
my WANT: to be engaged in a highly professional, robust, thoroughly prepared,
inspiring, holistic, multisensory teaching/learning experience at doctorate
level.
The
director was given the opportunity to amend his side. On the whole he agreed
with A-C-D1. Minor changes were made. I stressed that I appreciated his needs
and that I had no problem with honouring those.
He,
however, refuted most arguments-ASSUMPTIONS ON MY SIDE- I put forward that
illustrated lack of professionalism of the lecturers’ team with one exception
in my group. These arguments, by the way, are shared by many of my colleagues,
similarly disgruntled about the course. The dir. asked me what I wished to
happen. I pointed out that B needed to be addressed but that I did not expect
for a course to be changed mid stream. {and that without adequate
changes I would wish to withdraw}. The director promised me to discuss the
matter with his team the following week and he would inform me about the
outcome. Two months later he has not contacted me yet, even after I have
emailed him several times (professional?). One of his colleagues, whom I sent
copies of our correspondence, replied yesterday as follows:
"I
am sorry about the disappointments and problems you experienced with the EdD
course. I assure you Neil (course director) and I will discuss these to try to
benefit from your advice and feedback as an EdD student. Thank you so much for
expressing your views in a way that has been confidential, patient and
supportive for the benefit of current and future students. We welcome critical
friendly engagement with issues needing improvement, and will be working on
these."
EDITORS’ NOTES
(8) Kay Buckner-Seal, Cheryl A. Edwards
We
all know the importance of the folks behind the scenes of any project. Even
though most of us in TOCFE have never personally met Charlie we all know of his
continued efforts to help TOCFE. Charlie, Thank you! We will miss you.
The
excitement of Conference 2005 is just leaping of the page. As the excitement
builds look to TACTics for more updates and information regarding
presentations, trainings and guest speakers.
What
an asset Dr. Sandra Daffron and her students will be in helping the TOCFE
Conference team plan and execute the conference. AND the students will get
hands on experience in learning and applying the TOC thinking process tools. It
sure looks like a true WIN/WIN situation to me.
Thanks,
Gila and Mike, for sharing your work and ideas. Both articles give us some
valuable information to really reflect on.
Won’t
you consider sharing some of the work you are doing using the thinking process
tools? REMEMBER TACTics is a journal ‘for and by TOC for
education practitioners’. Don’t hesitate to share with us. We would love to
share any new experiences with the thinking skills, any books, related
articles, or quotes, any questions or concerns.
So,
please send your articles by mail to:
Cheryl
A. Edwards,
Or
send hyperlink to: cedwards@cedarville.net or kayseal@comcast.net.
Deadline: Our next issue will be
published on
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you know? You may view TACTics, by visiting our web site at www.tocforeducation.com. Click on "What’s
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