Judul : Burrell Behavioral Health Springfield Mo
link : Burrell Behavioral Health Springfield Mo
Burrell Behavioral Health Springfield Mo
welcome to our students, friends, communitymembers, colleagues. i am extremely glad that you're here. my name is gloria galanes andi'm a professor in the department of communication. i am this year's conference chair for thepublic affairs conference. i want to talk a little bit about public affairs. missouristate, then southwest missouri state university, received its public affairs mission in 1995under the leadership of our then-president
Burrell Behavioral Health Springfield Mo, john keiser, who is one of the panelists atthis conference. dr. keiser, are you in the audience? i can't see you if you are. he'sprobably eating lunch. dr. keiser had a vision for what this university could be, and publicaffairs was very much a part of that vision. i so much like his construction of what publicaffairs is. dr. keiser said, "you're not just
an artist or a teacher or an accountant. you'rea citizen artist and a citizen teacher and a citizen accountant."what you know, whatyou've learned here at the university, and what expertise you have developed here atthe university, it's not just a private good for you that you get to horde and nobody elsegets to have any advantage of that. it is actually a public good that contributes tothe common wealth. so there is a 'give back' component of that.this is the public affairsconference is one of the ways in which missouri state university gives back to the studentcommunity and to the general springfield community in which the university resides. that's extremelyimportant, and it has you focusing not just on what you know but how you can use whatyou know to improve society and improve the
world in which you live.so dr. keiser willtalk to you later, but we want to thank you very much for your vision. it has been instrumentalin propelling the university forward.a couple of things that... do you want to applaud dr.keiser? let's do that.[applause]i'll tell him afterwards that you did that. i think he'll appreciate that.ijust want to mention, too, a couple of housekeeping things for you. first of all, would you pleaseturn off all cell phones, pagers, and other electronic devices so that they don't interruptthe presentation? and please refrain from emailing, texting, tweeting and so forth duringdr. morgan's presentation. it's really distracting when you guys do that, so if you wouldn'tmind refraining from doing that.well, i want to give a special thank you to the america'spromise alliance for supporting dr. morgan's
visit to springfield. america's promise allianceis the organization that was founded by general colin powell and alma powell, and it focuseson our youngest kids with the message that if we meet five promises to our kids... theyare things like having a healthy start and caring adults and an effective education...if we meet those promises to our kids, our kids will grow up to be healthy, happy, productiveadults.springfield was named three years running as one of america's promise: 100 best citiesfor kids. and let me say that that's not because we meet all those promises to every kid inthe city or in the area. it's because we have been willing to take a look at ourselves asa community and say, "where could we do better?" we are an america's promise alliance city.following dr. morgan's presentation, there
will be a question & answer session that willconclude at 1:15, and there are panels that will begin then at 1:30. i also want to notethat as you leave this session, there will be students at the doors who are collectingfor bears bringing hope: illuminating japan. this is the students' response to helpingpeople in japan, and their campaign is raising $30,000 in 30 days to help the victims ofthe earthquake, the tsunami, and the nuclear power disaster that was happening there.thestudents are working with convoy of hope and with our springfield sister cities' organizations.we have a sister city in isesaki, japan and so we are working with those two organizationsto bring relief to the victims of all that went on in japan.let me introduce you nowto dr. morgan. dr. elizabeth molina morgan,
and we've learned to call her betty, is currentlythe executive director of grad nation, which is an initiative of the america's promisealliance. and again, that was the organization founded by general colin and alma powell.afterserving in a number of senior management positions in maryland public schools, dr. morgan wasa superintendent of the washington county maryland public schools for 10 years. thisis a diverse district with 42% student poverty population. as superintendent in washingtoncounty, dr. morgan focused on developing innovative and challenging educational opportunitiesthat would serve the needs of a wide variety of students. she is a passionate advocatefor high academic standards and for transforming schools to reach world-class levels. and sheis an expert in school turnaround, which is
going to be the focus of her talk today. thiswas a 22,000-student district, and she led that district through a major transformationalchange.dr. morgan has been the recipient of numerous fellowships, honors and awards andsome of those include being inducted into the circle of excellence as one of maryland'stop 100 women, achieving a service above self rotary award, being honored as washingtoncounty's 2007 person of the year, and receiving an excellence in education award from themaryland association for supervision and curriculum development.what's exciting to us is thatshe was named the 2010 national superintendent of the year by the american association ofschool administrators. that's a very, very exciting honor. and dr. morgan is going tobe returning to springfield in june. she's
going to be the future speaker at the workshopthat's being put on by the burrell behavioral health center for educators here in springfield.she'sa new york city native. she holds a ph.d. in administration from american universityin washington, d.c., and she told me that at one time in her life she was her husband'sboss' boss and they used to play practical jokes on him.please help me welcome, bettymorgan.[applause]thank you, gloria, for that introduction that my mother wrote.i reallyappreciate it.it is my honor to be here with all of you, and thank you so much for invitingme and i'm very pleased to be able to represent america's promise alliance as my... am i ok?is my audio all right? yeah? those of you in the back? ok. yeah, i'm really glad tobe here with you.i will begin, really, first
by talking a little bit and giving you just...begin with some statistics. then i think we'll set the stage for what will come after. ido mostly want to talk about turning around schools, but i think it's very important thati set the stage for you and kind of create a background so that you will understand theurgency for turning around schools.i'm just curious in terms of my audience. how manyof you are in public school education right now? ok. how many of you are aspiring to bein public education? ok. quite a few people.and i guess, how many of you are actually teachinganywhere in the academia? all right, so quite a few education people. that's great. i addressdifferent audiences, and it's good to know your backgrounds.i think one of the thingsthat's very important to know is that we are,
for the most part, and the american associationof school administrators has published some pieces on this, and in fact the head of thatassociation then, dr. dan domenech, talks about the 95/5. ninety-five percent of ourschools are functioning pretty well, anywhere from average to really excellent, across thecountry. that's borne out by a number of measures. i will talk a little bit later about the naeptests, but most of our schools are functioning pretty well, and i dare say that a majorityof you in the audience are probably the products of public schools and that probably preparedyou fairly well for your experience that you've had at college or whatever.but we've reachedthe point where we're really tuning in to the statistics, we're really tuning in tothe data of what's happening in our country.
and i think this tells you the picture veryclearly.the organization with which i work, america's alliance, now has a new initiativewhich i head called grad nation. and the goal of this initiative is to get 90% of studentsto graduate from high school by the year 2020. the average now is about 74% nationally. also,the goal by 2020 is to have no high school graduating less than 80% of the students.and you think, well, that's a lofty goal. but on the other hand, 20% will still, perhaps,hopefully not be left out in the cold. every 26 seconds, a student drops out of school.to me, that is a very, very powerful statistic. and a scary one.what's really happening isthat our minority students are attending the lowest-performing schools. that's somethingthat we really have to tune in to. for example,
if you look at hispanics, 33% of hispanicstudents not graduating from high school is really a significant statistic because hispanicstudents now represent the largest minority population and really the second-biggest groupbehind majority students in schools across the country.if we don't have students graduate,there are all kinds of consequences. and again, it goes back to where students live, povertylevels, and a variety of factors that conspire to prevent students from graduating from highschool.in all the studies that had been done, dropout has been linked to students beingincarcerated, to earning lower incomes, to being in many ways absent from leading societyand limits their life possibilities for years to come.but this is what's startling: 12%of the high schools across america account
for a large percentage of the dropouts. doyou find that startling? i find that a really amazing statistic. and if you look at a mapof where the dropouts are, very, very quickly you can see where they are. but it's not justin the urban areas as many people would think. it's not just in st. louis. very, very highdropout rates in very rural areas, all of which we're working on to map and to understand.â inmissouri, for example, there are all kinds of economic impacts from students droppingout of school. it costs billions in revenue for the state and it costs billions in expensesto provide health care costs, wrap-around services for kids, all kinds of social programsfor people who would drop out of high school.so between crime-related expenditures, socialexpenditures, keeping kids in school would
be a major, major economic boon for missouriand for our society in general, not to mention the possibilities for productivity that ifa student can graduate from high school and be career- or college-ready and attain post-graduateeducation, they will be able to be productive citizens in the future.i think these statisticsspeak for themselves. but you can see the difference in income between just a high schooldropout and a high school graduate, and it goes on up from there, actually. lifelongearnings for a college graduate and especially someone who has gone to graduate school far,far exceed the earnings of a high school dropout.so we've reached a point for a whole varietyof reasons, and i believe that it's due to president obama's focus on education, whichhas been very, very strong. in fact, on the
plane coming here, i read an article in timemagazine about arne duncan, secretary of education, and they called him the 'rock star' of theobama administration. who would think that the education secretary would be called arock star?â but he really has been out there. he visits schools regularly. in this article,they claimed he's in four, five schools a week, which i think is very, very remarkablefor someone really who is in that post as well as one could call somewhat of a politician.but he has really put the agenda of education squarely in front of the american people.and i think what he has said is that we have to turn around the 5% lowest-performing schoolsfor the sake of the kids, we have to have common standards... and i'll talk about thatin a little bit, the common core, i'm sure
you've heard about them or read about them,and i will tell you how i feel about those... and he has basically reached out to all thegovernors of every state and has said, "we have to have common high school graduationstandards." in the past, each state had its own standards. in some cases, even schooldistricts had their own standards, which really isn't acceptable.we did need to have one commonstandard now. it's what they call a 'cohort model': a student enters high school thisfall 2010 and they are to graduate with their cohort and on time four years later.there'sa downside to that because, for example, in my school system, there were students whograduated sometimes in three years or three and a half years. they're not counted in thatcohort. there are some students that need
an extra summer or an extra year to graduatefrom high school. they are not counted in that cohort. so there's going to be some changes,but at least there will be a common standard across the country.but we have a rare opportunityright now because education really is on the forefront, and we're debating no child leftbehind going out, a reauthorization of a new bill that will be different than no childleft behind but still keep the accountability.but if we do not do this, if we do not improveour educational system in america, we will not be globally competitive. i think thisis an intelligent audience. i think you all know that. but you may not know some of thestatistics underlying that statement.we used to be, for example, the nation with the highestcollege graduation rates in the world. we're
now somewhere around 24th. so we've lost ourposition globally, and where all of you are gathered to talk about global leadership,that's a great concern, and we need to bring america back to where it was so that we cancreate a strong future for all of our citizens.so i challenge you today... it's a civic challenge...to create excellent schools, wherever they are around you.what i hope to give you today,what you will leave with, is somewhat of a guideline, let's say, or a blueprint for someof the areas that i believe can create school turnaround. and i'm sure that you will seeyour place and your role in each one of these areas, and hopefully you will think aboutsome of the things that you might be able to do.but i pose a question: how can we turnaround low-performing schools and specific
groups of students? that's a question thati had to ask myself when i arrived as superintendent in the washington county public schools...which is in the western part of maryland, about an hour west of baltimore, if you knowthat area, about an hour and a half northwest of washington, d.c... because what i saw wasa profile that really concerned me. what i saw in 2001, as you can see, i think, veryquickly, this gives you the view that here is where we were and this orange line is wherethe state was. we were below the state in graduation rate.you can see where washingtoncounty public schools has gone to, and that's some of what i'm going to talk about. butthis is the very first thing i tackled. i found this a very, very alarming statistic:almost one in four students was not graduating
from high school. and i knew that if we weregoing to create a school system that prepared students for the future, prepared studentsto be able to have options, that was something that needed to be tackled immediately.alsoof concern, if you see this... this will show you a view of hispanic students, for example.this was the dropout rate when i arrived. i had just come from baltimore city wherei had spent three years in a major turnaround there, and we were second only to baltimorecity in our dropout rate.i was really shocked at that because i didn't think of washingtoncounty public schools as a sort of idyllic community in the appalachian mountains ofwestern maryland as having those kinds of issues, a smaller school system as well whereone would think you could really tune in to
individual students. but this is where wewere in dropout, and this is where we were as of last year in 2010.so we've gone fromsecond-highest dropout rate in the state of maryland to actually... i think we're nowthe 5th lowest dropout rate in the state just behind all of... really it's more of the wealthiersystems in the state. this also gives you a view of where hispanic students were at.incredibly high dropout rate. and by the way, the dropout rate, if you look at the dropoutin high school, they're not measured the same because they're different metrics. so youcan have a 92% graduation rate and say you have an 8% dropout rate. it doesn't quitework that way. the metrics were kind of funny in different states at different places. butthis will show you now where hispanic students
are at as compared to where they were. very,very high dropout. so, what brought me to the major topic today of turnaround of schools?i saw these data and was very, very alarmed, talking with teams of people who also feltthat we needed to address it. and what we did, and our board of education at that timewas a very, very visionary board that knew we needed to make some major improvementsso that we could be the system that we wanted to be.we went into a retreat and did a lotof visioning, did some strategic planning, brought it out to whole groups of people,the business community, parents, students, and we developed this vision to become a world-classpublic school.â now mind you, where i was in washington county is basically a working-classcommunity where the notion of a world-class
public school seemed foreign to a lot of people.we were roundly criticized. there were editorials in the paper, people saying, "who do you thinkyou are? you think you are one of those wealthy systems that are south of us or east of us?"world-class public schools. it was very, very interesting, the reaction that we got.butthe board was very insistent, and so were folks in our community, especially the businesscommunity, because they could see that a world-class public school system could only benefit everybody.it would not only benefit the community, the business community, but in the final analysis,the students themselves.so we spent a lot of time talking about, 'what does this world-classthing mean?' and this is what we came up with eventually, and these eventually became theoverarching goals of our strategic plan, really
our main sense of mission that we wanted everybodyto be the best that they could be and that we were committed to helping everybody becomethe best that they could be so they could operate at the peak.and then continuouslystriving for... when at that time we became enamored of 'kaizen', spelled k-a-i-z-e-n,the concept of continuous improvement, on which of course toyota was built. i have toadmit they've let me down a little bit. but that whole concept of never accepting statusquo, always pushing harder for something better and something improved.and, of course, wantingto have stakeholders involved, feeling that they were part of everything and feeling satisfiedat what the school system was offering.so these were all very lofty goals. and we said,"how are we going to achieve this? how are
we going to get toward this world-class publicschool system that we want to have?"so we did a lot of learning community kinds of thingsthat i'm sure you've done here in this community and at missouri state. we had people beginto read. we shared a lot of thoughts. we had lots of focus groups. we had people come together.but we started by reading "good to great" by jim collins. and it was a great place tostart because we began to understand what it would take for us to go from where we wereat that point, which was somewhat of mediocre school system to really being one that deliveredworld-class education to students.but a funny thing happened on our way on this journey.no child left behind, that bill was signed in 2002. these were some of the players atthat time. it's very interesting to see who
some of them were because it was very bipartisan.andwe realized that all of a sudden, the game was changing, and if we were going to getto 100% proficiency by 2014, which is what the bill says, all systems must do, that wewere definitely going to have to bend the trend. we weren't going to be able to go alongas we had been. and suddenly there was a tremendous sense of urgency. and i think some peopledidn't take no child left behind seriously at first. we determined that we would becausewe also felt that that could be a vehicle to position us, to catapult us to where wewanted to go. and doing that was a really smart move on our part because it's stillhere and all school systems are subject to the metrics of no child left behind for betteror worse. i'm going to talk about that a little
bit later.i am one of those people who's supportedit initially, and still do, because i feel that it brought accountability to public education,which i feel was needed. and not to that rigid extent, but i think with the reauthorizationof the bill, we might see something that's a little more reasonable with accountabilitystill remaining.so, enter arne duncan, and race to the top. i'm sure you all know a lotabout this, you've read a lot about it. the key thing, i think, that arne duncan has broughtus is a sense of consistency and that he feels there should be consistency across the country,that every single student deserves to have an excellent school.how does he propose todo that? well, he proposes to address the 5% lowest-performing schools with specialresources, special attention, sanctions and
rewards, if you will. he has embraced thecommon core standards, which then will deliver a global curriculum, a world-class curriculumto all students in america, and also we'll be able to compare areas of the country nowbecause we'll all be on the same curriculum and these assessments will be tied to thecommon core standards.he wants to pay teachers for performance. that's probably been oneof the more controversial aspects of what arne duncan has proposed. lots of argumentsback and forth about that, and i'll talk about that in a little while when i talk about howwe've addressed that in washington county.so we realized after race to the top that itwas no longer just about bending the trend but that we really had to be on this trajectory,to soar above the summit, to soar above mediocrity
to get to where we wanted to go.all of thethings that we did in the course of trying to get to 'great' really will now be embodiedin what i'm about to share with you.â initially, it was 20 different areas that i thought wehad focused on. then i winnowed it down to about 15, then about 10. what i'm going toshare with you today is really five essential areas that, in the final analysis, this iswhat it came down to. and i think you recognize some of these things from some of your ownsituations.they are not unique or novel, and understand this is not a second sermon onthe mount that i'm going to give you. this is, though, from our experience in our schoolsystem, research that we've done, as well as thoughts on what really represent the elementsof very good education, i think, whether it's
at missouri state or whether it's washingtoncounty public schools or wherever it is.so the first area is delineating your outcomes.that's extremely important. knowing where you're headed, knowing where you want to windup.stephen covey says, "begin with the end in mind." that's a very, very key concept.you can't tackle everything. you can't have everything as a goal and everything as a mission.it has to be very refined. it has to be very focused. and you have to have very, very clearoutcomes so you can work toward those.these are some of the key elements in this areaof delineating specific outcomes. i love this line: "if you don't know where you're going,you may not wind up where you want to be." that's sort of a paraphrase that the rabbitsays to alice in wonderland before she goes
down the hallway after him. and if you don'twant to go down the hallway after the rabbit, you do have to know where you're going, andyou have to specify your outcomes very clearly.we also wrestled a lot with, 'what will successlook like?' how do we know we're successful? it's not just about numbers, because one ofthe things we were trying to do in our school system is change the culture of a community.washingtoncounty sits between two very large mountains in the western part of maryland. and becauseof that, for centuries, really, the whole area had a geographic isolation that eventuallyled to cultural isolation.you couldn't get in and out of there. there are some very severewinters, snowstorms, ice storms. and it was really only until the early 20th century whencars were invented and people became mobile
that washington county was discovered andthe citizens of washington county began to discover others. so there were really centuriesof this isolation. it was also a working-class community. it was a factory town up untilthe '70s. education wasn't valued because somebody could come out of high school andearn $20 an hour on the line at fairchild industries in the '70s. and they laughed atteachers who were then working for three bucks an hour.but that all changed. as you've seenprobably in springfield, st. louis, areas of missouri, and i dare say across the country,the rust belt happened. all the industry disappeared and it left washington county without an identity,not really knowing where it belonged.and it's really only been in the last decade, withthis cultural shift, that people have begun
to see that they can get involved in new careers,that other things can happen, and there's been an economic revitalization in the community.sothat in itself began to spur the outcomes where we wanted kids to be able to be so thatthey could leave the community and get jobs or bring jobs into the community where wewould have students trained and educated enough to take, because that was a problem in thepast.but the key here is 'shared central values'. i think in order to really accomplish anythingsignificant, whether it's in a family, an organization, some kind of institution, theshared central values are very important.placing an emphasis on values, and this is what wedid. we had many discussions about, 'what do we value? how does that translate to anoutcome? if we have these outcomes, how can
we reach them?' many, many conversations aboutthis... this was kind of a year-long process... to everybody get to the point where we hadagreement about where we are headed, what our outcomes should be, and then the sharedvalues that told us, 'this is the mission. this is where we need to be'.a second area,and i'm going to devote a little bit of time to this. there's a couple of areas i wantto focus on more than the others. this has to do with developing people, because in theschool system, just like here at missouri state, all work is done with and through people.essentially, the outcomes have to do with people.students actually in the school system,it's sort of a weird phenomena that i pondered one day that students are both the productsof a school system as well as the customers.
there are very few situations that are likethat. they're products as well as the customers. and that calls for very unique kinds of things.butwhat we discovered very quickly is that because the education business, if you will, is aboutpeople, that we had to develop our own people in order for us to be able to achieve ouroutcomes. and in order to do that, everybody had to be developed so that they could contribute,and if they didn't have the skills for a particular area, that we needed to develop them so theywould have the skills.essentially, it came down to everyone needed to be a leader. aleader of themselves and a leader of others.for example, we have 1,700 teachers in the schoolsystem, and every single one of them needed to be a leader in order to have the schoolsturn around, because they are the main people
in our schools, and if they're not leadingthe change, it wasn't going to happen. so a lot centered around leadership. and 'managingversus leading', what that all meant. i'll get into that in a minute. everyone beingin the right place in the school system so they could maximize their potential so thatwe could reach our goals, and how this played out basically was in developing our humancapital. it was us, our people, our staff, just as here at missouri state, that's whatyou mostly have. if you're students, you have the people who come together in the team tocreate what is missouri state university.and i love this phrase: "95% of my assets driveout of the gate everyday. it's my job to bring them back." that's definitely how i felt assuperintendent.it was my job along with teams
of people to recruit, develop, reward andretain because once we had recruited and developed people, we needed them to stay with us becausewe had invested so much in them and they are understanding the mission and sharing ourvalues.i believe this very, very strongly. no matter what organization you have or whatkind of an institution, effective leadership is the key. but perhaps i might have a slightlydifferent definition of leadership than you have, so i'll share with you the definitionthat we came to on our school system.part of it was that everyone had to have the skills.and we use very much the 'climbing mt. everest' because that's how we felt when we startedout in this 'good to great' journey, in this 'seeking a world-class public school system'journey, that we were climbing mt. everest.
we were going from the very low levels andour goal was to get to the summit.so everyone needed to have the skills. if you've everseen any documentaries about people who have climbed mt. everest successfully, it's cross-teamtraining. at any point, if somebody's injured or if there's an issue, someone else can takeover. everyone can lead the team, and that was our concept and that was our notion aswe proceeded. so we expected all people to understand the vision and be able to leadit.we helped people to develop the tools and the ideas so that they could lead the teamin all of their areas of responsibility. teamwork was essential in everything that we did. andthe effective supervision may seem like a no-brainer, but that was very, very importantbecause what we found, it tends to be lethargy
in school systems where people go on fromyear to year and they get excellent evaluations, never a negative. people react very stronglyto a negative in academic environments.and what we found was giving people some realfeedback was extremely important... to respect them, to give people some real feedback sothat they can grow. you're respecting them.and we developed a whole culture of supervision,an honest devaluation. that doesn't mean brutal. it means, 'here are the goals we have in thesystem. here are the specific outcomes with high school, middle school, elementary, andhere is where you are in all of that, your particular role, and these are the skillswe want to work with you with so that you can lead the team at fourth grade, eighthgrade math, high school english, whatever
it is.'so what we did is we developed a teacherleadership responsibility program.i will confess to you that i tried very hard to negotiatewith our union a 'pay for performance' and a teacher career ladder. i was not successfulin doing that. it's interesting now that that's what most of the school systems across thecountry are wrestling with and trying to do, and that's why you're seeing on the newspaperall kinds of union wars, governors battling with unions, superintendents battling withunions because we're right in the midst of that now.and i have to say, the aft has reallysigned on with arne duncan and a number of people in accepting pay for performance. we'retying, really tying, teacher performance to student performance. how that's going to playout ultimately, i don't know. nobody has the
metrics for that yet. everybody is workingon it across the country. the nea has been a little more resistant. â so not being ableto do that, and realizing i had 1,700 teachers and their leadership was extremely importantin this turnaround, it wasn't going to happen if the teachers weren't leading that. we developeda teacher leadership responsibility program that basically rewarded teachers for initiatingprojects, giving them leadership opportunities to improve student achievement coming fromthe grassroots.and as a result, it's worked incredibly successfully. teachers have comeup with the most innovative programs to support students who are low-performing, all kindsof intervention programs before school, during school, after school, saturday schools, evensunday schools partially involved with improving
student performance in the county.and that'sbecause we said to teachers, "we'll compensate you for dreaming up ideas and leading them."what a unique idea. [laughter] and it's worked extremely well. all kinds of really excellentprojects have come as a result.we've also done a lot of leadership training with teachersthat people wouldn't typically. there's a lot of staff development that goes on in aschool system, but leadership development of teachers is something very different.andby the way, anything that i mentioned today, if you have an interest in pursuing anything,because for almost everything i'm mentioning there's a report, there's reams of stuff,there's stuff i can email you out... if a particular thing piqued your interest, becausebehind everything i'm saying was a year or
two or three or four years of work to getthere and various kinds of things that are on paper.the other thing we wrestled withis developing the leadership team of the people who were supposed to be the leaders of theschool system.when i arrived in washington county in 2001, what i found was people whowere excellent managers. it's a conservative community. people conserved money. they werevery afraid to take risks, afraid to spend money. and as we evolved in this process,we realized that people needed to gravitate from being very good managers to being leaders.we looked again at jim collins and what jim collins says. and if you go clockwise, hesays he puts lincoln as the greatest leader that he believes he knows, because he believeslincoln saved the country. what he calls great
leaders he calls them 'level 5 leaders'. andthis is how he defines level 5 leaders so that i've stuck in a little bit that wouldbe more pertinent to a school system.but this is a very key thing that they're ambitiousfor their institutions, not themselves. and i think all of us have worked for those leadersthat are more the quiet leaders, the people who really are concerned about the organization.it's not about their own visibility, it's not about who they are and getting press coverageand all that kind of thing. but he says, "lincoln was really concerned about saving the country."that was a sincere and very deep thing with lincoln.also, jim collins says that they securesuccess for everyone, in this case, each student in each setting. so these level 5 leadersare very concerned that each and every single
person be successful, be they the custodian,the bus driver, the secretary in the school, the student, whomever, all successful withinthat organization.this is a really important one. channeling ego needs away from themselvesso that others can thrive and others can shine. a very key concept. and by the way, if youhaven't read "good to great", i highly recommend it. and a lot of these concepts are just amazingto me and just a lot of the things in the stories that are in the book in "good to great"ring so true, and that's why people keep going back to that book and referring to it. many,many great ideas, especially on leadership.they develop other leaders, they distribute leadershipand share power. that's a key concept. if we wanted to really turn around our schoolsystem, not only that everybody had to be
a leader, everybody had to lead themselvestowards the mission, but everybody had to share power. it didn't just reside in thesuperintendent, it didn't just reside in the principal of the school. everybody could sharethe power so that they could move forward in their own attempts at leadership to improvethings.and then the focus on the larger goals. that, to me, is a very key concept. and that,to me, is a mark of the top leaders for whom i have worked. they're always bringing youback and focusing you to the larger goals. they don't get stuck in minutiae, some ofthe petty things that you see in day-to-day organizational structures. focus on the largergoals.so how do you do that? i'll give you an example here. do these guys look familiarat all? the guy on the left? think bp. coming
to you now? the guy on the left is tony hayward.he was the guy who was the ceo in charge when the oil spill happened in the gulf. and youmay remember him being on television and the famous phrase when they were asking him aboutthe oil spill and how long it had been going on and how long this is going to happen andwhy aren't you cleaning it up. he says, "i want to clean it up. i want to get my lifeback."i can't imagine a ceo of a company saying something like that. here are people losingtheir livelihood, ruining the beaches... and i talked to a woman here who's from louisiana.you can barely even walk on the beach even now. the beautiful beaches of louisiana andthey're still ruined.â enter the guy bob dudley, the american. he was the brit, the american.he was the cfo. good manager by all accounts,
until he hit his crisis. enter bob dudley.he was on the beaches cleaning up. he was there showing empathy for people. he was veryconcerned about people's livelihood and showed it. manager. leader. when the manager hithis first crisis, he couldn't lead the company out of it. so what are the differences betweenmanagers and leaders? and as you see this, be thinking about people that you work with,you work for, you've worked around in terms of these managers versus leaders. peter druckersays, "managers do things right. leaders do right things." so as you look to this leftside here, this is basically where i think our administrative staff was in 2001 in washingtoncounty. and what we needed to do was to gravitate everybody and develop them toward the rightside, because in order for us to turn around
our schools, not only leadership but all levelsof the organization... but certainly the administrative staff, the officially designated leaders...needed to be doing the right things.it's interesting that when you make some very, i would say,decided change, for a while there is a chaos. you don't want the chaos to last too long.that's not good. then you'll see what i saw when i arrived in baltimore city, which atthe time i went there was the second-lowest-performing city school system in america. i was therefor three years and was tapped to go in there and help with the turnaround. terrible chaos.but a small amount of chaos is ok until you've reached some kind of equilibrium.this is veryimportant: maintaining the status quo. that's what managers do, and you count on, you wantyour cfo to be a good manager. that's the
person you really want to be the best managerand a leader. but you want to get things done. conserving resources, again the cfo shouldbe good at that, but you want to spend money in order to accomplish certain things, andthen gravitating from just evaluating productivity to really supervising and developing people.ok.this led ultimately to many discussions and then the notion that we really wanted to movetoward a culture of high expectations, no excuses. and these are some of the ways inwhich this was played out.it was extremely important that we hold standards at the topof our list, because it was only through very high standards and high expectations for ourstudents and for ourselves that we knew we were going to evolve to a world-class publicschool system.and this is some of the ways
in which it happened. the board passed policiesthat really supported the high standards. the code of conduct, for example, was notyour typical behavior code that usually goes, 'if you do this, this will happen to you.''if you do this infraction, you will have this punishment.' it was really more phrasedin positive term of, 'this is the way we expect people to behave in our schools. this is thestandard of good behavior,' which eventually, by the way, gravitated... i was very interestedto see dr. forni was on panels this morning, because we've adopted his civility initiative.butit was also in dress code. it was letting kids know this is an academic institution.you don't come to school in flip-flops and your pants hanging down your back and a tubetop. that's for the beach. this is an academic
institution and this is the way we're goingto do this.i was roundly criticized for that one in the paper. it wasn't my idea, either.staff felt strongly about this. but our feeling was that even if it was impossible to reinforce,there was still the notion that we care about the way you look, and that's part of the totalityof high standards in an academic place.the academic integrity policy. i was at a meetingand a teacher approached me and said, "you know, dr. morgan, you're talking about highstandards and high expectations for kids and they're cheating like crazy. how can you havea place of high standards when there's rampant cheating going on and text messaging to tellpeople answers and all kinds of things?" i'm running a little late. i'll try to move fast.sowe put in a policy of academic integrity.
this may sound again like a no-brainer, butit was a very novel concept at the time, and it's been extremely effective. and kids werefortuit to other kids and there's been a good policing of it, and i think it's really helpedraised the standards, especially in areas of english where there was a lot of plagiarismand things like that.an anti-bullying policy, which led to our choosing civility in allof our public schools. and we got our chamber of commerce involved, we got all the localbusinesses involved, the local library, you name it. everybody is in on this civilityinitiative. and that was the logical next step to high standards of behavior, to highstandards of dealing with people, to stamping out bullying and so forth.another thing wedid was we standardized how we looked at classrooms.
the typical school improvement process ison your left. i won't go into detail with this, but just for you to know that we gravitated,for example, from a kind of on-high telling teachers how we do things in classrooms tohaving it from the grassroots off of teachers at grade-level teams developing their ownschool improvement, their own school improvement plans, their own notion of what would improvethe work that they do, what would take it to the next level.and we've followed thatmodel very closely, and i think this is one of the most significant things that we didto improve classroom teaching to help create effective teachers.ok. this is, i think, nextto leadership, the single most important area: to monitor what's important to the system.and the concept goes to data-driven decision-making,
but it isn't just all about data. but datais a very, very important piece. it's very hard to monitor if you don't have metrics,if you don't have tools by which you can be very specific not only about what you're lookingat but what's actually happening.in the final analysis, it's about mastery. just becauseyou've taught something, it doesn't mean it's been learned. just because it's been learned,it doesn't mean it can be applied consistently. and that's what we were trying to get at,a total mastery.we've created positions that would help us do that throughout the system,and i'll share that with you, but a strong focus on achievement outcomes. very strongfocus on the outcomes, this very last bullet point.so, i love this phrase: "it is aboutpaying attention." if you delineate your outcomes
and you want to get there, if student achievementis really important, you've got to pay a lot of attention to it. whether it's a familyor a big organization, you can't pay attention to everything all at once. so you have todetermine what are the things that are really key here that will get us to where we wantto go. paying attention.i love this phrase. john wooden had tons of them. but just becausethere's stuff going on, the beehive of activity in the classroom doesn't necessarily meanthat there's achievement going on, that there's good teaching going on, a good learning goingon.so what we did was we created a system where teachers could monitor their own performanceand their own student performance easily sitting at their desk, at their computers, not withsome fancy system delivered to them directly.how
did we do this? we did this through a real-timesystem with primary colors that would then just light up the screen where the teachercould know immediately. you don't even really have to know what the colors mean, but youcan see right off the bat and you can detach the numbers to know that red are studentsthat are performing below grade level, the yellows are students that are at a proficiencylevel, and the green, which eventually became blue, are at both proficiency level.not onlywas this something required with no child left behind, because we needed to monitorwhat was happening with students in order to reach that 100% proficiency by 2014, butthis was the thing to do if we really wanted to be sure the kids were mastering as theywere going along. a very, very key thing in
the school business, because that's what we'reabout. student achievement.so i'll just quickly go through these formats to show you whata teacher can see at his or her desk that tells them very quickly. you have all of thestudent names here, for example, and the teacher can look these are the objectives in the curriculum,and this actually shows you the mastery levels. in some cases where you see something likethat, it hasn't been taught or introduced or something like that.this is a cohort analysis.so as the area superintendent, i could look at this and i could see why is the group ofstudents in this one particular school where they're very similar demographics, very similarbackgrounds, performing so well, and in another case they're not.comparisons, which were very,very valuable because you get the stories,
then, behind the numbers to know. here isone we had, a benchmark test that told us, again, the mastery. so these are comparingdifferent high schools which told us again the mastery of various groups, the sub-groups.each, again, is required under no child left behind.this gives you an objective in thecurriculum, a very specific objective. paying attention. you can see very quickly wherethe areas where a majority of our teachers, for some reason or another, were falling down.we need more development in that area. maybe the test item is no good. it helped us toreally pay attention to various elements in the system.again, a snapshot of the studentperformance by objective. this is one individual student. parents who come in for a conference,they're shown all of this. it's very transparent.
there's no secrecy to it. "this is how yourchild has done." if the child is not performing at a proficient level, these are some of theinterventions that we've provided. that's all coded now in the computer system. we havea very good profile for every student.again, this shows you graduation status. marilynpassed a few years ago a high-stake test for graduation. they have to pass a test in orderto get a diploma. i supported it, by the way, because i feel that we needed to give thetaxpayer an assurance that when a child gets a diploma in the state of maryland, they'vemastered 10th grade-level material. it's not a very high bar. it's not ap. but we can sayto the taxpayer, students have mastered that level and we're handing them a diploma.so,i'll just go through that quickly. this is
a specialized position that we created. thisis a person that works not only with students, with teachers, administers interventions,sits alongside of teachers. there's coaching. this is a master teacher. and there's coachingwhere there are issues with groups of students or where we need to give more attention. thisjust quickly gives you a job description of some of the things this person does just inthe literacy area, for example. these are dashboards that we would provide there onthe website. a citizen could go on the website, anybody, and see how we're performing on amonthly basis. these are monthly things, graduation status, attendance, given to the board ofeducation, to people in the business community, because i feel that it's very important toshare this, and it also reinforces the paying
attention for everybody in the community topay attention to what's happening.ok, last. the innovations that can yield returns forstudents. we took risks. there wasn't a lot of risk-taking in the system and we recognizedthat we needed to take some risks to make, in some cases some very aggressive changes.not a lot of those, but some aggressive changes in particular areas. i will just highlighta couple of things.one of the things we did was what we called 'zero-basing' schools,which is somewhat of a model nationally. we did it in a slightly different way where weasked all of the teachers to reapply, we changed the principal, and started almost in a wayfrom the ground up. and these are our schools that were extremely low-performing and basicallyweren't improving at all over a period of
three to five years. but we needed to movethe organization to where it needed to be.and we also developed differentiated pay systemsfor our principals. if you're interested in that, i can give you a lot of detail. butthis is where we came from, and the student entering in this fall 2010, what they havein programs and options and opportunities as opposed to 2002.with almost every singleone of these, i have to tell you that it was like climbing mt. everest to put in magnetprograms for elementary kids, to create magnet programs, for example, at the middle schoolswhere we didn't have any before and many people felt they weren't needed, and especially atthe high school was our answer to vouchers and was our answer to choice, that basicallycreate all kinds of exciting magnet programs
at the high school level, and some of themaren't even listed here like the ib program that i understand you have here in springfield.it's a wonderful program, but all kinds of options for kids. but the options are hallowunless you have opportunities to really develop talent. this, for example, is the high schoolfor the visual and performing arts that we created. a local business man donated thebuilding in memory of his wife, who had been an art teacher in the county and died at ayoung age of cancer. so there's a really beautiful element to that.but we took this very derelictbuilding, which you could see all the way on the left. it was the first air-conditionedbuilding in hagerstown in the 1950s. and that's where it is on the right today. they just,by the way, put on phantom of the opera. now
i swear it was like broadway. i know i'm prejudiced,but amazing talent resides in this school. it's a 300-student school. some people willcall it like a 'boutique' high school, but this is direction that we've gone to.specializedprograms, academies, magnet programs that played to the talents, that gave kids choice,gave parents choice, and believe it or not, staff choice. there are teachers that comein here at seven in the morning and they leave at one in the afternoon, two in the afternoon.there are teachers that come in at noon and leave in the evening because kids need rehearsalsand practice after school. very different model.it was an old elks meeting lodge, bythe way, and this was the secret elks meeting room that now is a dance studio. what a transformation!but this gives you an idea. this is a transportation
system. choice without access, again, is alsohallow. so a student now can go from the extreme western end of washington county, get on abus, an hour later they'll be at the magnet of their choice. very complicated system.a lot of people said it couldn't be done. we took the risk. we spent the money. thisall costs about $300,000. money well spent because now any student can go to any highschool. that of and by itself has increased our graduation rate tremendously, becausekids have chosen. again, a no-brainer concept. chosen to be there. this is the formula. theseare the things we did which we think created return on investment for the taxpayer.thefinal slides, i want to show you these trend-benders, because i think it will kind of tell the storyof, for example, where we were. farms, by
the way, is free and reduced priced meals.it's not kids who live on farms, which in missouri i know there's a lot of them, andactually in our area there are still quite a few, too.but this sort of tells the storyof where we were. for poor kids, actually. i'm just giving you some snippets becausei can't give you all the slides. it's too many. but just to give you an idea of howwe bent the trend in terms of the initiatives and the focus and the really paying attention.thisis one that i'm particularly proud of. very few kids were taking ap. and you can see,this red line by the way is a trajectory of where we would have been if we had followedthe same path, and this blue line actually tells you where we've gone to, so that wehave bent our trend.this is another ap slide
in ib that tells you and it's debunked themyth 'the more kids that take ap, the lower your scores will be'. uh-uh, ain't true. ifyou have the right preparation on the part of the teachers, if you have the right expectationson the part of students, there's a lot of kids that can have access to ap. it's notjust for the elite and can do well.this will show you the schools that we zero-based, wherewe asked all of the teachers to reapply for their jobs and we changed the principals.i thought you would be interested in seeing the performance after one year in the school,which has been startling. we didn't change the poverty. this school is a 92% povertylevel. we have a huge penitentiary in our community. daddy's still in the penitentiary,mommy's still a junkie. we didn't change the
parents. we didn't change where they live.what we did was we changed the attitude and the expectations on the part of the stafffor these students who were very poor.there tends to be, sadly, lower expectations forpoor kids. i certainly learned that in baltimore city. and kids who are very capable, really...i don't like the term 'at risk' because what poor kids are mostly at risk of is poor teachingand low expectations. that's what they're at risk of, and nothing else. and i've learnedthat from my experience.this is another school that we zero-based. still struggling somewhat.hoping to see the test scores this year they'll turn around under the no child left behind,but you can see it's been rocky road there.this is another school, low-performing, high-poverty,where they've come to. this is one i feel
really good about. this is actually a veryaffluent school. it's in a very affluent area of the community. and you can see where kidswere performing. these are special ed kids, students with disabilities, swd, and you cansee where they have come to because of focus, paying attention to that area. they were doingbeautifully otherwise.these are latino students. i thought you'd like to see this, and againdebunk the myth that the more kids you have taking the test, the more latino kids youget in your system. and these students all virtually live in poverty. we do not havea middle class hispanic population in our county. and this will show you how they havedone, where they've come from in 2003 and where they were in 2010.this is what it'sabout. turning around schools so that each
student can become what they're capable ofbeing.on any given day as superintendent, i'm still a recovering superintendent... stilllooking over my shoulder... but on any given day, you realize when you get into that job,you wear the bull's eye on your back. it doesn't go away.if you want to contact me, pleasefeel free to. i also have cards that i will hand out. i'm fearful i exceeded my time.i would love to take some questions, though, in the time that's remaining.fire away.i noticedthat when you were showing your hispanic results, there were some really dramatic peaks in therejust at regular intervals. can you address that?the reason why is the populations werevolatile, because we started out with very low populations of hispanic students. so youmay have been testing 20 students or 40 students,
and from year to year you're going to seea lot of volatility because one kid or two kids can skew the data. those of you who workwith data know that out there. as we got larger numbers of students, the populations weremore stable. larger numbers of kids, it wasn't as volatile. that's why. it's a statisticalkind of thing.other questions? thoughts? comments?with teacher tenure, how did you get around andhave everybody reapply for their jobs?we negotiated that with the union. that's a really goodquestion. we did negotiate it with the union. the teachers got paid extra. what we did withthe schools that we restructured is we lengthened the day by half an hour and we paid the teachersfor that. and the reason why we didn't lengthen the day for students is that what we neededto do is give the teachers an opportunity
to talk about kids, to talk with each other,which they didn't have during the day.and as a result, in a lot of the schools, theyaggregated their times. they would meet like on a wednesday evening for two and a halfhours and do staff development every week. and it worked really well.if you lengthenthe day for students and you ain't giving them good stuff, you're just giving them moreof the bad stuff, it isn't going to make any difference. lengthening the day for teachersenabled the teachers to really, as a professional group, plan things differently for kids, andit's worked really, really well. the proof was in the slides i showed you.a lot of thethings you showed look like they needed a lot of reorg-ing and building of things, andlengthening the day and all that stuff i feel
like cost a lot of money. you said you hada lot of support from the community. i was wondering if you got more tax revenue to dothis or it was just reallocating district resources?that's another good question. itwas reallocated for the most part. washington county, even now, i think, ranks in the bottom25% of what it spends per pupil.â so mind you, we've gone from being one of the lowest-achievingsystems in the state to one of the higher-achieving in certain areas. and we've done this on aper-pupil allocation. when i took over the school system, we were dead second to lastin what we spent per pupil, and also second to last or last in what we paid our teachers.ibelieve there are some very severe situations happening right now, so there are exceptions.so i have to qualify what i'm saying. most
school systems have enough money. it's a matterof reprioritizing. most of us, and i will include myself in this group, are reluctantto let things go in favor of other things that we need to have. and that's what we finallycame to. these programs have to go because after years or really not producing, thesepositions have to go in favor of the things that we really need. for example, the studentachievement specialist that i flashed up on the screen... it is like a coach of teachersand works alongside with students... those were former reading teachers. because ourfeeling was, if reading teachers were having an impact on our students, why are readingtest scores and reading abilities so low? so we restructured all of those positionsinto student achievement specialist. it's
a reallocation. like they do in the military.if i had a war in afghanistan, you've got to move your troops from someplace else. that'skind of how we operated.it's a good question. thank you.could you elaborate on what youdid with early childhood education in your schools?i'm sorry, with what?early childhood.oh,early childhood. well, we said from the beginning, and i'm a big believer in this, you have tohit it hard and hit it early. a lot of focus on early childhood.one of the first thingswe did was we cobbled the money together to create our first pre-kindergarten programs,then our first full-day pre-kindergarten programs. now all of them are full-day and all of thekindergartens are full-day, because you've got to begin there.we brought in some outsideproviders. i didn't mention this, but i really
believe that in order to turn around yourschool system, you have to work with all kinds of partners. we brought in an outside person.for example, for pre-kindergarten, i called the children's literacy initiative. we nowhave kids coming out of pre-kindergarten reading and writing, at under four. we've had to totallyredo the kindergarten curriculum and first grade as well. the whole early childhood sequencehas totally changed because kids are coming out of pre-kindergarten reading and writing.extremely important to build that foundation. and everything else works off of that.yeah.ilove your passion. there has been a number of leadership panels through this conference.for you personally, what got you on this path and what made you believe that you can createchange?some of it really is in my background.
i'm a first-generation american. my parentswere not born here. they have limited education and they came to this country not speakinga word of english. my parents never, ever, ever once came to school for conferences oranything else. they couldn't afford to. they were hourly employees. it was teachers whomade the difference.it was teachers that didn't hold it against me that my parents wouldn'tbecome involved, which i think is just a big excuse that people use. because if they had,i wouldn't be standing here in front of you today. and it was teachers who developed mytalent, developed my potential, and even though my parents didn't speak any english, theystill reached out to them to tell them what i needed, what i should be doing, etcetera.and i think it started in those early days.
but like a lot of people who are in maybetheir field a long time, you can lose the passion after a certain period of time. forme, it was rekindled when i was tapped to go in to baltimore city, which was then thesecond-lowest-performing city school system in america behind new orleans.i inheritedthe educational equivalent of the titanic. and what i found there was kids who deservedthe chance, who were very bright, who could've made so many things of themselves, and reallyall they had there was low expectations.so that rekindled my passion. and when i leftthere, i was able to bring some of the ideas, some of the things we tried out in baltimorelike zero-basing schools to my new assignment, and whereas in baltimore because it was sucha dysfunctional system initially, we planted
the seeds, many of them didn't grow very well.i brought them to washington county, planted the same seeds, and they grew.but sometimes,it takes changing your situation to make you get that passion up again.thank you so muchfor coming.thank you.[applause]
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