The Power in "Believe It Or Not, I Care"

The Power in "Believe It Or Not, I Care"

By Aaron Hale

Director of Dual Credit & Honors Experience

Lake Land College

Ph.D. Student

Department of Educational Leadership

Bayh College of Education

Indiana State University

 &

Ryan Donlan

Assistant Professor

Department of Educational Leadership

Bayh College of Education

Indiana State University

Imagine this child’s scenario . . .

I just moved to a new town this week . . . again. 

My dad’s an environmentalist for some big company, always on the move, which means, I’m always on the move.  And of course tomorrow’s the big day, another first day of high school. 

I’m nervous, so nervous that I cannot sleep.  I wake, but now I’m nauseous; I cannot eat my breakfast. 

My dad offers to drive me to school.  We pull out of the drive way, I look out the window, dreading for that moment when I have to walk in those doors and be, “The New Kid”, again.

  Dad drops me off at the front door, gives me a reassuring nod and wink and says, “You’re going to do great.” 

I walk up the stairs, slowly open the door and awaiting me, to my surprise, is a smiling face.  A senior.  He holds out his hand to shake mine and says, “Hi, I’m Brad.  You look lost.  I’m a student mentor here.  How about we find your locker and I walk you to class?” 

A wave of relief came over me; I nod “Yes,” crack a smile, and know that I’m going to be okay.

Educators in America are doing an incredible job raising and protecting our youth, yet are doing so with myriad challenges. 

The demands placed on school children today far transcend those that are academic, as their developmental needs often go unattended at home.  It is with this in mind that our best educators stand vigilant to unearth the needs of children that lie far beneath their outward veneer, and then do something about it.

Once such need is that of “self,” the self that is striving to maintain coping and resiliency through life circumstance.

King, Vidourek, Davis, and McClellan (2002) stated that self-esteem, perception of a positive school environment, and peer and family connectedness help students develop appropriate coping skills and decrease negative health behaviors.  We would argue that self-esteem creates some of the necessary building blocks to enhancing children’s self-efficacy, which allows them to transcend societal messages that one’s potential is determined by one’s lot in life dealt per status or circumstance.  Rather, efficacy allows one to believe that through hard work and a self-belief, success and happiness are possible.

Even through adversity, loss, and tragedy.

A focus on the care for the comprehensive needs of children is what we would like to highlight in this week’s Ed. Leadershop, illustrated by way of example in a particular program.

It is Sandy Austin’s, Believe It Or Not, I Care (B.I.O.N.I.C) program (2004).  

Through its influence, students all across the country are supported and encouraged, and as a natural outgrowth, are “stepping up” with peer mentoring. 

This program was started by Mrs. Austin at Green Mountain High School in Lakewood, Colorado 12 years ago in response to four student suicides at her school.  This student-led program helps students and staff through truly trying times.

While there are many variations of the B.I.O.N.I.C. program, at the core, four teams exist: Freshman, Transfer, Extended Illness, and Grief.  The Freshmen team matches up one Junior or Senior mentor with four freshmen mentees.  These students meet every Wednesday at a reserved table for lunch.  The Transfer team is comprised of a one-to-one ratio where mentors and mentees meet once a month for a free pizza party.  The Extended Illness team has mentors visit a mentee in the hospital or at home in order to provide companionship and to review missed classwork.  The Grief teams have several student mentors and at least one teacher drive to a home of a grieving student or faculty member, delivering a pie at the door, and saying brief condolences.  Grief team mentees are selected by having an anonymous peer put the grieving student’s information into one of four private lock boxes that a counselor will check discretely once a day.

While schools are welcome to make this program their own, a purely designed B.I.O.N.I.C. program is structured as illustrated above through the use various sub-teams.  Each of these teams has student mentors that have a specific interest or innate ability to work with peers who are struggling with fitting-in, bullying, homework, extended illness, loss, or tragedy. It comes first with adults doing their homework to ensure that the best boots are on the ground, of course.  Students are chosen through an application process, through instructor letters of recommendation, and through summer training.  These students take the task seriously and are genuinely interested in helping their peers. The benefits are in turn symbiotic, as the mentors grow socially and emotionally through the process (Blad, 2014).

One might say that this could transcend a school’s academic mission.

Thank goodness!

            In the years since its inception, we hear that over 800 schools with 100,000 students worldwide have worked to start their own, similar programs, if not to replicate hers.  After one of us reached-out to Mrs. Austin, we were better able to understand what is truly going on here.

            Ironically, a “Mrs. Austin” started this initiative.   

Those of you who have nearly a half-century in treadware probably remember a Commander by the name of Steve Austin, a television astronaut, played by actor Lee Majors in the 70’s series The Six Million Dollar Man.  Seeing him strapped to hospital instruments at the show’s beginning each week (barely alive after an aeronautics accident), we would hear a voice-over saying something similar to, “We can rebuild him . . . Make him better than he was before . . . Better . . . stronger . . . faster.”   

Steve Austin received bionic legs, a bionic arm, and even a bionic eye.  He then used his super-human powers to make our world a better place, flanked by a supportive team that offered camaraderie and a warm family feel, even if in a governmental agency. 

It’s really very similar to this B.I.O.N.I.C. program.

Surgeons . . . superpowers . . . warm feelings in a government agency.

            In Mrs. Austin’s school and others with similar practices, teams reach out to those having difficulty, from challenge to tragedy.  They then perform the necessary surgical procedures to stop the bleeding and promote healing, and as well, to offer a sense of camaraderie during the healing process.  They might even save the world, from time to time, for a child.

            I’ll bet in receiving such kind attention when needed, recipients may understand the need to pay this forward, as well.

To us, it is incredibly noteworthy that with schools today judged almost solely through factors of academic achievement (How often do we see one’s being kind, caring, and considerate on a school’s report card?), that ANY program would take so much time to focus its attention on the value of students’ helping students. 

It is an example of a positive belief in the efficacy of the next generation to develop a caring perspective and the skills to put that to best use.  B.I.O.N.I.C. is Mrs. Austin’s gift to students everywhere, and with it, students are paying it forward by accepting the challenge and “stepping up” with and for their peers. 

We might all pause for something non-academic, uplifting, and assuredly bionic.

References

Austin, S. (2004). Believe it or not, I care (B.I.O.N.I.C.). Creating a more caring climate in           schools worldwide. Retrieved February 10, 2016, from http://www.bionicteam.org/about/

Blad, E. (2014). Schools explore benefits of peer counseling. Education Week, 1(15), 11-14.          Retrieved February 15, 2016.

King, Vidourek, Davis, & McClellan. (2002). Increasing self-esteem and school connectedness through a multidimensional mentoring program. Journal of School Health, 72(7), 294-299. Retrieved February 15, 2016.

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Aaron Hale and Ryan Donlan believe in the potential of our younger generation not only to let us know what it needs, but also at times (when we’re a bit short on ideas of what to provide), to help fill the voids and make a positive impact on its own generation, and generations to come.  If you would like to join them in their unabashed support of a brighter tomorrow through tapping the best resources of today, please be encouraged to contact them at ahale16@sycamores.indstate.edu or at ryan.donlan@indstate.edu.

Students as Repeat Customers?

Students as Repeat Customers?

By Kyle A. Thompson

Assistant Regional Superintendent

Regional Office of Education #11

Charleston, Illinois

Doctoral Student

Indiana State University

&

Ryan Donlan

Assistant Professor

Department of Educational Leadership

Bayh College of Education

Indiana State University

Imagine this scenario:  You walk into a car dealership and are promptly greeted with “Hey there!  How are you doing today?  Anything I can help you with?” 

A salesperson connects positively with you upon arrival and enthusiastically assists you throughout your entire car-buying experience.  You leave feeling the customer service you received was excellent, knowing you got a great deal.  As importantly, you leave planning someday to return!

Now, picture this:  You walk into a car dealership without the immediate affirmation.  Folks are here and there, but no one connects.  You wander aimlessly for a couple of minutes until you have ask for help, begrudgingly interrupting someone in an adjacent office to the showroom.  You never really connect with the staff; in fact, your buying experience is a bit burdensome.  You leave thinking you’ll probably not return, good deal or not. 

Have you given any thought to your last car-buying experience? 

What was it like when you entered the doors of the dealership for the first time? 

Car buying can be a bit intimidating for some; to others, an enjoyable experience.  What is it that makes the difference, for you, between feeling invited and intrusive, or feeling comfortable or confused? 

One car salesperson that we know to be “The Best of the Best,” once remarked that the key to his success boiled down to one main thing: Repeat Customers. 

We know any individual can stop into a dealership, purchase a vehicle, and leave without ever returning, which can often be the case when seeing a specific vehicle in driving by the dealership that catches one’s eye.  Yet, would a dealership want the sum total of any given quarter’s bottom line, propped up solely by the sum of one-time purchases?  We would argue that drive-by purchases are certainly nice to have, but not sufficiently sustainable in terms of a business model.

They can supplant, but should not supplant one’s business plan.

Rather, it is when customers return to buy their second cars, or better yet their every car thereafter, that determines long-term success and sustainability. 

This is the case both in business and in P-12 education.

What if we looked at our students and families as if they were buying a car – Our schools as dealerships, selling opportunities for great qualities of lives?  How do we greet people upon their entering our dealerships every morning? 

Do they get the service they need? 

Will they be our repeat customers?

            The reasons people return to their car dealerships for another purchase is the same reason students and families return to our schools – or not. 

Trust. 

Relationships. 

Positive interactions. 

Peace of mind. 

The belief they are getting an all-around great deal! 

The belief that their needs matter.

How do we offer these?

First, by ensuring that students are treated from the moment they enter our showcase to the minute they leave with a world-class buying experience.  Most car dealerships have a lounge area with free popcorn and coffee designed to make the experience better.  Where is the commons area in our buildings that promote a sense of community?  What are we doing to go the extra mile? 

For some, the car-buying process can take only an hour or two, but for others it may take an entire day.  When we take into account online shopping, phone calls, test drives, and counter offers, it can be an exhausting day even if positive.  This is because all potential buyers bring different currencies with them to the deal.  Some have money to put down on a purchase; others don’t.  In addition, some are savvier in negotiations.  In terms of what they bring interpersonally, some are more open and flexible; others are more pensive or rigid.

Likewise, all students bring different currencies to school. 

Students learn at different paces and have preferred learning styles -- auditory, visual, kinesthetic, etc.  Some have greater abilities to bring something to the deal, which make teaching and learning easier on everyone (e.g. prior learning, academic aptitude, or home-fostered motivation). 

No matter the currencies brought upon arrival, it is important for us to be patient and allow students the necessary time to complete their test drives (formative assessments) in order to affirm what they have, listen to their needs, and seal the deal (pass tests, master the standards, or even better, learn things that they’ll remember).

            Similarities between schools and car dealerships are endless. 

According to Sinek (2014), “Customers will never love a company until the employees love it first” (p. 177). Sinek’s intention was not to make a direct comparison between business and schools; nevertheless, his work brings to mind the potential number of direct parallels between automotive dealerships and education, and thus, the probability that students could very well never love their schools until their teachers and others inside, DO. 

Check out the parallels we have provided in Table 1 below:

The World of Business & Automotive Dealerships	The World of Education and P-12 Schools
Owner	Superintendent
Sales Manager	Principal
Salespeople	Teachers
Service Department	Support Personnel
Customers	Students (and families)
Different Shopping Styles	Different Learning Styles
-       Online	-       Auditory
-       Phone	-       Visual
-       Test Drives	-       Kinesthetic
Buying takes 1 to 8 hours, depending upon what the buyer brings to the sale, and what the salesperson and finance folks can do with it.	Students learn at different paces, some needing more time to make their decisions; others needing more time for the schools to provide what they need in order to move on.
The economy’s influence on business and purchasing power of customers	The community’s influence on its schools and supports available to students
Team Atmosphere:  Sales, Finance, Service,	School Climate: Lesson, Support, and Relationships.
Business Philosophy and the Way Business is Done	School Culture
The fact that the atmosphere can be perceived as intimidating, or not.  Either way, car buyers have preconceived notions and prior experience.	The fact that the atmosphere can be perceived as intimidating, or not.  Either way, students and families have preconceived notions and prior experience.
No-obligation test drive	Opportunities to have positive experiences with lessons without an expectation that the grade on the trial, will be that entered into the book.
Warranty	School/Student/Family Compact
Don’t want a “lemon”	Don’t want THAT teacher who the principal has done nothing about for 15 years.
Standard vs. Luxury Package	The reality that there will be different outcomes, hopefully maximizing the return on what students and families are able to invest.

Of the many comparisons we make, the dealership owner may be a superintendent working behind the scenes to see that basic operational needs are met and paychecks signed.  The service department is the crucial support personnel our schools depend on to give you every fifth oil change for free.  It is our nurses, counselors and cooks who ensure our customers are running well on the inside. 

Let us always be sure to show those folks they are appreciated.

The sales manager is the steadfast principal working diligently to serve his sales force (the teachers and staff) and customers (students and families) in any way possible. 

As Buckingham and Coffman (1999) wrote in First, Break All The Rules, talented employees need great managers. They don’t mean managers in a sense that they count the absences and patrol the hallways; rather, the authors’ definition of manager is one who has an inside focus on the organization and takes care of the needs of the people.  Thus, it is the building principal who sets the tone for what the atmosphere will be like in all departments throughout the dealership.

Are we giving our students the equivalent of the ultimate car-buying experience, the luxury package?  After all, they don’t want a lemon, no matter what they bring to the lot, themselves. 

It takes the effort of everyone in the dealership to generate a happy customer.  So, we ask you: Would your students be repeat customers?

References

Buckingham, M., & Coffman, C.  (1999). First, break all the rules: What the world’s greatest managers do differently. New York, NY: Simon & Schuster.

Sinek, S. (2014). Leaders eat last: Why some teams pull together and others don’t. New York, NY: Penguin Group LLC.

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Kyle Thompson and Ryan Donlan encourage P-12 educators that in addition to students’ being, as some would argue, clients and products, that they are also thought of as customers as well.  This doesn’t necessarily mean that they are always right, but rather their needs are met to such a degree that their definition of right aligns with ours.  To be a part of this conversation, or even a repeat customer to such yourself, please don’t hesitate to contact them at kthompson@roe11.org or at ryan.donlan@indstate.edu.

Expanding THE WIN; Paring the Competition

Expanding THE WIN; Paring the Competition

By George Philhower

Assistant Superintendent

Western Wayne Schools

Ph.D. Student

Department of Educational Leadership

Bayh College of Education

Indiana State University

&

Ryan Donlan

Assistant Professor

Department of Educational Leadership

Bayh College of Education

Indiana State University

We have recently been struck by the thought that we need to get better at “doing school” with our students and families instead of “doing school” to them. 

Moreover, we need to expand THE WIN.

The trouble is that many aspects of school were not designed with students and families at the center of consideration.  In fact, some aspects of standardized school, as we know and experience it, can be counterproductive to ensuring all students succeed.  They even perpetuate losing.

Much of the work being done in schools these days is in effort to increase the passing rates on standardized tests.  However, this standardized (if not misapplied) approach is not meeting the needs of the non-standardized students that we serve, and ironically it is these individuals who must develop their abilities to create and innovate if they are to give our country its competitive edge.

National initiatives such as No Child Left Behind, Race to the Top, and/or the Every Student Succeeds Act, as well as our local efforts through various Response-to-Intervention (RtI) approaches, have reminded us of the importance of supporting all students, and we have seen some positive inroads as a result.  However, a well-intentioned focus on intervention often leads to discussions about what we need to be doing to students in order to “help” them achieve.  Before long it can become dangerously easy to begin seeing students as things-to-be-changed, or worse, as the achievement scores themselves.

We might rather consider that if our goal is to help all students reach their potential “to win” in P-12, we must ensure that they are active participants in the process, empowered in partnership, and that we do “with,” rather than “to.” 

The longstanding and tiresome, political popularity of standardized tests and our addiction (affliction) with accountability is perpetuating an unhealthy mindset.  It creates competition when collaboration would better serve our purpose.  In Indiana alone, we gained much perspective on accountability’s impact when last year’s standardized testing results were made public.  These results, as well as many other aspects of school the way we currently deliver it, do a good job of perpetuating the perception that the educational process must involve winners and losers.  Last year’s test results were a great reminder of the unhealthiness that exists as more teachers and students (and of course, families) were on the losing team. 

The truth is we shouldn’t have a losing team, and this goes beyond standardized testing scores. 

Grades, grade levels, report cards, and many other anthropological artifacts, emblematic of our traditional school system, can serve as reminders to students of their status – their place in a pecking order.  The tragedy here is that many of our students have difficulty believing in themselves, beyond how schools are defining them. 

Am I smart, or not? 

Am I college material, or not? 

Am I a good kid, or not?

            As our current system allows some students to win, pass, and succeed, while others lose, fail, and sit the bench, our students are perceptive enough to know where they fall.  No one wants to be at the tail end, where large numbers of students get caught in a degenerating, depressive cycle.  When children receive F’s, repeat courses, stall-out at certain grade levels, and sometimes even walk away from school altogether, their academic futures don’t have much of an upside and they look for a “win” elsewhere.

Some of our practices make about as much sense to students and families as doctors who diagnose patients without discussing treatment (such as report cards that tell what happened without offering a prescription for what can be done next), or rather doctors who sit around a room with other health care professionals, talking about the patients with each other, rather than to the patients themselves or their caregivers (such as many Individualized Planning Meetings/Case Conferences).

Perhaps we will never create a system that ensures 100% success.  Yet, can we start doing something that is a good percentage better?  This might begin with our rethinking the constructs that currently define education as a competitive sport. 

Admittedly, class rank, honor roll, and a focus on achievement (especially achievement based on some arbitrary level, determined by a student’s date of manufacture) work to motivate some; however, these criteria serve as barriers to many more.  Our odds of helping all students win would dramatically increase if we could rethink some of the traditional structures of our schools.   Consider the following:

·      What if instead of focusing on age-based achievement, we would focus on and celebrated the amount of academic growth a student makes during a given time period, despite age and a given grade’s cut-off date?

·      What if instead of allowing students to fail, we would simply give them more time to demonstrate success?  Note that if we were on a road trip across the country and fell a bit behind schedule, we wouldn’t arbitrarily go back to our starting point again.  We would simply continue on, getting to our destination a bit late, yet successfully.

·      What if instead of holding schools accountable for the percentage of students who graduate in a given number of years, we would affirm them for the students they graduate, regardless of how long it takes?  The pressure to get students through high school in a standardized amount of time is simply silly, from the perspective of those who can think logically. 

·      What if instead of viewing the school experience through a paradigm of adulthood, we would consider the perspectives of students. We don’t have any chance at reaching the students who are not finding success until we can see school as they are seeing it. 

·      What if instead of requiring students to wait passively for us to tell them how they are performing, we would help them take ownership of their learning.  Might we ask them to fill-out their own progress reports?

And last but not least, as we bring parents along, we might better remember that they grew up in a system where not everyone could win either, and many of our parents were not labeled “winners.” Perhaps this has a lot to do with why they often enter our conversations on the defensive. 

Some parents want to protect their children from feeling like they had – as failures – and their #1 goal is to ensure their babies-of-all-ages don’t feel their pain.   Others live vicariously in the unhealthy competition, and their #1 goal is to receive credit for their babies’ victories.  The ensuing drama drains everyone’s energy.  Until we can change the system, we need to be hyper-aware of these mindsets, in which our current system runs the risk of perpetuating as more “fixed-” than “growth-.”

In an academic arena that provides a more collaborative, mutually uplifting playing field, where school is done with students and their families instead of to them, everyone could better enjoy the school experience, and our opportunities to help all students experience success each day would increase dramatically.

Can we better ensure that everyone enjoys being part of a place that allows for success each day, one that expands “THE WIN”?

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George Philhower and Ryan Donlan want the same thing for our nation’s schools – a facelift in perspective, as well as a facelift in performance expectation.  If you would like to join their conversation, please feel free to contact them anytime at gphilhower@wwayne.k12.in.us or at ryan.donlan@indstate.edu.