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Permission to Forget by Lee Jenkins

by Lee Jenkins

When a successful organization experiences a problem, it uses root-cause analysis to determine why the problem happened, and identify the steps need to correct and ultimately prevent it from happening again. But within the American education system, the prevailing attitude is to say ‘that’s just how the system works,’ or to issue general blame to the bureaucrats in Washington and the state capitol.Best-selling author Lee Jenkins believes that the problem lies with the poor management system in place at all levels, including the classroom, school, and district. In Permission to Forget, Jenkins has identified ten critical root-cause problems and offers concise solutions to help change them. This book is the companion for Jenkins’ best-selling Improving Student Learning which provides in-depth answers to these ten problems.Permission to Forget: And Nine Other Root Causes of America’s Frustration with Education

Improving Student Learning

by Lee Jenkins

Since 1996, Lee Jenkins’ Improving Student Learning has led the way in teaching educators how to improve performance through the use of quality principles. Now Jenkins has updated his best-seller, adding more examples and simplifying the content to make it easier for anyone to implement the concepts. Teachers and administrators alike will find the information in this book invaluable, as they use the concepts to improve performance and productivity in their schools.Through his previous work as a school administrator and his current role as a consultant, Jenkins has seen first hand what it takes to make these techniques work in schools. The second edition draws from his experience with many more examples for every level, from pre-school through graduate school, covering a wide variety of subjects. Teachers will find many examples of how other teachers have successfully used these concepts in their classrooms, and administrators will see how school-wide and district-wide implementations are being conducted.Improving Student Learning: Applying Deming’s Quality Principles in Classrooms, Second Edition answers the critical question of how to measure improvement and gives very direct and important information about what to measure. Jenkins describes the significant influences Deming’s profound knowledge can have on education.


Boot Camp for Leaders in K-12 Education: Continuous Improvement

Lee Jenkins, Lloyd O. Roettger, and Caroline Roettger

Boot camp What experienced, well-educated leader would want a book with the title Boot Camp for Leaders to be visible in his or her office? Such a title must indicate the intended audience is aspiring leaders, right?
Not so! This book’s intended audience is all school leaders: those in the classroom and those whose professional life’s mission is assisting those in the classroom. Then why the title? It is because most of us are novices at leading schools where continuous improvement is the cultural norm; a culture where all-time-bests are continually strived for, achieved, and celebrated is rare indeed.Lee Jenkins wrote Improving Student Learning to describe how continuous improvement looks in the classroom. He also edited The Continuous Improvement series written by four classroom teachers: Ayres, Burgard, Carson, and Fauss. He then described in Permission to Forget the root causes of educational frustration – the issues that make continuous improvement so difficult. Now, Jenkins has collaborated with Lloyd and Caroline Roettger to write the leadership companion.Leaders will learn how to create a culture of continuous improvement with administrators, teachers, support staff, parents, and students.


From Systems Thinking to Systemic Action by Lee Jenkins

48 Key Questions to Guide the Journey

Lee Jenkins, in From Systems Thinking to Systemic Action , asks 48 tough questions that focus the whole system on improving student achievement. Using his experience as a teacher, school superintendent and systems consultant, Jenkins develops a strategy that will achieve systemic improvement….The courageous school leader, board member or policy advocate will be well served by examining each of these 48 systemic questions and developing strategies for applying them. “—
September 2009, The School AdministratorSystems thinking is a powerful tool that helps school system leaders guide and sustain school improvement. Use this practical guide to implement systems thinking in your school system today!The first section of this book is a concise description of systems thinking. The second section examines 48 key questions to guide leaders as they transform their school systems, including:

  • Do the board, superintendent and employees accept that 94% to 97% of the school system’s problems are caused by the system?
  • Have your school system’s staff members agreed upon the elements of powerful instruction?
  • Do all the employees know how their jobs contribute to the success of the system?
  • Is there a systemic, structured and measurable process for recruiting, interviewing and hiring employees in your district?

Discover how to guide your school system in continuous improvement, data-driven decision making, strategic planning and more.


Continuous Improvement in the Social Studies Classroom

by Daniel R. McCaulley

Frustration! It is part of every educator’s work environment. At a time when the advent of the internet should have made access to information on history, economics, current affairs, and world geography a snap (or a click), American students are embarrassing us in comparisons with students of other industrialized nations.Targeted to classroom practitioners, this book describe the author’s journey into an enlightenment: an enlightenment of process, of attitude, of philosophy, and of community. After more than 30 years in education, he came across something that makes sense for teachers and students: the revolutionary L to J process that focuses on changing students’ achievement scores from an “L” shape where few students succeed to a “J” shape where the majority achieve.The premise for this book is that you can effect “continuous improvement” in your very own social studies classroom. Author Daniel R. McCaulley can say this with confidence not only because he did it, but because many other real practitioners are doing it every day in growing numbers. The book shows how.


Continuous Improvement in the Language Arts Classroom

by Vickie Hedrick

This latest entry in the Continuous Improvement in the Classroom series describes the firsthand experience of learning how to build a system, put processes into place, and use tools to make sure those processes are effective and efficient. It will work with any program and with any way that you already teach. Rather than creating new work, it shows how to continuously improve what you are already doing. It is about judging if there are things that you do that need to be abandoned. It is about the thinking you do before you begin the work. It is about training the workers in order that they know how the system works and feel confident about being able to succeed in your system. It is about how the L to J helped to change an entire school.If you have ever wondered what it is that teacher down the hall is doing that helps him or her figure out how to get such great results, it is not the programs they put into place but how they figure out what is best for their classroom and their students. Author Vickie Hedrick (Instructional Facilitator) describes the things she and her teachers worked on and the processes they put into place to build a system where everyone has the opportunity for greatness.


Continuous Improvement in the Science Classroom

Second Edition Jeffrey J. Burgard

Schools were originally designed to provide “opportunity” to learn and used the “bell-curve” to gauge their success. The expectations have changed and schools are required to make sure all children learn, but the systems, core processes, and management styles that have always driven teaching and learning have not. New programs and curriculum cannot just be added onto these outdated classroom interrelationships and be expected to produce different results.Now, by managing with W. Edwards Deming’s Theory of Profound Knowledge, science educators can improve their systems and achieve the needed results. Deming’s management theories created Japan’s “Industrial Miracle” in the 1970s by improving quality and employee morale, while decreasing costs. It is a philosophy that focuses on experimentation and allows the people who do the work to provide input into improving the work. This book shows science teachers how to apply that same philosophy to engage students in the improvement process to increase learning and enthusiasm, while decreasing failure. Combined with the latest brain and educational research, it will enlighten, empower, and engage teachers and students to continuously improve their classroom.In this second edition of Continuous Improvement in the Science Classroom, Jeffrey Burgard shares new learning and insights from the last 10 years of workshop facilitation and his own classroom experience.He delves deeper into the philosophy, clarifies each improvement process, and reveals new, highly effective applications. Each process transforms different aspects of the classroom and, when implemented concurrently, creates a dynamic, continuously improving learning system.It is time to have an “educational miracle” — science classrooms with high standards, high achievement, and high enthusiasm


Continuous Improvement in the English Classroom

by Janelle Coady

The groundbreaking L to J process is a way to lead school learning through charting the progress of students and improving their enthusiasm for learning. It allows teachers to set clear goals, get students involved, create a positive environment, improve learning, reflect on the process, and make improvements. L to J is a form of continuous improvement that gets its name from the visual of an “L” shaped curve at the beginning of the school year, a bell-shaped curve during most of the year, and finally a “J” shaped curve at year’s end. In short, it is simply a way for a teacher to find out if their instruction is working and students are learning.The purpose of this book is to give readers an idea of how the L to J process works and the necessary tools to put the process to work in a classroom, without regard to grade level or content area. With this in mind, the first chapter gives background information on the purpose of the process itself and why it is important to today’s classroom. The rest of the book is set up to take the reader through the steps of the process, covering everything from setting up a plan and monitoring progress to reflecting on the results and making adjustments.


Continuous Improvement in the Mathematics Classroom

by Melody J. Russell

Change is something the world of education is often asked to do. But is change truly what we want to do to our educational system?Author Melody J. Russell prefers to use the word “improvement” when referring to what she wants to happen in her eighth-grade math classroom. This book is the story of how Russell decided to improve her classroom in a way that has seen her students’ test scores go up without her “teaching to the test.” She has created a positive and challenging learning environment for her students that allows her to gain feedback on their knowledge. It also inspires and encourages the students to learn by letting them see their improvements. Russell chose to reevaluate her teaching, as well as the students’ learning, in order to improve her classroom system while meeting the needs of the students and the state education standards for which she is accountable.This book is a narrative that combines the “how to” with the real story of how it has worked for a person in the classroom with students for 185 days a year.