Yes, DR, there is a highly visible internationally renowned adult education
leader who strategically created change in the 70’s, 80’s and 90’s
particularly effectively. Dr. Fernando Flores, set out to influence adult
education through introducing adults to a new discourse, presenting his
conversations in weekend workshops, year long courses with start-up and exit
six day conferences and on-line weekly assignments.. He met with 100-200
attendees in each of his for profit- three day, weekend, year long and three
year long trainings in cities around the country.



He developed the series of courses grounded in linguistics, philosophy and
biology -his 2nd Phd studies at UC Berkeley. Based on speech acts
(originally specified by linguistics professors Austin and Searle, Dr.
Flores developed papers about education, business, relationships, finances,
adulthood and leadership over several years. His first book proposed that
engineers shift from making AI computers smarter than people to making
computer tools enabling humans to be more human.  (*Understanding Computers
and Cognition).* He also originated the design of a communications software
tool that could increase team members’ efficiency and productivity His three
year course Ontological Design (ODC) or The Design of Being influenced the
professional careers and private lives of business CEO’s, execs and
managers, medical practitioners, educators and creators in many of the arts
in Europe and N and S America.  Before returning to his homeland Chile, Dr.
Flores consulted with many corporations including IBM.



ODC and his course in Leadership were life changing for me- I had a fine
academic education at Bryn Mawr College but this was the most engaging and
challenging learning of a lifetime. Among other outcomes, his courses on
language strengthened the way the staff members of the non-profit One WITH
One and I communicated and coordinated with business internship supervisors,
employers and agencies’ staff, our volunteer tutor/mentors and young adult
and adult learners we directly served for 22 years.



Dr. Flores proposed that we think about our language – in writing and
speaking and connect our speaking as actions (I promise, I decline, I vow)
with follow up actions. In these actions you and I invent our lives.  We
assume we know reality by the way we describe reality-according to
conventional thinking. Take another look, he says. We generate reality with
many specific words- with our declarations, promises, offers and counter
offers, assessments and assertions.  By our word we become known in our
professions, our networks, volunteer associations and in our family and
friendship circles. For example, “Are we reliable?  No?  When we repeatedly
‘break’ a promise(s) by not acting as we said we would, we are assessed as
undependable.  We can be counted on that we can’t be counted on.  Contrast
this to Yes. When we keep our promises for days, weeks and months, people
trust that we are our word and depend on us.”  Applying to L'ship.



In a yearlong Leadership course he proposed that leaders not only get things
done, they invent what can be done- generate possibilities and then join the
team in following through.  But in addition to describing leaders to expand
our understanding -he proposes that we need to learn *how* a leader
generates possibilities and *how we can design our selves to become leaders
of the next generation. *   The observations and assessments posted on the
list give us a jump start. There are more distinctions Dr. Flores proposes
about an influential leader but this is all for tonight.
Margaret King Van Duyne
Founder & Executive Director
One WITH One, Inc.
www.onewithone.org

On Fri, Sep 25, 2009 at 2:08 PM, Pedro Contreras <americanhispanicschool.edu
@gmail.com> wrote:


>

> On1.       What are the qualities of leadership our field needs, leadership

> at the program, state and national level?

> 2.       Where do you see potential leaders who have these qualities? Among

> teachers, adult learners, program graduates, administrators, volunteer

> tutors, professional developers, researchers, graduate students, others?

> Fri, Sep 25, 2009  wrote: Professor Contreras from California "Adult High

> School Completion" (CIP 53.0105 program)

>

>>    *THE ADULT HIGH SCHOOL DIPLOMA CHALLENGE*

>>

>>  Special Topics Colleagues,

>>

>>

>>

>> Welcome to our discussion on adult literacy leadership that begins today

>> and ends on Tuesday, September 29th. Perhaps more than other recent Special

>> Topics discussions, this one depends on your reflection and participation.

>> I would especially like to welcome the many people who have joined us in the

>> last two days specifically to participate in this discussion. Please send

>> your questions, answers and comments to specialtopics at nifl.gov.

>>

>>

>>

>> When replying to a message, please quote only the (part of) the message

>> you are replying to, not the whole thread of messages. Those who subscribe

>> using the digest option especially will appreciate your considerateness.

>> Also, if you reply, but change the topic of the message, please be sure the

>> subject header reflects the new topic. This will make it easier for those

>> who later search the archives

>> http://www.nifl.gov/pipermail/specialtopics/2009/date.html

>>

>>

>>

>> Yesterday I posted a "reflection assignment". You'll find it copied below.

>> So far we have received only one response. I hoped by now to have many!  : -

>> (

>>

>> Although you have through the weekend to send your reflection, it would be

>> great to have it today.

>>

>>

>>

>> *Reflection Assignment *

>>

>> *We have all seen examples of leadership in our work, in a classroom,

>> program or school, and some of us at state and national levels. We have seen

>> individuals who, with others, have brought about improvements, positive

>> changes, who have made a difference. These may be teachers; counselors;

>> adult learners; program, state or federal administrators; professional

>> developers; curriculum writers; researchers, or others. They may be

>> dramatic, highly visible leaders, or they may be quiet and unassuming ,

>> shunning attention, but nevertheless effective in bringing about change.*

>>

>> *Think about a time recently, or in the past, a single event or a series

>> of events over time, when you have seen positive change in adult literacy

>> education. Think about the people who brought about the change. What was the

>> change? What kinds of people were involved in making it?  What did the

>> leader(s) do to enable the change? What did they do that you thought was

>> particularly effective?*

>>

>> *So we can all benefit from your reflection, please write this down and

>> share it. Although in this discussion we will look at many aspects of

>> leadership, for many participants this reflection may be the most useful

>> part, an opportunity to stop the incessant flow of daily demands and think

>> about how leaders bring about change. I hope you will accept the assignment,

>> and that you will share what you write.*

>>

>>

>>

>> Our discussion begins today with these two questions. Please respond to

>> them now as there will be more questions on Monday and Tuesday.

>>

>>

>>

>> *1.**       **What are the qualities of leadership our field needs,

>> leadership at the program, state and national level?***

>>

>> *2.**       **Where do you see potential leaders who have these

>> qualities? Among teachers, adult learners, program graduates,

>> administrators, volunteer tutors, professional developers, researchers,

>> graduate students, others? *

>>

>>

>>

>> David J. Rosen

>>

>> Special Topics Discussion Moderator

>>

>> djrosen at theworld.com

>>

>

>

>>

>>

>> *From:* specialtopics-bounces at nifl.gov [mailto:

>> specialtopics-bounces at nifl.gov] *On Behalf Of *David J. Rosen

>> *Sent:* Friday, September 25, 2009 4:49 AM

>> *To:* specialtopics at nifl.gov

>> *Subject:* [SpecialTopics 1381] Adult Literacy Leadership:Now and in the

>> NextGeneration

>>

>>

>>

>>  The need of Adult Education is clear: without serious Adult Education

>> public and non-public jointed effort, California could become a state “with

>> two very different populations:

>>

>> One with an education sufficient to do well in the new economy, help their

>> children succeed in school and play a leadership role in their communities

>> lack of and one whose language proficiency, education, or basic skills,

>> leaves them and the families beyond the reach of opportunity and on the

>> margins of civic and social life ” (Comings et. al.)

>>

>> The lack of a High School Diploma has serious consequences: men with a

>> High School Diploma earn a median income of over $34.000 compared to less

>> than $25.000 for those with some High School (no Diploma) and less than

>> $21.000 for those with less than 9th grade. (NCES/2003)

>>

>> The poverty, un-adaptation, failure of democracy, life level among the

>> society, family expectations, Government performance, reduced tax collection

>> associated with the lower incomes and greater use of health and welfare

>> services are among others, consequences connected with the need of High

>> School Diploma effective delivery systems.

>>

>> American Hispanic School delivers the “Adult High School, Secondary

>> Diploma program” categorized by US Department of Education Classification of

>> Instructional programs ( 53.0105) for adults who have not finished High

>> School or who have finished it in their native country or in the United

>> States without earning a High School Diploma.

>>

>> Complying with all applicable laws governing private schools, the academic

>> and operational structures are adequate to the particular need of the

>> working population, 3 hour weekly classes trough one semester at classrooms

>> close to their home or work, and at workplaces.

>>

>> Pedro A. Contreras. Director

>>

>> *A*merican *H*ispanic -non public- *S*chool started on 2002 with a

>> realistic vision and a realistic mission: then and today, the challenge is

>> to participate as a non-public Adult education provider in the solution of a

>> big problem in our society: the lack of education among adult population.

>>

>> In order to complement the public adult education system efforts, the

>> non-public Adult Educators, have a huge opportunity and a challenge to

>> complement the Public Education system to provide Adult *Secondary*Education to about 5 million Adult Californians – 23% of California

>> population age 25 and older - who lack the minimal necessary credential to

>> achieve some degree of success in the labor market.

>>

>>

>>

>> For the Adult High School  -9-12- Completion and Graduation and High

>> School Diploma & work/postsecondary  readiness the challenge under NIFL, EFF

>> and College Board, guideness

>>

>> -------------------------------

>> National Institute for Literacy

>> Special Topics mailing list

>> SpecialTopics at nifl.gov

>> To unsubscribe or change your subscription settings, please go to

>> http://www.nifl.gov/mailman/listinfo/SpecialTopics

>> Email delivered to americanhispanicschool.edu at gmail.com

>>

>

>

>

> --

> AMERICAN HISPANIC SCHOOL

> Adult High School Completion

> Readiness & Character

>

> -------------------------------

> National Institute for Literacy

> Special Topics mailing list

> SpecialTopics at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/SpecialTopics

> Email delivered to peg at onewithone.org

>




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