George:  Our leadership in adult education, I propose, must orient our
mission on learners and the realization of their literacy and competence as
adults who can independently manage their responsibilities. Our professional
development: whether it's individual, learning circles, organizations, list
servs, on line classes or associations - needs to shine the light on what
comes first: learners, our relationships with them and our accountability in
successfully  training, mentoring, coaching them to realize their goals. I'm
writing about the practices on the ground of "mentoring/coaching
instructors" and the results with individuals in my upcoming book, *Loving
Teaching*.


I appreciate what* you're *saying:.  "*The issue*, however, *isn't ..ideas*
*but their consistent implementation.  *For without that, all of the fine
ideas, come, to considerably less what the actual potential could be
if we *truly
embedded the fundamental values of the learning organization. "      You
appeal for an* "engaged citizenship as central itself to the vitality of the
American republic"

.

George:  At One WITH One we have shown again that the four minute mile can
be bettered. A team of people can change the status quo in the field and can
turn conventional truths on their head by commitment, assessments and
accountability. The staff at One WITH One revealed that.in the 22 year
Partnerships program and 15 year Entrance: Office Careers program.


One WITH One’s Learning Partnerships program focused on two people working
together.  The staff members trained and prepared *engaged* volunteers who
mentored, tutored and assisted in cultural navigating. *3500 newcomers and
Americans shared in ‘1750 partnerships*. Each volunteer eased an arrival’s
integration into the new society with assistance with everyday practical
survival matters.



Then we started the Entrance: Office Careers program and we matched each
program participant with a volunteer mentor/tutor who practiced English
conversation about business and office skills (filing, telephone reception,
etc.). *Engaged *t*utors, learners and professional staff members formed
teams.** *After full day schooling, tutors added to the professional
instructors' mentoring and coaching.  Volunteers, they themselves worked in
business, gave  information, advocacy, practice with interviewing skills,
visits to corporations, remediation or enrichment of classroom
lessons. *Fifteen
year results: In 14 out of 20 cycles 100% of the participants were
independently hired in competitive labor markets in training-related jobs
and graduates **(90-95% of the respondents) continued to advance in office
careers (according to 4 surveys in 8 years.) *
Margaret King Van Duyne
Founder & Executive Director
One WITH One, Inc.
www.onewithone.org

On Sat, Sep 26, 2009 at 9:32 AM, George Demetrion <gdemetrion at msn.com>wrote:


>  Tank you Margaret,

>

> What you have written here is profound in every respect and motivated me to

> do a quick Internet search on Fermando Florez.  The only thing I would add

> by way of reiteration is that the ideas you lay out below are well laid out

> in many key texsts on management theory and organizational leadership.  Such

> popular authors as Peter Drucker, Peter Senge and Steven Covey come to

> mind.  Just by taking their work alone with radical seriousness to the point

> of serious implementation, such core ideas as one would find in Management

> 5th edition (Drucker), 7 Habits of Highly Effective People (Covey), The

> Fifth Discipline: The Art and Practice of the Learning Organization (Senge)

> our organizations would be fundamentally revolutionized.  There are also a

> second level of less popular texts that are equally or perhaps more cogent

> than these in which, obviously the teaching of Dr. Florez would be a prime

> example.

>

> The issue, however, isn't the ideas, including their practicality when so

> instituted as reflected in the work of the One with One organization, but

> their consistent implementation.  For without that, and, I would argue, that

> is the more persisting reality, all of the fine ideas, as practically

> grounded in reality and potential reality as they are, come, if not quite to

> naught (because those even within moderately dysfunctional organizations

> can derive some value from such work), to considerably less what the actual

> potential could be if we truly embedded the fundamental values of the

> learning organization.  Why we don't may have a lot to do with the hidden

> curriculum in which some version of social functionalism narrowly defined is

> reinforced largely by keeping the status quo intact with as modest as

> possible changes that can be easily assimilated into its paradigmatic

> frameworks even if its end result is more extensive social and cultural

> dysfunctionlism.  Unless one is an utter determinist, as are some Marxists,

> working through this problem is theoretically feasible, which would require

> among other matters some very close analysis and corresponding change

> management processes between the various micro and macro processes at work

> within our organizations, social networks and broader socio-cultural.

> political, economic macro forces.  A fundamental metaphorical shift may also

> be needed between the master symbol of self-interest governed by Adam

> Smith's "invisible hand" to a new symbol of engaged citizenship as central

> itself to the vitality of the American republic.  This is not a plug, but I

> discuss this in depth in Conflicting Paradigms in Adult Literacy Education

> and in some of my published articles and essays.

>

>

> George Demetrion

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

>

> Date: Fri, 25 Sep 2009 23:33:41 -0400

> From: peg at onewithone.org

> To: specialtopics at nifl.gov

> Subject: [SpecialTopics 1399] Re: Adult Literacy Leadership:Now and in the

> NextGeneration

>

>

>

> 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 at 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

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> 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

>

>

>

>

> --

>

>

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

> 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

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>




-- 
Margaret King Van Duyne
Founder & Executive Director
One WITH One, Inc.
www.onewithone.org
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