Hi Margaret,
 
Thank you very much for your thorough response.
 
Again I agree with what you are saying and your emphasize on implementation.  I my two posts I think I was saying the same thing in that the ideas about solid management and organizational practice are well known, but even with that the vast majority of programs, agencies, and networks achieve so less than what they could because they do not act on these well known ideas.
 
I'm trying to push to the "real" reasons for that because at some level, I argue, such "ideas" are dysfunctional to the functionality of the status quo system; a system which we have deep within us as an enduing present whether in its majestic or alien forms.  The only real change, I argue, is when we're able to push through beyond that reality which does happen in certain experimental settings.  I discuss something of my own change initiatives in my Internet essay, Crossing Critical Thresholds at the Bob Steele Reading Center: Transforming Potentiality into Actuality 
( http://www.nald.ca/fulltext/george/crossing/cover.htm)  THis is an article that perhaps 10-15 people have read, but gets at these various issues of persisting change management in the light of great complexity.
 
BTW, I have a deep respect for the change management literature and am a fan of Peter Drucker in particular. In my various microcosmic work I have enacted many of the core ideas embodies in this literature with some decent results even with the profound limitations of macrostructural forces which push very hard in other directions.  So I do appreciate the work of the One With One, Inc.  While your work is clearly the exception and not the rule, it also points to the potentiality, which, however, to enact on a broader macros scale will require a great deal of persisting change  management initiates at a lot of varying coordinated levels against perhaps a more persisting "iron cage" bureaucratic enduring power (Max Weber) based on the ethos of corporate capitalism, skepticism, fear of change and a great deal else.
 
To be sure I'm not a pessimist, but more of a realist and will work out of a niches I can find or help create and sometimes have, but there's an incredible amount of swimming upstream here against any optimistic perspective of radical macrostructural change that might be reflected in any notion of adult literacy as a social movement.  While possible in theory, in my 20+ years dual role of adult literacy practitioner and scholar the adult literacy sector, including most of its modestly progressive wings is deeply entrenched in the "realities" of a slowly changing status quo.
 
Example:  Current federal budget for adult education compared to what it was 10 years ago.
 
To be sure, this is a great field for what it does accomplish and for all the tremendous insights it opens up on the nature of adult literacy education, which is both incredibly rich and incredibly underappreciated and marginalized sometimes by its best advocates.
 
George Demetrion

 


Date: Mon, 28 Sep 2009 13:22:25 -0400
Subject: Re: [SpecialTopics 1402] Re: Adult Literacy Leadership:Now and in the NextGeneration
From: peg at onewithone.org
To: gdemetrion at msn.com; specialtopics at nifl.gov




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 tutors, 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

American Hispanic -non public- School 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 
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-- 
AMERICAN HISPANIC SCHOOL
Adult High School Completion
Readiness & Character 

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