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Students who dont read

There Are Two Types of Performance — but Most Organizations Only Focus on One

Leadership lessons from the private sector can be applied to schools. Leadership is leadership. How would you apply the ideas of tactical performance and adaptive performance to your school? 

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In 2007 Harvard Business School professor Ethan S. Bernstein studied assembly-line performance at a company he called “Precision.”

Based in Southern China, Precision was the second-largest manufacturer of cell phones in the world at the time. Precision made it easy for managers to oversee their employees. Every spot on every line was visible to managers. Every step of the process was measured, and real-time metrics were easily accessible. Workers were carefully trained to follow processes exactly as they were laid out.

But Bernstein and his team observed that when managers were not watching, employees secretly developed and shared better ways of doing the work. When Bernstein hid a set of production lines from managers’ view, the performance of employees on those lines increased by 10% to 15%. It turns out that when employees felt that they were being monitored, they felt pressured to stick to “proven” methods. They couldn’t adapt to improve their work.

Our research into over 20,000 workers of all skill levels across U.S. industries, and a review of hundreds of academic studies on the psychology of human performance, shows that most leaders and organizations tend to focus on just one type of performance. But there are two types that are important for success.

The first type is known as tactical performance. 

The second type, known as adaptive performance, is how effectively your organization diverges from its strategy.

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ED Releases Secretary’s Proposed Priorities for Competitive Grant Programs

Today, the U.S. Department of Education (ED) released the Secretary’s proposed priorities for ED’s competitive grant programs and launched the 30-day public comment period. Once we consider the comments received and issue the Secretary’s final priorities, the Secretary may choose to use one or more of them in competitions for new grant awards this year and in future years. These priorities align with the vision set forth by the Secretary in support of high-quality educational opportunities for students of all ages.

The proposed priorities are:

  1. Empowering Families to Choose a High-Quality Education that Meets Their Child’s Unique Needs.
  2. Promoting Innovation and Efficiency, Streamlining Education with an Increased Focus on Improving Student Outcomes, and Providing Increased Value to Students and Taxpayers.
  3. Fostering Flexible and Affordable Paths to Obtaining Knowledge and Skills.
  4. Fostering Knowledge and Promoting the Development of Skills that Prepare Students to be Informed, Thoughtful, and Productive Individuals and Citizens.
  5. Meeting the Unique Needs of Students And Children, including those with Disabilities and/or with Unique Gifts and Talents.
  6. Promoting Science, Technology, Engineering, and Math (STEM) Education, With a Particular Focus on Computer Science.
  7. Promoting Literacy.
  8. Promoting Effective Instruction in Classrooms and Schools.
  9. Promoting Economic Opportunity.
  10. Encouraging Improved School Climate and Safer and More Respectful Interactions in a Positive and Safe Educational Environment.
  11. Ensuring that Service Members, Veterans, and Their Families Have Access to High-Quality Educational Choices.

For more information about these priorities and to submit comments, please follow this link to the Federal Register: https://www.federalregister.gov/documents/2017/10/12/2017-22127/proposed-supplemental-priorities-and-definitions-for-discretionary-grant-programs',0);">https://www.federalregister.gov/documents/2017/10/12/2017-22127/proposed-supplemental-priorities-and-definitions-for-discretionary-grant-programs.

Dig into Earth Science!!

This week is Earth Science Week! Ignite a love for science within your students using these relevant resources for all ages. Included below are collections created by TeachersFirst, as well as wacky weather explanations, to share and explore with your students.

 

See the Resources

First Person: What 100 ninth graders told me about why they don’t read

As an English teacher, I believe there is tremendous power in having students reflect on their own reading habits. So after our 20 minutes of independent reading, I asked my ninth graders a few questions.

How often do you read? Do you enjoy reading more now than you did in the past? What challenges do you face as a reader? What can Mr. Amato do to help you succeed?

Here are the top seven challenges students face as readers, according to a survey of approximately 100 ninth-graders at Maplewood High School, a high-poverty school in Nashville, Tenn.

1. Cell phone addiction.

This should come as no surprise. One student told me, “I stay on my phone 24/7.” Another added, “Whenever I see a message on my phone, I have to answer it.”

If students keep their phones in sight while reading, it’s virtually impossible for them to finish a page without feeling the urge to check for a text message, Instagram like, or Snapchat.

2. A short attention span.

Several students reported that they have trouble staying focused for a long period of time. For example, one student said, “I get off task easily and get into something else,” while another said simply, “My attention span is kind of low.”

There is no question that cell phone addiction contributes to their lack of focus, and my students certainly aren’t alone. A recent report said the average attention span of a human is down to just eight seconds — one second less than that of a goldfish. (That number may not be fully accurate, but it certainly feels like it is.)

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