Big Picture: How Do We Talk About Schools?
Article: Author: Renkly & Bertolini, Shifting the Paradigm
Talking Points:
(Abstract)
This week's reading is about shifting the paradigm. What does this mean in context of the topic discussed this week? By defining, by shifting the paradigm, it means that you are trying to implement a fundamental change. This week's Abstract states that "Schools often focus solely on risky behaviors exhibited by students, causing the school to act reactively rather than proactively. Student learning a growth must be the top priority of a school, and this can only be done by deliberately identifying and building up student assets." It continues that "This this asset model becomes even more more important during the middle years of education." It concludes that "School leaders must take charge of promoting asset-building in their school while also modeling asset development with their staff."
These points stand out to me, especially since I have been teaching for 13 years, after making a career change from working in business and finance. By the schools focusing on the risky behaviors of students this causes the school to act reactively rather than proactively. No matter how many times these pro-active systems and procedures are in place, the default is to act reactively if and when they fall short. Student growth is the top priority, and as educators, are evaluated based on student growth, which in turns affects the school growth, and their ranking and even their continued existence. When the school executive board and Superintendent with charter schools, or with the city or town's school committee and Superintendent with public schools, the Administration feels the pressure from the state to do better, which in turn puts pressure on the teachers and staff, which in turn puts pressure on the students. This ties into last week's reading of whether the traditional school model is "broken", as it's a system that was developed to keep students "in control". The last line of the Abstract is that school leaders must not only promote asset-building in their school, they must model asset development with their staff. The key words here are to promote and then model. As an educator, I have witnessed that the model piece is often neglected.
(Beginning of Text: Introduction)
The Abstract ties into the Argument Statement of the text. The Introduction starts off with "In our World, it is common practice for people to focus their attention on what is broken and how to fix it." This is real life. As a parent, we want to try to "fix" our children's problems, when sometimes it is better for them to try to solve their problem themselves. The introduction continues that "While other businesses may thrive with the deficit model, education is not one of them." This reminds me of working in the Financial Services industry from 1995 - 2012 in various roles. I recall that in the Client Services group that I worked in for Boston Financial Data Services, we always were trying to improve processes for efficiencies and cost reductions for our business, and our clients. Some of these were called K.P.I.'s (Key Performance Indicators). I remember that one manager said more than once, "it's about the process, not the people". The implication here was that it wasn't the "individual worker's" fault for the breakdown, it is the system that is in place. This correlates to education. So I am not sure that I am really in agreement with the statement that "other businesses may thrive with the deficit model". It is human nature to at times "blame others" (just look at the government and politics). This week's reading states that "schools must focus on identifying and building up students' assets to create positive development. This is the Deficit vs. Asset Model detailed here (Rose, 2006). "According to Rose, a deficit model is one that focuses on what students cannot do." "If a student is underachieving, those that work from a deficit model believe that failure is because that student is not trying hard enough (Lombardi, 2016)." From the Introduction of the "Shifting the Paradigm", "We promote an asset model for both students and staff". Focus "on what a student can do: their strengths, skills, talents, interests, and competencies (Alber 2013; Rose, 2016)." The Introduction concludes under Leadership that "In order for an entire school to work toward an asset model for student and teacher success, it must be included in the shared vision, mission, and goals of the school."
Here is a picture of my sons on Ben's first day moving into college (Ben has the white T-Shirt).
(Middle of Text: Analysis)
The next section starts with the Importance Of Assets. "Students' problems that are induced by risky behaviors and choices are known to be related to each other. When one at-risk behavior shows up, there are typically multiple related at risk behaviors to follow (Scales, 1999). " This section argues that "the education field is focusing too heavily on reducing risks, when a higher emphasis should be placed on building up student strengths." This section continues with describing internal and external assets. From this week's reading, internal assets "are skills that students develop to guide themselves. These include commitment to learning, positive values, social competencies, and positive identity." External assets include supports and expectations from adults. The reading continues "they have proven repeatedly that the more assets a student possesses, the more thriving behaviors the student showcases and the less likely the student showcases and the less likely that student will exhibit risky behaviors." With Asset-Building communities, this "naturally allows for high levels of community-parent-school partnerships". An notable quote in this text is that "According to Scales (1999), when schools shed their deficit model, it becomes easier for the community to become involved. Often times, community members become overwhelmed when all they hear is the problems that adolescents have." This reminds me that one of the biggest challenges is with family and community engagement. Along with most teachers, I have found that some students' families are very involved and engaged. Some will not respond, for example, when we use my school's preferred communication method, Class Dojo. We do have a large percentage of families where our primary contact speak English as a second language, and may not be comfortable with communicating in writing in English. Class DoJo has a translation option that will translate from English to Spanish, and vice versa, for example. With the next subsection, the "Importance of Building Assets in Middle Schools", the author mentions that with assets, "this number tends to decrease as the students get older. The average sixth grader possesses 22 assets and this number decreases continually until eleventh grade, with the largest drops occurring in seventh and eighth grade." The reading continues that "schools tend to provide fewer asset-building resources or opportunities for students as they progress through the grades, beginning in middle school." Another good quote is that "It is during the middle grades that students either launch toward achievement and attainment, or slide off track and placed on a path of frustration, failure, and ultimately, early exit from the only secure path to adult success." In teaching Middle School students over the years, I have seen the progression from Middle School students to High School in regards especially, in their Social Emotional Learning, as well as their math skills.
(End of Text: Conclusion)
The reading concludes that "teachers play a large role in building students' assets" and that "teachers' expectations impact student success more than a student's own motivation." Examples include having high expectations for students, convincing them that these expectations are attainable, and "by encouraging them to fail forward." With this model, there is the need for "Advocacy for more frequent positive interactions with adults for every student... is another critical element to include in this model." The last quote states the importance that "No matter how old a child is, they all need adults that are willing to mentor them, catch them if they fall, and encourage them to get back up and try again. This can only be done with an asset model." Besides teaching, this concept is important in parenting.
Argument Statement (Text):
The main argument of this passage is that moving from a deficit based version to an asset based version involves a shift from moving away from students' limitations to their strengths. As the Abstract states that I quote, student growth must be a goal, which is done by building up students' assets.
Additional Personal Thoughts, Connections, and Reflections:
From the A.I. prompt I used noted above, the role of educators is that "Teachers act as facilitators who identify and mobilize student assets, rather than just diagnosing weaknesses." I have attached an article that details that the Middle School slump is real, starting in approximately 6th grade. Middle school students report that they feel less likely to meet expectations. Even though their perceptions changed, their academic ability continued to climb. I have worked as both a middle school and high school math interventionist, as well as a general education math teacher at both the middle school and high school level. In teaching middle school students, it can be more difficult to teach including with the behaviors, including Social-Emotional, although middle school students can be more energetic and eager to learn than high school students. From what I have seen, apathy tends to increase as students get older, particularly for the students that have fallen behind, particularly with their math skills, since these skills build upon another. The middle years of education are very important. This ties into the premise of the Abstract and Argument Statement of this week's reading.
I have attached a link to another article which details that schools have implemented a flex or WIN block into their academic school. At the charter school where I teach, we implemented a move to a WIN block a couple years ago. I teach 2 academic math blocks, where I primarily support my Algebra 1 students, although my Geometry and other students are invited to go, as well as an enrichment WIN block, where I teach about the Stock Market and run the Stock Market Game (stockmarketgame.org). This is a way to provide additional support to students, as well as to provide them with an enrichment option as a sort of elective. At my school, we have a new Principal who does not like the societal connotation of "locking students in" to our WIN block through the MyFlex program. With our MTSS system, as educators, as part of their intervention plan, we are asked to "lock in students" to our academic WIN blocks, if they are currently failing or need to make up tests and do test revisions, for example. Students are allowed to self sign up for these blocks as long as there is space. The WIN blocks allows for flexibility.
Technology, Links, Other Texts, References, and Additional Connections:(Note: I used A.I. to create some of the hyperlinks automatically, through the Blogger application.)
Hi Darryl!
ReplyDeleteYour perspective on the assets and deficits model outside of education was a wonderful connection. I've never really considered how an industry like finance would frame problems, so it was very interesting to hear how generally it would be assumed that a problem was systemic rather than individual.
We also use ClassDojo at my school, but that sparks a lot of conversations for us, too. I tend to send anything important home on paper, via Dojo, and to remind parents and guardians at the door for pick-up, but we often still get families where the communication just doesn't go through. On the other hand, some of our families would like daily personalized communication and pictures, which isn't feasible. I think that it's much harder to make some of the connections that students and parents need in middle and high school because families don't need to come pick up their students, and students are far more independent. I'm glad to hear that you and your school are reaching out to families, whether or not they answer.
You made a comment about increasing apathy in high school and how that makes it much harder for students. I think that this apathy is a direct result of the years of being told, intentionally or unintentionally, that they are not capable and that their individual thoughts don't necessarily matter. If you are not being made to feel smart, or that you can figure out the problems presented to you, or that anyone cares about you as a person, it makes sense that a student would grow increasingly apathetic. I know that I cared about learning in most of my high school classes, but as soon as one math teacher stopped pushing me to believe that I could and should fully understand the concept being taught, I stopped caring, and it made that class infinitely more difficult. That apathy is almost certainly a product of the deficit model, and it is very difficult to escape or reverse without community support.
I was coming here to write about this as well. I absolutely believe that the apathy is connected to the deficit model. I think that when you believe in your competence and confidence as a student you care so much more about learning.
DeleteI really appreciated your point about teachers acting as facilitators who “mobilize student assets rather than just diagnosing weaknesses.” That language feels especially important when thinking about the middle school slump. Sixth grade is such a vulnerable time. Students’ confidence often drops even when their actual ability is still growing. As a parent of a current 6th grader, I am seeing this firsthand. My son has been struggling with not feeling good enough academically, even though he is fully capable. The shift in expectations, grading, and peer comparison has affected how he sees himself more than his actual performance has. That disconnect between perception and ability is powerful — and honestly a little heartbreaking to watch.
ReplyDeleteYour experience as both a middle and high school math teacher adds so much perspective. I think you’re right that apathy can increase over time, especially for students who begin to feel behind in subjects like math where skills build on one another. Once students start to identify themselves as “bad at math,” it becomes harder to re-engage them. That’s where an asset-based approach feels critical. Instead of focusing on what students haven’t mastered yet, educators can highlight persistence, problem-solving strategies, growth, and effort. Middle school students are still forming their academic identities. If we intervene during those years with encouragement and strength-based feedback, we may prevent that long-term disengagement you described.
Your reflection really reinforces the idea that the middle years are not just academically important but emotionally pivotal. If educators intentionally center student strengths during this transitional stage, we can help protect confidence before apathy sets in. That shift from diagnosing deficits to building on assets could make a lasting difference in how students see themselves moving into high school and beyond.
Hi Darryl, I enjoyed reading your post. You connecting this weeks post to what we talked about last week was great. How the traditional school model ties into student growth and how educators feel this pressure. This pressure can negatively impact our students. Class dojo is a great way to communicate with parents of students who may not speak English. Lack of parent engagement can many times be because of a language barrier which is why something like class dojo is great. Sending things home via paper can be difficult for some parents. I enjoyed when you wrote about how middle school years can be very important. When I was in middle school I often struggled with my academic identity-my educators helped me pursue mine and grow my confidence. Positive feedback is something that can go a very long way for a student in this age bracket for sure.
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ReplyDeleteI liked how you brought up family communication because that’s a real part of this issue. The article talks about building support systems, and your example shows how that can be harder when language or communication barriers exist. It made me think that asset-based schools don’t just depend on teachers, but also on how schools help families feel included. The translation feature you mentioned is a good example of trying to build those external assets.
Darryl, I really enjoyed reading your response to this week's reading. I thought your note about how a fixation on student growth grows up the chain to perpetuate this type of mindset was really on point. Similar to Heather, I also really appreciated your point about family communication and the idea of engaging a larger community around students. I find so often that the gap between family and school is such a deficit for all parties involved.
ReplyDeleteHi Darryl, your reflection on the importance of middle school in regards to students seeing themselves as either succeeding or struggling. I teach third grade and already students have it fairly engrained into their brains whether they are "good" at school or "dumb" (for my third graders, this is the binary, no matter how much me and their other teachers have tried to change it). Students who frequently succeed at academics find it difficult to struggle meanwhile students who feel they do not succeed with school create their own blockages despite their complete capabilities. I wonder what other factors have a hand at how students view themselves within the classroom.
ReplyDeleteHi Darryl. Thanks for sharing how your experience in the financial industry relates to this article and to the education system. I think it is great that you are also able to share this experience during your students’ WIN period by teaching them about the stock market. Thanks for provided the additional information on WIN periods. This additional time in the day, whether used for enrichment or additional support, demonstrates the use of the asset model. Finally, you discuss the complexities of the middle schooler. The physiological change during this time is extremely complex and helpful when trying to connect with this age group.
ReplyDeleteWow, I was blown away by this post Darryl. You made so many connections, that I had not thought of. After reading your post twice, it became clear to me that as we go through weekly readings there are palpable areas of connection and overlap. The manner in which you were able to identify and elevate some of the overlap to previous weeks was very targeted and seemed to be effortless.
ReplyDeleteThanks Gamble! I appreciate your comments. Nice card game in class this week :)
DeleteI love how you (and others) are finding ways to connect the reading to your personal experiences so authentically!! I really could spend hours on your links!
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