De-Briefcase of Ideas



In Sir Ken Robinson’s revered TED talk and RSA animated short he defined creativity as applying imagination to a task.  This past week I had the opportunity to actively attend the GE Business and Education Summit in Orlando to learn from and share with, not only pure educators but entrepreneurs, CEOs and the business-women and business-men deeply embedded in our nations economy.  Thanks to  @stemnetwork  and  @GE_Foundation   for the ingenious hashtag (#ReImagineEd) capturing the conversation.  I, like so many others are hoping to apply what we have “Re-Imagined” to the cumulative tasks that make up our careers and continuously improve. Here are my notes from the summit…

Every human being has value.It’s a blessing to be an adult in child’s life
Every child deserves someone who is the rainbow in their cloud.
Tell kids…I see you, I hear you and I care about what you have to say
Deon Jones

Achievement gap is increasing in math as per PISA (Reardon, 2011)

1/3 of the achievement gap starts before kindergarten

Due to prior generations limiting the social mobility of future generations at the poverty level.

Opposite is true for upper class. Britain and US at the bottom of social mobility ladder.

In Grade 3 & 4 Teachers spend less time than experts say needed on fractions, math impact 4 algebra – teachers don’t have info

Why do we have no social mobility and a large and increasing “skills gap.”

  • Representation
People in charge should be representative of the people they lead….but it is quite different look at our governments
  • Leverage
It’s not about the money it’s the way you spend it (Banarama Principal)


  • Test given 15 year olds in 65 countries every three years
  • Math, Reading and Science in US has plateaued and dropped slightly over last 10 years
  • US top performers still are not performing as high as the top performers in other countries
  • We are the only county that does not administer this at the state level
  • Measures how students apply knowledge to real world problems
  • Applied math and formal math need to both be taught (The threshold is in the graph below)
  • The US exacerbates the achievement gap because our richer schools receive more formal math opportunities than do our poor schools.

Evernote Snapshot 20140714 092628 Major Issue 

Math and Science teachers not prepared to deliver the skills required to do the actual jobs…there is a disconnect

Teachers need formal training (externships or businesses need to come into the schools and train teachers)

Text Book Alignment – Problems of textbooks not aligned to Common Core


Fortune 500 skills 1970 vs 1990

Top 20 overall skills haven’t change.  Only the order.
Non-routine interpersonal and non-routine analytical are most sought after skills today
Google execs are looking for people who know how to learn, can synthesize ideas and can solve problems

Evernote Snapshot 20140714 094920


8th grade test differential between state tests and NAEP test is over 30%
GDP is consumer driven, 2/3 based on our ability to provide for consumers
Poor PISA results = inability to produce consumer goods.  People will spend money elsewhere
Our performance on PISA is a real dollars and cents impact
The only way to have a powerful workforce is to have a well-educated workforce-
Redesigning schools
  • Change the education ecosystem
  • Refocus time on planning and job collaboration
  •  Job satisfaction and acknowledgment
  •  Change factory model profession into a colleagial, quality work circle model
  •  Wrap services around students
  •  Scale up what works and what’s effective
  •  Example – STRIVE in CinicinattiThen vs. now
  •  Evernote Snapshot 20140714 100338
How involved are the businesses involved within your school district?
Are the business willing to collaborate and work with schools?
How much money is being allocated to the development in the research and (development)?
Businesses want to make money indefinitely so development in the local public is necessary
How do we have effective engagement and partnership with business and education?
How Schools can access local businesses
  • Tread lightly
  • It needs to be made clear and consice
  • Why is this important and how can it help us (the business)?
  •  Be sensitive to the fact tha businesses do not want to mobilize the workforce unless it it purposeful, structured, IMPACTFUL (accountability measures, data proven)
  •  Execs must be involved to get the best two way benefit
  •  Workforce teaching teachers (teacher development about skills) , externships,
  •  To entice an exec to invest time, money and workforce do not just frame a theoretical idea it needs to be thought out and concrete


Emotional Intelligence is extremely important to leadership and enterprise
People prefer to work with a loveable fool than a competent …


Social skill is lacking in many students these days
Helping students manage emotions are beginning to become part of the learning experience
If kids are bringing emotional issues into the classroom can they be cognitively present?
RULER Program developed by YALE
Helps students with SEL and speak about their emotions
Taking a meta-moment to inhibit primitive reactions
Embedding lessons into activities throughout the day
The programs develop students into leaders
Positive relationships
Read social cues
Empathy and ultimately better at getting a job
We believe we can be the envy of all other companies
Environmental stewardship
Happiness and well being of kids and families
  • Imagineering
  • Think creatively
  • Animal program education connect students with nature with the hope kids will want to protect it
  • Outreach responsibility
  • Conserve nature
  • Work with local services to help out in communities
  •  Strengthen Communities
  •  Try new foods and activities
  • “Try Athalon”
  • Live healthier
  • Combination of arts and engineering specific to tell a story
  • Support for local schools to educate teachers
  •  Employees run clubs at local schools
  • Caste members volunteer hours in schools

JP Morgan and Chase

The core problem with our workforce training program is that we “train and prey”
Rather we need to train for the needs and demands of the market “train and place”
supply side and demand side gaps
The skills gap is a complex group Baskin Robbins flavored
National vs. International Gap
Retiring baby boomer gap
Middle skill jobs are the main issue (half of labor market)
Evidence of significant mismatch coming due to retirements
Healthcare, manufacturing, electrical, IT, Tech etc,HVAC
Paywell or attached to ladder to increase pay as skills develop
Many associate degree holders are out earning graduates due to student loans and post grad programs not properly preparing students
Improve signaling 
Job community needs to better communicate what it needs
Forecasting ability
In our case we need to communicate to colleges what we need in our school
Try to set up a relationship with Ucon
Living a legacy rather than leaving a legacy
If your moral obligation is to humanity, the bottom line will feel good
We do a great job of exporting peace not so much importing peace
How many of you are a survivor of your mothers look?
Feeling sorry for our kids is not the same as compassion and empathy
The one thing we need to make all kids succeed … to love them first. –
DATA Driven Decision Making
Concerns about student privacy with regards to data
Children’s online privacy (COPPA)
Children internet protections act (CIPA)
Family education rights and privacy act (FERPA)
Clear purpose for data collection
No commercial use of student data
Must remain private
Breach policies
Parents must be informed
  • Goals drive data based decisions and key metrics
  • Remove unwanted data
  • Inventory of all the data
  • Identify data fields
  •  Eliminate non essential data
  • Security and privacy audit (cryto, password sets)
  • External Public Data Sets (NCES) state IDs etc
  • This provides consistent data fields across the nation
  • What do you have, what do you need and do a gap analysis
  • What can you get that addresses specific metrics that show evidence of program success
 Pre/post longitudinal
Take into consideration the control group to demonstrate true growth or not
Data collection
Who will enter it?
How frequently and is it accurate?
How will it be captured?
Must be consistent questions eliciting the responses especially for longitudinal data
What will we do with the data after collected?
How long will we keep it, in the cloud, local, will it be destroyed at sometime, only using the data for the program
first and foremost we are a science company
We need STEM prepared Studetnts
Scientific literacy is necessary for our students
NEXGEN Sci Standards
  • Performance expectations
  • Require contextual application of 3 dimensions
  • Focus is on how and why in addition to what
  •  Why we need science literacy
  • Steven Speilberg twitter article
  • Eagle taking baby
  • Highest income and lowest income kids take biology but drop off significantly as they transition through chem and then Physics.
Committee of 1810 
We teach bio, chem and physics order because only it’s  alphabetical
How many kids take physics? Is there a gender gap
Is there perception data from the students?
Steve Pemberton


Steve Pemberton reminds us that our students’ smiles can hide a collision of identities underneath
  • No child is ugly. Children don’t forget what you call them.
  • “Books gave me a vision and a sense of place beyond myself” Pemberton
  • Children often inherit situations that they do not ask for and did not create. Something to remember.
  • You may be only one person in the world, but to one person you may be the world.
  • One small act of kindness changes generations.


Some might say it takes only one person. I would say it takes less. It takes only a moment. One momentary kindness to be the catalyst that is generational.
I was an inheritor of something I didn’t ask for but I took a stance and said no. It will not continue.
There is nothing that separates me from you. We are the same. The difference is the army of people that wrapped themselves around me.
Steve Pemberton reminds us that our students’ smiles can hide a collision of identities underneath
No child is ugly. Children don’t forget what you call them.
“Books gave me a vision and a sense of place beyond myself” Pemberton
Children often inherit situations that they do not ask for and did not create. Something to remember.
You may be only one person in the world, but to one person you may be the world.
One small act of kindness changes generations.
Direct the rider: the rider loves to problem solve. Narrows our field to what doesn’t work.
  • Find the brite spots: find what works and scale it
  •  Psychologists found bad is stronger than good and it blinds us of successes that are occurring right in front of us
  •   How much time do we spend on true but useless info
  • Obsess about success
  • Don’t create problem-solving teams, set up Success-finding teams to find brightspots


Motivate the elephant

Shrink the change (5 min cleaning rule)

Chunk it – parents wouldn’t give feedback once a year to their children

1min praise to give positive feedback to reluctant people

We have the wrong model of how organizational change happens

Data cannot do it alone

Change comes from SEE-FEEL-CHANGE

Thought experiment (FEELd Trip) what can I show to get them to “feel” the need to change

Shape the path/Environment

Smarter signage (limit options, use empathy humor, maps instead of info)

Changing the path can make a jerk act like a saint, and a teenage act like a scientist

If you want change failure is part of the deal

Many leaders responses to cars driving over a cliff is to park an ambulance at the bottom of the cliff rather than stopping the cars from going over the cliff. Be strong in influence not in adaptability. Be strong in dominance not in compliance.
Be radical and be bold. 

@GE_Foundation #reimagineed @AAFTP @HopeStreetGroup @NNSTOY Kristina Doubet showing Sternberg’s 3 thinking styles. — Michael J. Dunlea (@MichaelJDunlea) July 16, 2014

Evernote Camera Roll 20140716 105034

Tri-Mind Template an Sternberg

Sternberg’s Triarchic Theory of  Intelligence
Sternberg posits that there are three types of intelligence (see descriptions next
  • Creative
  • Analytical
  • Practical

We all have some of each of these intelligences, but are usually stronger in one or  two areas than in others. We should strive to develop as fully each of these  intelligences in students, but also recognize where students’ strengths lie and  teach through those intelligences as often as possible, particularly when  introducing new ideas.

Common Core Math – Steve Leinwand
Standards don’t teach, teachers teach. Steve Leinwand
Mathematical practice number 3 is the Trojan horse:
Construct viable arguments and critique the reasoning of others
Coaching needs a protocol
Find time for teacher collaboration
Get subs for a day
Peer observation
Video reflections
Student for a day
James McGrgor Burns power and leadership
Re-imagining Post – Education
Our beliefs dictate the interactions we have, the words we use.
When children feel they can play a role in decision making it is empowering
50-60 percent of students do not graduate from college.
Americans between 24-34 are 12th in the world compared to other developing countries
We are not keeping up with the rest of the world
Kids do not finish college. They are taking too many remedial courses
Math and reading are the issue
Do not cut off options and label types to students
Did you ask a good question today? 
Learning is active and not passive it has to be gotten and taken.
The higher the ap scores the higher the SAT, The more prestige a school the more likely they will change majors away from STEM.
Look to the left look to the right, only one of you will be left
Look to the left look to the right, 3 out of 4 of you will be remaining. Otherwise we fail as a school
A Teachers touch is eternal through their students
Thoughts becomes words, words become your actions, actions become your habits, habits become your character.