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    Saving Education: America's Last Chance to Own Its Future
    Saving Education: America's Last Chance to Own Its Future
    Saving Education: America's Last Chance to Own Its Future
    Ebook160 pages1 hour

    Saving Education: America's Last Chance to Own Its Future

    By George Waldheim

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    The Problem: The accelerating exodus of students from the traditional public elementary and high schools in the United States (U.S.) is creating public ghost schools. The situation is becoming critical and threatens the very existence of traditional public education in the U.S. This exodus movement is generated by an escalating

    LanguageEnglish
    Publishergeorge waldheim
    Release dateFeb 18, 2019
    ISBN9780997431063
    Saving Education: America's Last Chance to Own Its Future

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      Book preview

      Saving Education - George Waldheim

      SavingEducation-cover-sm.jpg

      Saving Education

      America’s Last Chance to Own Its Future

      By

      George P. Waldheim, Ed.D.

      Copyright 2019, Author: Dr. George P. Waldheim, Apple Valley, California

      ISBN: 978-0-9974310-6-3 E-book

      ISBN: 978-0-9974310-7-0 Paperback

      ISBN: 978-0-9974310-8-7 Hardcover

      First Published in the United States in 2019, all rights reserved. No part of this publication may be reproduced or distributed, in any form or by any means, or stored in a data base or retrieval system without the prior written permission of the author.

      E-mail: [email protected].

      Book and cover design: Debbi Stocco, MyBookDesigner.com

      Printed in the United States

      This publication is designed to provide information for all concerned people who are committed to significantly improving teaching and learning in schools and colleges. It is published under the expressed understanding that any decisions or actions taken as a result of reading this publication must be based on your personal judgment and will be at your sole risk. The author will not be held responsible for the consequences of any actions and/or decisions taken as a result of any information given or recommendations made.

      The examples narrated in this text are real, as perceived by the author—only the names have been changed to protect privacy and identity.

      Dedication

      The accelerating exodus of students from the traditional public elementary and high schools in the United States (U.S.), to alternative education endeavors, has created public ghost schools. The situation is critical and threatens the very existence of traditional public education in the U.S. This exodus movement is evidenced by a large number of parents and students who are significantly dissatisfied with traditional teaching and learning and are seeking improvement elsewhere. It is also reinforced by the negative perception of stay-out students who have finished the system but vowed to never return, and by the critical number of drop-out students who have just plain given up, walked away disgusted, and are gone.

      Prior to this, major product producers in the U.S. were faced with a similar exodus of dissatisfied purchasers and had to dramatically change to compete and survive. They applied the world proven practices of continuous improvement to their preparation processes; ultimately producing products recognized by the public as quality and marketable worldwide—rather than too poorly made to sell. They survived and thrived.

      Public education is now faced with a similar dilemma and will have to make very dramatic changes in order to re-establish itself and survive. This book is dedicated to saving public education by applying the world proven practices of continuous improvement to the critical processes of teaching and learning; ultimately creating schools recognized by the public as schools of choice rather than places to exit. Thus the prescriptive work Saving Education: America’s Last Chance to Own Its Future.

      Table of Contents

      Dedication

      Acknowledgements

      Author Biography

      Preface

      Introduction

      Chapter 1: Current Teaching and Learning

      The Situation

      A Thought

      Improvements: Current Teaching and Learning

      Chapter 2: Teacher Responsibility and Accountability

      The Need

      Developing an Interest to Learn

      A Thought

      Improvements: Teacher Responsibility and Accountability

      Chapter 3: Teaching Methodologies

      Ensuring Learning

      A Thought

      Improvements: Ensure Learning

      Chapter 4: Teacher Preparation

      The Learning Plan

      Topic Objectives

      Methods of Instruction

      Analysis of Learning

      Improvement

      A Thought

      Improvements: Teacher Preparation

      Chapter 5: Teacher Evaluation

      The Process

      A Thought

      Improvements: Teacher Evaluation

      Chapter 6: Teacher Contracts

      Types and Content

      A Thought

      Improvements: Teacher Contracts

      Chapter 7: Teacher Education

      Education Programs and Learning

      What Teacher Education Programs Traditionally Focus On

      What Teacher Education Programs Should Focus On

      Interpreting Student Test Results

      A Thought

      Improvements: Teacher Education

      Chapter 8: Eliminating Gender Bias

      Teaching and Gender Bias

      Improvements: Eliminate Gender Bias

      Chapter 9: Management of Teachers

      The Processes

      A Logical Thought

      Final Examinations

      Current Faculty Evaluation

      Important Concepts

      A Thought

      Improvements: Management of Teachers

      Chapter 10: Ethics and Teaching Responsibilities

      Improvements: Ethics and Teaching

      Chapter 11: Improving Schools and Colleges

      Current Teaching and Learning (Chapter 1)

      Teacher Responsibility and Accountability (Chapter 2)

      Teaching Methodologies (Chapter 3)

      Teacher Preparation (Chapter 4)

      Teacher Evaluation (Chapter 5)

      Teacher Contracts (Chapter 6)

      Teacher Education (Chapter 7)

      Eliminating Gender Bias (Chapter 8)

      Management of Teachers (Chapter 9)

      Ethics and Teaching (Chapter 10)

      A Final Thought

      That’s the End of the Story

      Acknowledgements

      The initial motivation to write this book was generated by the experiences and suggestions relayed to me by so many students, teachers, and administrators. The commonality of their experiences and mine, coupled with a mutual intent for change, served as incentive for this treatise. Additional motivation was generated by the dramatic exodus of students from current public elementary and high-schools to alternative education offerings such as charter schools, private schools, and home schooling. The message is clear: our traditional public school system is not satisfying the public—it is just not working.

      Example: An evening at a friend’s house had generated a short conversation with their babysitter—Joyce. Joyce was a senior at the local high school and was graduating shortly. Her next statement was sincere and profound: I can’t wait until I get out of school so I can learn something. Joyce’s message was clear: her perception of public education was both critical and immensely serious—

      unfortunately a too common perception that only provokes additional public dissatisfaction.

      This response, Saving Education: America’s Last Chance to Own Its Future is written to acknowledge all those who I have encountered who lamented the tribulations of either learning or teaching, and their desire for a better experience.

      Finally, it is without hesitation that I acknowledge the significant support of my wife Carol, and daughters Kate and Marjorie, and their unending commitment to helping others learn.

      Thanks to all.

      Author Biography

      Professional Experience

      The author taught and managed in various environments including the military, business and industry, teacher education, and public colleges and universities. The positions included: Sergeant-US Marine Corps Training Command, Co-owner of a Manufacturing Company in Buffalo NY, Associate Professor at the University of Nebraska-Omaha/Lincoln NE, Professor and Department Chair at California State University-Chico CA, Dean of Business and Technology at College of the Redwoods-Eureka CA, and Dean of the College of Technology at Ferris State University-Big Rapids MI.

      Education

      Associate Degree from Erie County Technical Institute (currently Erie Community College) Williamsville NY, Bachelor and Master of Science Degrees in Education from Buffalo State College-State University of New York (SUNY)-Buffalo NY, Doctorate in Education from the University at Buffalo (SUNY)Buffalo NY.

      Service and Awards

      Service: Rotarian-Eureka CA, President-Small Business Development Center (SBDC) Humboldt and Del Norte Counties-CA, Vice President-CA Community Colleges Association of Occupational Education (CCCAOE) North/Far North Region, Chair-CA North Coast Articulation Council, Accreditation Reviewer for Northwest Association of Schools and Colleges-Seattle WA.

      Awards: Award of Excellence for outstanding achievement in education, research, and service to students; Halliburton Education Foundation-University of Nebraska. Professor Emeritus California State University-Chico.

      Prior Professional Memberships: Society of Manufacturing Engineers (SME), Chair—American Society for Engineering Education (ASEE)-Midwest Section Engineering Technology Division, National Association of Industrial Technology (NAIT).

      Preface

      To: Teachers, Students, Supervisors/Administrators, Lawmakers, and the General Public.

      Why a book on Saving Education: America’s Last Chance to Own Its Future?

      The international ranking of the United States (U.S.) in education is commonly described as mediocre yet the U.S. is the world’s leader in manufacturing, military, food production, space exploration, etc. The U.S. high school dropout rate is extremely high and reported SAT test scores (college admissions) are inexplicably low. Depending upon where the information comes from, the government or the private sector, the reported number of high school drop outs in the U.S. appears to range between 2.5 to 3 million students per year. This number, actually a slight improvement over previous years, amounts to approximately 7,500 students dropping out of high school each day. At the college level, the number of reported drop-outs is slightly less than 2 million students per year—or approximately 5300 students per day. The combined total equates to 12,800 students dropping out of both high school and college in the U.S.—each day of the calendar year.

      It has also been reported that in the 50 largest U.S. cities only 59 percent of students graduate from high school leaving 41 percent who drop out or never finish. Unfortunately drop-outs are not eligible for the vast majority of jobs in the U.S. and, as a matter of record, commit the most crimes in the U.S. It appears that school drop outs are fueling both crime and unemployment.

      In addition to the drop out dilemma there are the unreported stay-outs; those who have gone through the system, survived bad learning experiences, and have vowed to never return unless forced—in many cases a requirement of employment prevails. Their number is indeterminable, but they present a strong force in public discussion concerning their questionable classroom memories. Put together, dropouts and stay-outs, that’s an awful lot of potential learners who have called it quits on the U.S. system of education.

      Public reaction to all of this is demonstrated by conducting a student exodus movement from the traditional elementary and secondary schools (high-schools) to charter schools, various private schools, and home schooling. This movement appears to be gaining serious momentum and strongly suggests that too many parents are disenchanted with the current system of education and are searching for better teaching and learning alternatives.

      Additionally there is combined public and political agreement that the U.S. system of public education has

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