It's About the Process by @mrdelponte

People. Process. Product. In one of my favorite Hulu Plus addictions, I have been watching the CNBC show called The Profit. In The Profit, entrepreneur Marcus Lemonis, a Marquette University graduate, turns around failing businesses by investing his money in them and innovating the way they do business. He often focuses on three aspects of the business: the people who work at and run the business; the process that is used to produce the final product or service; and the actual product or service that is sold to customers. As I spent January 15 shadowing a freshman at North, I couldn't help but think, "What would Marcus say if he were hired to innovate a school?" Would we pass his test?

Very often, Marcus discovers that the people behind a business--except for the occasional self-absorbed owner-- are motivated, passionate, and driven to succeed. Without a doubt, he would think the same of everyone at North. In my shadowing experience, I observed a phy ed teacher motivating students to try their best; a math teacher equipping students to lead in-class exam reviews; and students who asked questions, monitored their reading progress, and led insightful conversations. Marcus would agree: The people are not the issue here. The people are the lifeblood of our school's success.

Well, maybe the product is the issue? Maybe the actual results of the efforts put forth by these great people just don't add up to meaningful outcomes? In education, we can debate this question to the point of endless frustration, but think about this: If you observed students programming computer code, demonstrating Level 5 (yes, Level 5!--at right) geometry concepts to their class, and designing and defending their own human geography projects, wouldn't you say that the product is pretty good...even on our worst of days? I think Marcus would, too.

Frequently, in the realm of educational debate, we fixate too much on people and product. Maybe we do this because these are the visible parts of education. Maybe we do this because it is just easy. Or, maybe...just maybe...we do this because we are entrenched in a process that is rarely challenged and just passively accepted. As he does in many businesses, Marcus would challenge the process that governs how we "do education" in our schools. It is the process that needs innovation; the process that needs to be examined.

Think about the following process-oriented questions, as I did during my shadow day:

●      Why have we accepted the fact that a regimented 6-8 period day is best for learning? By about 1:00 pm, students are mentally drained from all the transitions (as I myself experienced)...especially if they have a 10:15am lunch. I was famished! (Soap box time...What could we seriously do to innovate a student's day at school? The possibilities are endless!)

●      How can we ensure that each and every student can make at least one meaningful connection with an adult or student group in their time at North? The student that I shadowed said that this has made the most positive difference in her transition to high school.

●      How can we build on the innovative work already being done at North? Yes, we can fix process issues, but we are already starting to! The student that I observed really likes it that collaboration is increasingly becoming part of her classes and that teachers are taking the time--through surveys, conversations, etc,--to truly understand learners and meet their needs. Think about the initiatives, conversations, learning spaces, etc. Students appreciate these things, and they appreciate our efforts!

           

Today was truly a great day to experience the life of a student. I am really appreciative of this opportunity to change my perspective for a day. Personally, I think Marcus would be happy with the efforts North has made to empower motivated people, produce a quality educational product, and analyze and innovate our educational processes. As I discovered today, these efforts truly lead to more dynamic experiences for our learners.