What is your Longpath? Thinking about the Future – TED Talk – #engage109

“Make sure your worst enemy doesn’t live between your own two ears.”
– Laird Hamilton

In this post I’m sharing a TED talk that I enjoyed, and I believe serves as a good reminder for our fast “immediate” world. Ari Wallach’s talk caused me to think about reflection, he asks …”to what end”, how far out do we think? The speaker, Ari Wallach has a good message. Reactions/Responses are always welcome.

Tomorrow I’m joining hundreds of other Illinois Superintendents with Tweets, emails, blog posts, etc. in support of a LONG TERM IL funding solution; for too long we in IL Education have been victims of the short term.

Transcript:
So I’ve been “futuring,” which is a term I made up —
0:15
(Laughter)
0:16
about three seconds ago. I’ve been futuring for about 20 years, and when I first started, I would sit down with people, and say, “Hey, let’s talk 10, 20 years out.” And they’d say, “Great.” And I’ve been seeing that time horizon get shorter and shorter and shorter, so much so that I met with a CEO two months ago and I said — we started our initial conversation. He goes, “I love what you do. I want to talk about the next six months.”
0:44
(Laughter)
0:47
We have a lot of problems that we are facing. These are civilizational-scale problems. The issue though is, we can’t solve them using the mental models that we use right now to try and solve these problems. Yes, a lot of great technical work is being done, but there is a problem that we need to solve for a priori, before, if we want to really move the needle on those big problems. “Short-termism.” Right? There’s no marches. There’s no bracelets. There’s no petitions that you can sign to be against short-termism. I tried to put one up, and no one signed. It was weird.
1:26
(Laughter)
1:28
But it prevents us from doing so much. Short-termism, for many reasons, has pervaded every nook and cranny of our reality. I just want you to take a second and just think about an issue that you’re thinking, working on. It could be personal, it could be at work or it could be move-the-needle world stuff, and think about how far out you tend to think about the solution set for that.
1:52
Because short-termism prevents the CEO from buying really expensive safety equipment. It’ll hurt the bottom line. So we get the Deepwater Horizon. Short-termism prevents teachers from spending quality one-on-one time with their students. So right now in America, a high school student drops out every 26 seconds. Short-termism prevents Congress — sorry if there’s anyone in here from Congress —
2:23
(Laughter)
2:25
or not really that sorry —
2:27
(Laughter)
2:29
from putting money into a real infrastructure bill. So what we get is the I-35W bridge collapse over the Mississippi a few years ago, 13 killed. It wasn’t always like this. We did the Panama Canal. We pretty much have eradicated global polio. We did the transcontinental railroad, the Marshall Plan. And it’s not just big, physical infrastructure problems and issues. Women’s suffrage, the right to vote. But in our short-termist time, where everything seems to happen right now and we can only think out past the next tweet or timeline post, we get hyper-reactionary.
3:07
So what do we do? We take people who are fleeing their war-torn country, and we go after them. We take low-level drug offenders, and we put them away for life. And then we build McMansions without even thinking about how people are going to get between them and their job. It’s a quick buck.
3:25
Now, the reality is, for a lot of these problems, there are some technical fixes, a lot of them. I call these technical fixes sandbag strategies. So you know there’s a storm coming, the levee is broken, no one’s put any money into it, you surround your home with sandbags. And guess what? It works. Storm goes away, the water level goes down, you get rid of the sandbags, and you do this storm after storm after storm. And here’s the insidious thing. A sandbag strategy can get you reelected. A sandbag strategy can help you make your quarterly numbers.
4:05
Now, if we want to move forward into a different future than the one we have right now, because I don’t think we’ve hit — 2016 is not peak civilization.
4:15
(Laughter)
4:16
There’s some more we can do. But my argument is that unless we shift our mental models and our mental maps on how we think about the short, it’s not going to happen.
4:27
So what I’ve developed is something called “longpath,” and it’s a practice. And longpath isn’t a kind of one-and-done exercise. I’m sure everyone here at some point has done an off-site with a lot of Post-It notes and whiteboards, and you do — no offense to the consultants in here who do that — and you do a long-term plan, and then two weeks later, everyone forgets about it. Right? Or a week later. If you’re lucky, three months. It’s a practice because it’s not necessarily a thing that you do. It’s a process where you have to revisit different ways of thinking for every major decision that you’re working on. So I want to go through those three ways of thinking.
5:08
So the first: transgenerational thinking. I love the philosophers: Plato, Socrates, Habermas, Heidegger. I was raised on them. But they all did one thing that didn’t actually seem like a big deal until I really started kind of looking into this. And they all took, as a unit of measure for their entire reality of what it meant to be virtuous and good, the single lifespan, from birth to death. But here’s a problem with these issues: they stack up on top of us, because the only way we know how to do something good in the world is if we do it between our birth and our death. That’s what we’re programmed to do. If you go to the self-help section in any bookstore, it’s all about you. Which is great, unless you’re dealing with some of these major issues. And so with transgenerational thinking, which is really kind of transgenerational ethics, you’re able to expand how you think about these problems, what is your role in helping to solve them.
6:12
Now, this isn’t something that just has to be done at the Security Council chamber. It’s something that you can do in a very kind of personal way. So every once in a while, if I’m lucky, my wife and I like to go out to dinner, and we have three children under the age of seven. So you can imagine it’s a very peaceful, quiet meal.
6:30
(Laughter)
6:32
So we sit down and literally all I want to do is just eat and chill, and my kids have a completely and totally different idea of what we’re going to be doing. And so my first idea is my sandbag strategy, right? It’s to go into my pocket and take out the iPhone and give them “Frozen” or some other bestselling game thing. And then I stop and I have to kind of put on this transgenerational thinking cap. I don’t do this in the restaurant, because it would be bizarre, but I have to — I did it once, and that’s how I learned it was bizarre.
7:09
(Laughter)
7:10
And you have to kind of think, “OK, I can do this.” But what is this teaching them? So what does it mean if I actually bring some paper or engage with them in conversation? It’s hard. It’s not easy, and I’m making this very personal. It’s actually more traumatic than some of the big issues that I work on in the world — entertaining my kids at dinner. But what it does is it connects them here in the present with me, but it also — and this is the crux of transgenerational thinking ethics — it sets them up to how they’re going to interact with their kids and their kids and their kids.
7:47
Second, futures thinking. When we think about the future, 10, 15 years out, give me a vision of what the future is. You don’t have to give it to me, but think in your head. And what you’re probably going to see is the dominant cultural lens that dominates our thinking about the future right now: technology. So when we think about the problems, we always put it through a technological lens, a tech-centric, a techno-utopia, and there’s nothing wrong with that, but it’s something that we have to really think deeply about if we’re going to move on these major issues, because it wasn’t always like this. Right? The ancients had their way of thinking about what the future was. The Church definitely had their idea of what the future could be, and you could actually pay your way into that future. Right? And luckily for humanity, we got the scientific revolution. From there, we got the technology, but what has happened — And by the way, this is not a critique. I love technology. Everything in my house talks back to me, from my children to my speakers to everything.
8:55
(Laughter)
8:58
But we’ve abdicated the future from the high priests in Rome to the high priests of Silicon Valley. So when we think, well, how are we going to deal with climate or with poverty or homelessness, our first reaction is to think about it through a technology lens. And look, I’m not advocating that we go to this guy. I love Joel, don’t get me wrong, but I’m not saying we go to Joel. What I’m saying is we have to rethink our base assumption about only looking at the future in one way, only looking at it through the dominant lens. Because our problems are so big and so vast that we need to open ourselves up.
9:40
So that’s why I do everything in my power not to talk about the future. I talk about futures. It opens the conversation again. So when you’re sitting and thinking about how do we move forward on this major issue — it could be at home, it could be at work, it could be again on the global stage — don’t cut yourself off from thinking about something beyond technology as a fix because we’re more concerned about technological evolution right now than we are about moral evolution. And unless we fix for that, we’re not going to be able to get out of short-termism and get to where we want to be.
10:18
The final, telos thinking. This comes from the Greek root. Ultimate aim and ultimate purpose. And it’s really asking one question: to what end? When was the last time you asked yourself: To what end? And when you asked yourself that, how far out did you go? Because long isn’t long enough anymore. Three, five years doesn’t cut it. It’s 30, 40, 50, 100 years.
10:45
In Homer’s epic, “The Odyssey,” Odysseus had the answer to his “what end.” It was Ithaca. It was this bold vision of what he wanted — to return to Penelope. And I can tell you, because of the work that I’m doing, but also you know it intuitively — we have lost our Ithaca. We have lost our “to what end,” so we stay on this hamster wheel. And yes, we’re trying to solve these problems, but what comes after we solve the problem? And unless you define what comes after, people aren’t going to move. The businesses — this isn’t just about business — but the businesses that do consistently, who break out of short-termism not surprisingly are family-run businesses. They’re transgenerational. They’re telos. They think about the futures. And this is an ad for Patek Philippe. They’re 175 years old, and what’s amazing is that they literally embody this kind of longpathian sense in their brand, because, by the way, you never actually own a Patek Philippe, and I definitely won’t —
11:41
(Laughter)
11:42
unless somebody wants to just throw 25,000 dollars on the stage. You merely look after it for the next generation.
11:49
So it’s important that we remember, the future, we treat it like a noun. It’s not. It’s a verb. It requires action. It requires us to push into it. It’s not this thing that washes over us. It’s something that we actually have total control over. But in a short-term society, we end up feeling like we don’t. We feel like we’re trapped. We can push through that.
12:13
Now I’m getting more comfortable in the fact that at some point in the inevitable future, I will die. But because of these new ways of thinking and doing, both in the outside world and also with my family at home, and what I’m leaving my kids, I get more comfortable in that fact. And it’s something that a lot of us are really uncomfortable with, but I’m telling you, think it through. Apply this type of thinking and you can push yourself past what’s inevitably very, very uncomfortable.
12:47
And it all begins really with yourself asking this question: What is your longpath? But I ask you, when you ask yourself that now or tonight or behind a steering wheel or in the boardroom or the situation room: push past the longpath, quick, oh, what’s my longpath the next three years or five years? Try and push past your own life if you can because it makes you do things a little bit bigger than you thought were possible.
13:19
Yes, we have huge, huge problems out there. With this process, with this thinking, I think we can make a difference. I think you can make a difference, and I believe in you guys.
13:34
Thank you.
13:35
(Applause)

From the Future Ready Team – “Speak Up Surveys”

“Success isn’t something that just happens. Success is learned, success is practiced, and then it is shared.”
– Sparky Anderson

 

Sharing an excerpt of an email as well as survey links on behalf of the Future Ready Schools

We want you to Speak Up! Future Ready Schools (FRS) is helping to support Project Tomorrow on the 2016 Speak Up surveys.

If you are not yet familiar, Speak Up is a national research project as well as a free service to school districts. The survey should take about 15 minutes and includes a series of multiple choice questions.

If you are interested in using any of the other Speak Up surveys (for teachers, school administrators, students, parents, librarians, community members), they are open through January 13th.

To learn more, please visit: http://www.tomorrow.org/speakup.

Thanks for taking the time to participate.

Our Best,

The Future Ready Team
Sara Hall, Tom Murray and Lia Dossin

Principal-Superintendent Collaborative Journal Article #Engage109

“It is not the strongest species that survive, nor the most intelligent, but the ones who are most responsive to change.”
– Unknown

In the Deerfield Public Schools we have enjoyed three full years change, growth, progress and joy. We credit our Board of Education for their effective and impactful governance and vision, teacher and student and administrator collaboration and innovation, and community support!

In this blog post I am sharing an article that two Deerfield Public Schools District 109 principals and I co-wrote and was published by a national principal organization.

Your comments are always welcome!

 

The following article was Published by the National Association of Secondary School Principals, NASSP, in their journal, Principal Leadership

Reinventing Science Lab Space and Curriculum

by Brian Bullis, John Filippi, and Michael Lubelfeld

How one school district used a holistic approach to produce a dozen award-winning science labs

As principals move from No Child Left Behind to the Every Student Succeeds era, the traditional school improvement model that narrowly targeted student achievement is no longer standard operating procedure. In our district, we have broadened our view of school improvement, and the results have been dramatic—we’ve redesigned middle school science, technology, engineering, and mathematics (STEM) learning spaces and curricula.

We accomplished this by using a holistic school improvement planning process that utilized the power and collective capacity of student, staff, parent, and community voice. Working under an intensive, two-year Plan-Do-Study-Act process, principal leadership transformed student learning and school facilities for decades to come. For example, we now have 12 award-winning science labs available to all students in grades 6 through 8.

Potent Process

In 2013, Deerfield Public Schools District 109 embarked on a new format for school improvement planning. Rather than form a team of staff to focus narrowly on measures of student achievement—as had been the model in Illinois and across the nation for many years—we took steps to gather a large group of constituent stakeholders. One hundred and forty staff, parents, students, and community members came together to research areas for improvement. The Superintendent’s Task Force for Middle Level Education reviewed middle school education in six broad areas: fine arts, STEM, exploratories, world languages, gifted programming, and social emotional learning.

Each subcommittee of the task force was chaired by a middle school building administrator, and subcommittee membership comprised balanced representation among constituent group members. Subcommittees were encouraged to think and dream big. The task for each group was not to focus on incremental improvement, but rather to develop audacious goals for improved student learning experiences that reflected their vision for contemporary education. One student put it best when she stated it was her opportunity to, “share my ideas in order to make things work.”

One specific goal that emerged was the redevelopment of the middle school STEM experience. Principal facilitators educated the 27-member STEM task force subcommittee on the Next Generation Science Standards (NGSS) and the Common Core State Standards. The group studied and engaged in dialogue about current realities and future projections. The national and international need for improved science education was identified, and opportunities in STEM employment fields were discussed. With the United States underperforming in STEM education, and the unfilled STEM job gap growing, the committee felt it was incumbent on the school district to act.

The subcommittee developed a shared vision statement with the help of principal leadership. The shared vision was for “District 109 to lead the state in developing innovative and inspired thinkers and problem solvers.” To achieve that vision, the group set a goal to rewrite the science curriculum and to design new science lab spaces for all middle school students.

Dramatic Design

With the goal of developing cutting-edge middle school science facilities and curriculum, a team of science teachers and principals were selected to work with the district’s architects. The design phase was unique for two reasons: First, the curriculum that would be delivered in the space was still in development; and, second, the end users were highly involved in articulating the needs of the labs to the architects.

This design approach was a significant departure for our organization; past construction had focused on architect-directed design to meet established curricular programming. Now, the voice and leadership of the principals was central during all phases of design. The Board of Education and superintendent recognized the need to empower school-based leadership to effect lasting, second-order change.

Because the NGSS-aligned curriculum was not yet complete, the design team emphasized the need for flexibility and design agility in the final layout. What seemed an impediment to effective design emerged as a strength. The completed learning spaces would need to remain pliable: They had to serve the unknown now, and ultimately in the future. Furniture could not be static, the teacher’s mobility could not be constrained to a single demonstration station, the location of wet lab and classroom space could not be restrictive. The space needed to be versatile enough to allow for innovation now and in the future.

Design highlights of the completed space include:

  • Mobile student seating and lab stations
  • Movable walls
  • Three points of projection throughout the room for students to see teacher- or student-​presented material
  • Networked monitors at each lab station for use of science-specific software, and to allow students to see teacher lab demonstrations from a demonstration camera
  • Green-energy technology (wind turbines, solar, rain collection) with real-time consumption and energy generation available to students via a web-based dashboard
  • Real-time weather monitoring
  • Birdhouses with live camera feeds into the classroom

Design continued into construction, and construction of the 12 labs was split into two phases. Phase one took part in the oldest and smallest of the four labs during the summer of 2014, and the remaining eight labs were completed in 2015. This provided an opportunity for the phase two labs to be further improved by soliciting feedback from students and staff that experienced learning in the completed phase one labs.

Rewarding Results

Every square centimeter of space in the science labs and classrooms is available for learning, as defined by our current needs, but the spaces are also available for the learning of tomorrow. The labs won the Learning by Design award for “Outstanding Project” in spring 2016, as well as an “Award of Merit” for the Exhibition of Educational Environments Awards at the Joint Annual Conference of the Illinois Association of School Boards, the Illinois Association of School Administrators, and the Illinois Association of School Business Officials in 2015. In addition, the leadership team for the task force earned a 2014 “Distinguished Service Award of Excellence” from the Illinois Chapter of the National School Public Relations Association. Students, staff, parents, and visiting dignitaries-including the governor of Illinois and Illinois state superintendent of education-have raved about the capabilities of the new labs. One parent working in a STEM field went so far as to say the labs rivaled the capabilities of his work environment.

While we have enjoyed the positive feedback, the challenge we now face is how to measure the return on investment. Our board of education authorized nearly $10 million in support of these projects, and like leaders in other districts, we’re challenged to substantiate the benefit such work yields for the students in our care. We believe the answer to this challenge is to reinvest in the process—by engaging stakeholders in the meaningful study of student outcomes associated with the labs and redesigned instruction and examining again the research on effective STEM instruction.


Brian Bullis, EdD,is the principal at Charles J. Caruso Middle School in Deerfield, IL.
John Filippi, EdD, is the principal at Alan B. Shepard Middle School in Deerfield.
Michael Lubelfeld, EdD, is the superintendent of schools for Deerfield Public Schools District 109. 

Sidebar: Make It Work

Implement a holistic, redesigned STEM program at your school:

  • Inspire. Motivate teachers, students, and community members to dream big. Lead with data, energy, emotion, and hope. Encourage teams to produce tangible results through dream/do leadership.
  • Engage. Facilitate stakeholder group planning, review, and implementation recommendations.
  • Reinvest. Lead analysis of the change process. Encourage stakeholders to benchmark results of change against growth targets, and set goals for continued growth.

 

ENGAGE, INSPIRE, EMPOWER
ENGAGE, INSPIRE, EMPOWER

Garbage Trucks and Innovation

“Interdependent people combine their own efforts with the efforts of others to achieve their greatest success.”
– Stephen Covey

images

Today when I was walking my dog in the neighborhood I stopped and took a few minutes to watch the waste management truck pick up the garbage and recycling. I watched the driver of the truck pull up to the recycling bin at the curb. He did not get out of the truck to empty the contents into the receptacle in the truck. He had a robotic arm attached to the truck pick up the recycling bin and empty the contents into a dumpster connected to the truck. This process was repeated at every house. This automation fascinated me as I contemplated garbage truck crews of my youth and how different they were. When I was a boy the garbage truck had a crew of three men, a driver, and two people who rode on the back of the truck and who emptied the trash into the truck and who operated the trash compactor.

My elementary school in Des Plaines, IL where I spent K-6 grades.
My elementary school in Des Plaines, IL where I spent K-6 grades.

When I was in 2nd and 3rd grade and there were three employees per garbage truck I wonder if my teachers were charged with the task of preparing me for the jobs of tomorrow. I wonder if my teachers in 2nd or 3rd grade thought about the depth of knowledge of my learning experiences or activities. I wonder if my teachers four decades ago would have, could have, or did, contemplate a future where garbage trucks today do not have three humans, they have one human and a truck with the sophistication of the space shuttle. I wonder if STEM or STEAM concepts were driving instructional decisions in the 1970s when I was in grade school.

In considering what happened in forty years to the waste management industry, one could draw a conclusion that technology has cost two jobs per truck. While that’s one way to look at this situation; forty years ago there were three people per truck, today there is one person per truck. Another way to look at this is that education forty years ago (or over the past forty years) has changed to allow people to learn new ways to implement waste management. Perhaps the new ways the trucks operate have added two or more jobs. While the people are no longer garbage truck operators, they are now trained to use robotics, natural gas engines, etc. Jobs created by and for engineering people, other jobs – not yet imagined forty years ago – are filled with people skilled and prepared for jobs of our present.

As a superintendent am I supporting and leading an organization preparing students for jobs of the future not yet imagined? I hope so!

So as I’m putting the final touches on the slides I’m using with a presentation at a local conference this Friday at the Argonne National Laboratory in Lemont, IL I am thinking about my experiences today with the garbage truck processes.

In the short video clip below the creator of the Rubik’s Cube offers thoughts on our mission in education and life:

Rubik’s Cube: A question, waiting to be answered

Photo Review of Year 2015 – Public Education Succeeds! #Engage109

“Our ideals resemble the stars, which illuminate the night. No one will ever be able to touch them. But the men who, like the sailors on the ocean, take them for guides, will undoubtedly reach their goal.”
– Carl Shurz

2015 was full of growth, change, leadership, excitement, and educational excellence! The photos in this post provide highlights of our amazing year in service to our community!

Thanks for an amazing 2015 and

here’s to an even more amazing 2016!

Engage

Inspire

Empower

20150129-215758.jpg
The Deerfield Public Schools District 109 – Proudly Educating Students since 1847

 

20150129-215415.jpg
The little Red Schoolhouse (1890 replica) – shows our honoring of the past and the valuing of relationships as we move to the future

 

the Governor, me and Principal Filippi admiring the photovoltaic cells as well as the wind turbines, rain barrels and bird houses at Shepard
The Hon. Bruce Rauner, Illinois Governor, me and Principal John Filippi admiring the photovoltaic cells as well as the wind turbines, rain barrels and bird houses at Alan B. Shepard Middle School – home of the prototype (award winning) Phase I science labs.
Governor Rauner speaking with members of of the DPS109 and Deerfield community
Governor Rauner speaking with members of of the DPS109 and Deerfield community
Governor Rauner and science teacher Christian Ball doing the "science fist"
Governor Rauner and science teacher Christian Ball doing the “science fist”
Showing the governor solar panels and wind turbines at Shepard
Showing the governor solar panels and wind turbines at Shepard
The Governor with our sixth grade students and teachers
The Governor with our sixth grade students and teachers

 

11150403_896764493721309_26793826252620571_n
The Governor visiting his hometown school district (he attended our schools in the 1960’s)

 

11088336_896764333721325_6206112643057760180_n
Science labs for the Next Generation! Collaborative planning, creative design, critical thinking and communication – labs for the next century!

 

11096512_896053810459044_5584188265777827988_o
Students get to “do” science now! Hands on, learner centered instruction is becoming the norm in DPS109.

 

digcitweek_missionmessage3_261x261
With all of this technology and communication and trust, it’s incumbent upon us to work with community and students on proper usage.

 

CScRi5IWsAAIIv8
Community screening of Most Likely to Succeed with local high school – upcoming screening of Beyond Measure with staff – engaging community in discussion about the need for a new “committee of 10” – redesign for future!
While he is a man who deserves GREAT credit for much of Public Schooling - it's time to move beyond rigid 19th Century structures!
While he is a man who deserves GREAT credit for much of Public Schooling – it’s time to move beyond rigid 19th Century structures!

CSWju_OUsAAJMue

Farmersmarket620q5
Being present, in the community as the school system is a cornerstone of our mission!

 

IMG_20150411_115555
Newly published book from our Edu-Star Dr. Zoul! Dr. Z. is a multi-published author, speaker, leader, and inspired colleague! We are proud to work and learn and lead with you Dr. Zoul.
IMG_20150504_151743
Hon. Scott Drury, IL Representative visits our schools, interacts with our students and continues our mission!

 

FB_IMG_1428546013397
On left the Hon. Harriet Rosenthal, Deerfield Mayor and on right the Hon. Julie Morrison, IL State Senator – both engaged community members and informed reps of the people!

 

Hon. Bob Dold, US Congressman from IL (10th) visits with and interacts with students - Open Q & A
Hon. Bob Dold, US Congressman from IL (10th) visits with and interacts with students – Open Q & A
CWW6omnUkAA47Ci
Shadowing the fourth grade class of Mrs. Samantha Johnson at Walden Elementary School! Learning through the lenses of the children keeps it real for our leaders!
lunchatwalden
Students are fun to eat with!

 

hour of code leaderboard 250pmCT 129
joining in the world movement and the White House initiatives!

index

 ENGAGE, INSPIRE, EMPOWER

ENGAGE, INSPIRE, EMPOWER