Deep Learning: Engage the World Change the World
by Michael Fullan, Joanne Quinn and Joanne McEachen, Corwin, Thousand Oaks, Calif., 2018, 187 pp. with index, $32.95 softcover

Michael Fullan, former dean of the Ontario Institute for Studies in Education at the University of Toronto and prolific author of professional texts on educational reform and leadership, and Joanne Quinn and Joanne McEachen, educational leaders and consultants who serve as co-founders with Fullan of New Pedagogies for Deep Learning (NPDL), have laid out the practices essential for instituting an instructional framework for developing skills and competencies that support entrepreneurship and creativity. Their text, Deep Learning: Engage the World Change the World, defines the competencies for deep learning, the rationale for its adoption, conditions for its success and examples from the field that bring these ideas to life.

The authors define deep learning as “the process of acquiring these six global competencies: character; citizenship; collaboration; communication; creativity; and critical thinking.” They advocate for using learning experiences that impact the world, have high relevance to engage students and instill strong academic learning as well as positive social, emotional, and physical well-being.
 
The suggested learning experiences require a changing role for educators as well as collaboration both inside and outside the schoolhouse. Technology can also be leveraged to provide partnerships and teaching resources that enable experiences that had previously been out of the range of regular practice.

Vignettes of schools that have worked with the NPDL to institute deep learning furnish additional insight into successful implementation and the authors provide both cautionary notes and celebratory tales. The text provides a strong foundation for those interested in moving toward instructional experiences that provide high relevance and rigor.

Reviewed by Judy Paolucci, superintendent, Smithfield Public Schools, Smithfield, R.I.


Einstein’s Boss: 10 Rules for Leading Genius
by Robert Hromas with Christopher Hromas, AMACOM, New York, N.Y., 2018, 216 pp., $25 hardcover

Robert Hromas is the dean of the Lozano Long School of Medicine at the University of Texas Health Center at San Antonio and Chris Hromas is a project manager at the University of Florida Health. I particularly liked this book because leadership rules were seen through the eyes of these medical profession rather than an educator.

Genius does not come in one size or shape. School leaders are often surrounded by faculty experts in their fields of study, students who qualify for a variety of special programs and parents who believe they are experts in the field of education as well as in their chosen vocations.
 
Abraham Flexner, founder of the Institute of Advanced Study at Princeton University, was not a mathematician or a physicist, but a gifted administrator. The team of thinkers he assembled (including Albert Einstein) became a global powerhouse, which boasted 33 Nobel laureates and 38 Fields Medal recipients. He had a knack for leading genius.

The authors reveal 10 strategies for leading genius and transforming your business. While written for business executives, many suggestions resonate with educational leadership—not only for gifted, but for all students and faculty.

Just a few of the strategies are “get out of the way,” “shut up and listen” and “make peace with crisis.” In each of the 12 chapters, the authors provide examples and discuss the implementation of each of the strategies. The first two chapters introduce the idea of genius, and the last 10 chapters are devoted to the strategies used by Flexner.

Sometimes the biggest impediment to the success of a genius is the leader. In schools, some principals become micromanagers and do not allow for creativity; everything has to be done “by the book.” Being too “hands-on” stifles creativity and problem-solving.

The book stresses the importance of listening more effectively. Pay attention to what is being said and what is not said. How are the facial expressions and vocal inflections? Look directly at the speaker, give reflective feedback, but do not judge. Encouraging with questions and understanding the ideas go a long way in creating a culture of creativity.

Genius, by definition, is disruptive. When remaining calm amid challenges, a leader can keep employees focused and maintain faculty support. Remaining calm allows a person to grow professionally without fear of retribution. Leaders must anchor themselves to their core values.

Each chapter made me reflect on leadership styles. It also made me think of leadership myths. As public schools become more of a guide toward information rather than providing all of the information, public education will need leaders who are comfortable thinking outside the box and challenging the way “we always do things.”

The book could be strengthened by asking thought-provoking questions at the end of each chapter and would enable the strategies suggested to be more meaningful.

Reviewed by Paul A. Shaw, director of educator ethics, Georgia Professional Standards Commission, Atlanta, Ga.

The Kids are Smart Enough, So What’s the Problem?: A Businessman’s Perspective on Educational Reform and the Teacher Crisis
by Richard W. Garrett, Rowman & Littlefield, Lanham, Md., 2017, 149 pp. with index, $30 softcover

There is a symbiotic relationship between public education and the business community, so a businessman’s perspective on educational reform and the teacher crisis could provide valuable insights for school system leaders. Unfortunately, The Kids are Smart Enough, So What’s the Problem? does little to promote a forward-thinking vision for education. Instead, author Richard Garrett focuses most of his attention on the impact of “disruptive” students.

In identifying the major issues in education, Garrett (who earned a Ph.D. in operations research) presents a disjointed outline of factors ranging from low teacher status, lack of discipline and too much bureaucracy to devaluing education and poor test scores. All of these factors can and do affect schools, but this book is primarily focused on a lack of discipline.

The author conducted a research study, modeled on the Total Quality Management process, to illustrate the impact of “disruptive” students and provide suggestions for addressing this concern. The study included four teachers who identified the root cause of the problem and collected data on the loss of instructional time. While a study based on the observations of four teachers can offer anecdotes, it does not offer significant findings to inform practice.  

Additionally, the discussion of the findings often included statements that reveal implicit bias and reinforce negative stereotypes. For example, the teachers identified the root causes for why “disruptive” students needed noncognitive skills to be successful in the classroom:

1. Parents/parenting—their parents have not imparted to them the needed noncognitive skills or the motivation to become better educated.
2. Cultural—there are cultural biases in some ethnic groups that do not admire and sometimes denigrate intellectual capabilities.
3. Choice—the students have made the choice to be uncooperative and to produce disruption in the classroom.

Similarly, the solutions presented to address the impact of “disruptive” students also reflect bias and were often misguided, out-of-date and superficial. One suggestion included putting all of the “disruptive” students in one class with two teachers who “have the experience and talent to manage this difficult class.” A list of ten points from an experienced teacher included the need for spelling tests and modeling handwriting.

It is apparent that Garrett recognizes the importance of education and values teachers. He warns that the looming teacher shortage will create workforce development challenges in the future. The issues for public education are real; however, this book did little to bring current research or innovative solutions to the discussion. 

Reviewed by Theresa Alban, superintendent, Frederick County Public Schools, Frederick, Md.
 

What Makes a World-Class School and How We Can Get There
by James H. Stronge with Xianxuan Xu, ASCD, Alexandria, Va., 2017, 146 pp. with index, $27.95 softcover

The authors, James Stronge and Xianxuan Xu, are dedicated researchers who bring a comparative international focus to the features of effective learning and effective schools. They put forth evidence of significant learning worldwide and scrutinize the practices that the world considers important in determining future success.

From the beginning, What Makes a World-Class School and How We Can Get There recognizes that there are different standards in different countries that become the measurement of successful schools. The ability to score highly on a short-term achievement test is not held as the criteria for a world-class education. The authors point out the values of developing self-reliance and a quality of life consistent with the expectations of each local culture.

Creativity sponsoring innovation and economic development are reviewed as world-class school indicators. An interesting consideration is the achievement of Nobel Prizes.

Full recognition is given to the fact that the world is changing quickly, and it is not appropriate to measure the local school with the one next door. For our students to compete ably, we must recognize that globalization requires school systems to be aware of the best in the world and adapt successful measures. 

This book gives the reader an insightful study of successful education in Asia, Europe and Canada. It provides a summary of the qualities and characteristics of systems that serve students well and equip them for success with international measurement. The intent is to let each of us measure our school and system to see if we are world-class.

Reviewed by Frank Kelly, executive director, Council of Ontario Directors of Education, Oakville, Ontario, Canada

Why I Wrote this Book ...



“I’ve spent the past several years organizing my papers and gathering my memories, as many elders do. … From an early age, I have stressed the benefits of a good public education for all, remembering that Horace Mann had emphasized that a republic could not long remain ignorant and free. You will find some suggestions for keeping our democracy in these trying times.”

Milton Lee Pritchard Snyder, former deputy executive director, American Association of School Administrators, and AASA member since 1966, on writing Reflections: A Retrospective — What I Have Seen, What I Have Learned, What You Might Like to Know, and a Life Well Spent (self-published via Amazon, 2018)