Title: Technology Centers That Work: A Framework of Key Practices and Conditions for Improving Academic and
1Technology Centers That Work A Framework of
Key Practices and Conditions for Improving
Academic and Technical AchievementAnn
Bensongben_at_brightok.net
TCTW
2Workshop Objectives
TCTW
- Develop awareness and understanding of goals, key
practices and conditions that have been
customized for shared-time centers - Determine the status of school and classroom
practices according to a set of benchmark
indicators - Determine whether CTE curriculum, instruction and
courses meet the requirements of Perkins IV - Examine strategies for using 21st century skills
to advance college- and career-readiness
standards and - Leave with a set of actions for implementing the
goals, key practices and conditions of TCTW.
3High Schools That Work
SouthernRegionalEducationBoard
4Tech Centers That Work
MO
KY
NY
PA
NJ
SC
AL
SouthernRegionalEducationBoard
GA
AR
OK
LA
5Background Technology Centers That Work
- Origin of HSTW
- Effort-based school improvement (Responsibility)
- Rigorous academic and quality CT curriculum
(Rigor and Relevance) - Supportive Relationship between students and
Adults - Setting personal goals with a plan to achieve
(Focused) - Continuous improvement (Reflection)
- Supportive Conditions
6Work Harder to Get Smarter We need to change
our thinking and our language from an ability
model to an effort model.
SouthernRegionalEducationBoard
7Why Work in Teams
SDW
7
8How Many Do You Remember?
HSTW
- Take one minute to work independently to list all
the items on the preceding slide (hint there
were 25) - Use the blank page two of the planner
SDW
8
9Teams Work Better
HSTW
- Now work together in table teams to see if your
table can come up with all 25.
SDW
9
10Teams Work Better
SDW
10
11TCTW Key Conditionsfor Accelerating Student
Achievement
- A clear, functional mission statement
- Strong leadership
- Plan for continuous improvement
- Quality teachers
- Commitment to goals
- Flexible scheduling opportunities
- Support for professional development
SouthernRegionalEducationBoard
11
12Clear, Functional Mission
- Individually, write down on the bottom of page 3
the mission of your school - Share around the table to see if there is
consensus - Does it drive decision-making?
- Does it communicate a clear purpose?
- We will share out specific examples
13Create a Functional Mission
- Turn to page 11 in the planner
- Create a Driving Mission in 10 words or less
- Create a Bumper Sticker of the mission and post
near your table (includes the mission in a format
that makes it easy to remember) - Question Why is the mission important?
14TCTW Key Conditionsfor Accelerating Student
Achievement
- A clear, functional mission statement
- Strong leadership
- Plan for continuous improvement
- Quality teachers
- Commitment to goals
- Flexible scheduling opportunities
- Support for professional development
SouthernRegionalEducationBoard
14
15Fundamental Beliefs
- Almost all students can and will make the effort
to learn standards if adults create the right
conditions - All students should be enrolled in a program of
study that will prepare them for further study
and a career - Students who have a goal and see meaning and
purpose in learning are more motivated to learn
15
16Fundamental Beliefs
- Students learn best when they have a personal
connection to the school - Students learn best when teachers maintain a
demanding and supportive environment - Students change behavior and become more
motivated to meet school goals when adults use
school and classroom practices based on effort
rather than ability. - All faculty should be involved in continuously
improving teaching and learning.
16
17Table Team Discussion
- Estimate the percentage of staff whose practices
indicate they hold each belief. (page 11) - What actions can the leadership team take to get
more faculty members to embrace the core beliefs?
18Student Profiles
- Review the student profiles on page 12 of the
planner - After reviewing the profiles, place each student
in the quadrant that represents the likelihood of
that student graduating from high school ready
for college and careers.
19Why Implement the TCTW Design? Future Jobs
Require More Education
Source Bureau of Labor Statistics
SDW
19
20Too Many Students Do Not Complete High School
- U.S. graduation rate 74.7
- Graduation rates over 80ID, MO, NE, NJ, OH,
PA, SD, VT - Graduation rates 75 to 80AR, HI, IL, KS, KY,
MD, MA, OK, VA, WA, WV - Graduation rates under 75AL, DE, FL, GA, IN,
LA, MS, NM, NY, NC, SC, TN, TX
Source NCES 2007-352
SDW
20
21The Cost of Dropouts
- A HS dropout contributes about 60,000 less in
taxes over a lifetime - Dropouts from the class of 2007 will cost the
U.S. 330 billion in lost wages and productivity
over their lifetime - America could save more than 17 billion in
Medicaid and expenditures for health care for the
uninsured by graduating all students - If the male graduation rate were increased 5,
the nation would see an annual savings of 4.9
billion in crime-related costs - (Source Alliance for Excellent Education, 2007)
22To change student outcomes, schools must change
adult practices!
SDW
22
23TCTW Goals
TCTW
- Are the goals for your tech center clear?
SDW for CT
23
24TCTW Goals
TCTW
- Are the goals for your Tech Center clear?
- On the 2008 TCTW Teacher Survey, only 43 said
they - strongly agree that the goals and priorities for
their center are clear.
SDW for CT
24
25Helping students acquire the technical knowledge
and skills needed to get a good job is a very
important goal.
2008 TCTW Teacher Survey Report
SDW for CT
25
26Preparing all students for the dual objective of
employment and further study is a very important
goal.
2008 TCTW Teacher Survey Report
SDW for CT
26
27Ensuring students earn a high school diploma is a
very important goal.
2008 TCTW Teacher Survey Report
SDW for CT
27
28TCTW Goals
- Which goals on Page 4 of the planner best fit
your school? - Circle the goals that match your schools current
goals.
29TCTW Goals
TCTW
- Increase to 85 percent the percentages of CT
students who meet career and college-readiness
goals in reading, mathematics and science. - Increase the percentages of technology center
graduates who complete a CT concentration and
enter employment within the field for which they
were prepared and who enter postsecondary studies.
30TCTW Goals
TCTW
- Increase to 95 percent the percentages of high
school students who enter the technology center
in grade 11 and graduate on time. - Advance policies and leadership initiatives that
sustain a continuous school improvement effort. - Work with middle schools to use assessments to
guide students in creating programs of study that
prepare students for high school and technology
center.
31TCTW Goals
TCTW
- Increase annually the percentage of students
leaving the technology center with postsecondary
credit or having met standards for postsecondary
studies. - Work with the high schools to annually increase
the percentage of students entering technology
centers prepared to earn college credit based on
test scores. - Increase annually the percentage of graduates
that pass an improved employers exam. (National
licensure, state exam/credential, etc., such as
ASE)
32TCTW Key Practices (Pages 5-7)
TCTW
- Culture of Continuous Improvement
- Challenging Program of Study
- Challenging Career/Technical Studies
- Work-based Learning
- High Expectations
- Challenging Academic Studies
- Active Engagement
- Teachers Working Together
- Guidance and Advisement
- Extra Help and Transitions
33Questions
TCTW
- Whats the difference in old vocational education
and new career-technical education? - How does your school rate?
- Pages 9-10
SDW for CT
33
34- What do employers expect of graduates from
technology centers?
35Applied Skills
- Basic skills high school graduates should possess
as ranked as very important by employers - Professionalism / Work Ethic (80)
- Teamwork / Collaboration (74)
- Oral Communications (70)
- Ethics / Social Responsibility (63)
- Critical Thinking / Problem Solving (58)
- Information Technology Application (53)
36Applied Skills
- Basic skills high school graduates should possess
as ranked as very important by employers, cont. - Written Communication (53)
- Diversity (52)
- Lifelong Learning / Self Direction (43)
- Creativity / Innovation (36)
- Leadership (29)
37Emphasis on Applied Skills
38Emphasis on Applied Skills
39Implementation Differences Result in Achievement
DifferencesPercent of Students Meeting Readiness
Goals
Source 2008 HSTW Assessment
40Key Question
TCTW
- Why do students at most-improved CT centers make
greater gains in achievement than students at
non-improved centers?
41The Detailed Answer
- More students at most-improved CT centers
- Completed the HSTW-recommended curriculum in
reading, math and science - Experienced high expectations in the classroom
- Experienced reading, writing and math skills
across the curriculum - Were engaged in science
- Experienced quality career/technical studies and
work-based learning - Had access to quality extra help and guidance
- Understood the importance of learning and doing
well in high school
42The Short Answer
HSTW
- The most-improved CT centers more fully
implemented the TCTW design. - They took action to increase student achievement.
43QUESTION
HSTW
- What are college- and career-readiness
indicators? - Page 13
43
44Key PracticeHigh Expectations Motivate more
students to meet high expectations by integrating
high expectations into classroom practices and
giving students frequent feedback. When he
wrote, Blessed is he who expects nothing, for he
shall never be disappointed, Alexander Pope
could have been describing the expectations that
some teachers at non-improved schools have for
their students nothing.
TCTW
45Strongly agree that their center emphasizes
academic standards (English/language arts,
mathematics and science) to ensure students
success in postsecondary studies and careers.
2008 TCTW Teacher Survey Report
46Somewhat or strongly disagree that students
success or failure at the center is largely due
to factors beyond them.
2008 TCTW Teacher Survey Report
47Examining Course Goal Statements Role Playing
- Assume the role of a student
- Review the sample course goal statements for one
course - Page 14
- Discuss your reaction as a student to the depth
of knowledge/skills covered - NEXT
- Think about the courses you teach
- Discuss the extent to which your course goals
address both employment preparation as well as
further education
48Your Course GoalsStrengths Weaknesses
- Read the Helpful Questions used to Examine Major
Course Goals on Page 15. - Place a check mark for questions you address best
in your current course goals. - Circle the essential competencies at the bottom
of the page you feel career/technical teachers
most often neglect in establishing course goals. - Page 15 of Planner
49Why Raise Expectations?
TCTW
- Communicate that education counts
- Enhance the image of CT programs and students
- Give students a sense of self-worth
- Help students see that the school believes in
them - Help students be more focused, motivated and
goal-oriented
50High Expectations Indicators
- Teachers often clearly indicated the amount and
quality of work necessary to earn a grade of A or
B. - Teachers were available frequently to help
students with their studies. - Students spent one or more hours on homework each
day. - They often redo work to meet standards.
- They often worked hard to meet high standards on
assignments.
51Technology Centers That Work
- Do expectations at a technology center impact
academic achievement?
52Emphasis on High Expectations
Source 2008 HSTW and TCTW Assessments
53Emphasis on High Expectations
Source 2008 TCTW Assessment, All Sites
54Is CT Homework Important?
- Would your students say that you assign homework
regularly? - Are homework assignments connected to classroom
activities? - Do you require students to read and write outside
of the classroom? - Do your students leave your program with a CT
portfolio?
55Actions to Make Homework of Value
TCTW
- Multiple formats for homework include short-term
practice and long-term high level projects - Study groups established so students can get
support - Homework crosses multiple curricular areas and
students receive credit in each area - Homework highlights literacy and numeracy skills
found in the job field - Teachers communicate that homework is important
- Center establishes and communicates a clear
homework policy
56Assessing Intellectual Level of Assignments and
Student Work
TCTW
- At what level would you find most of the student
work at your center? - What steps can you take to move student
assignments to a higher level of learning? - How does this impact a students expectations
- How could you use the Webb Depth of Knowledge
(DOK) Levels? - Pages 16-18
SDW for CT
56
57High Expectations
TCTW
- Review your current status related to the key
practice of High Expectations and determine one
outstanding practice in place. - Determine one major action your school can take
to establish common expectations for
proficient-level work (i.e., define A, B, and C
work). - Identify one major action you or your center
could take to increase the level of expectations
for your students. - Note Actions should be measurable.
- Pages 19-20 of planner
58 Key PracticeProgram of Study
TCTW
Have students complete a plan of study that
includes a CT concentration and an upgraded
academic core.
59Completing a Challenging Program of Study Matters
TCTW
- A Challenging Program of Study
- Is the best predictor of achievement
- Gives focus
- Prepares students for the next step
- Makes high school count
60Taking the Right Classes Matters
- The academic intensity and quality of ones high
schools curriculum (not test scores, class rank,
or grade point average) counts most in
preparation for bachelors degree completion .
This is particularly true for economically
disadvantaged, African American and Hispanic
students. - (Clifford Adelman, Tool Box)
61TCTW Recommended Academic Core for All Students
TCTW
- Four credits in college-prep/honors English
- Students read 8-10 books a year
- Students write weekly
- Students complete at least one major research
paper - Four mathematics credits Algebra I, geometry,
Algebra II and above - Three lab-based science credits at the
college-prep level four credits with a block
schedule - Three credits of social studies four credits
with a block schedule - Mathematics and Science in the Senior Year
62Recommended Concentrations
TCTW
- Mathematics and science concentration four
credits in each field, with at least one at the
Advanced Placement level - Humanities concentration four credits each in
college-prep level language arts and social
studies, with at least one at the college level
and four additional credits from foreign
language, fine arts, journalism, debate, music,
etc. - Career/technical concentration four credits in
a planned sequence of courses within a broad
career field pre-engineering, health/medical
science, etc.
63CT Concentrations
- Should reflect local industry trends
- Should connect students to postsecondary studies
- Must outline a progressive sequence that leads to
completion/certification - Should help students connect academic knowledge
and CT knowledge and skills
64(No Transcript)
65(No Transcript)
66(No Transcript)
67TCTW
- Take 5 minutes to complete the pre-learning
concept check on a Rigorous Curriculum. -
- Take 3 minutes to discuss answers in table
groups. - Page 21
68Recommended Core andHigher Achievement by
Students in All TCTW Centers
Source 2008 TCTW Assessment and Student Survey
69Percentages of CT Students Completing the
HSTW-Recommended Curriculum and Meeting Readiness
Goals
Source HSTW Assessment
69
70Strategies for Implementing the HSTW Core
Curriculum
TCTW
- Goal
- Enroll ALL students in the Core
- Increase by 10 to 20 percent annually more
students in higher level courses - Investigate alternative schedules to allow more
students to take critical courses - Get guidance staff on board
71Strategies for Implementing the HSTW Core
Curriculum
HSTW
- Enroll ALL students in the recommended core as
the default curriculum - Eliminate 15-20 percent of low-level
courses/sections annually by enrolling more
students in higher level courses - Investigate alternative schedules to allow more
time for students to take critical courses - Create recruitment plans for each department to
have teachers push students to take
higher-level courses - Expand opportunities for students to participate
in AP, IB and dual enrollment courses - Have each student develop a program of study
including the recommended core and a
concentration and use the programs of study to
change the scheduling process
71
72- Students behavior and attitude toward school
changes when school leaders agree to do whatever
it takes to get students to grade-level
standards, prepared for challenging high school
studies and for postsecondary studies and
careers. - Achievement goes up, graduation rates increase
and students become more engaged when leaders
lead to set higher expectations and support
students to meet them. - Dr. Gene Bottoms
- 2006 HSTW Annual Conference
73Major Actions to Enroll More Students in
HSTW-recommended Core and Concentration
TCTW
- Review your current status related to this key
practice and determine one outstanding practice
in place. - Brainstorm major campus actions to work with
feeder schools to increase the percentage of
students taking the recommended academic sequence
and to supplement the recommended academic
sequence at the CT Center.
SDW for CT
73
74Emphasis on Literacy
Source 2008 TCTW Assessment, All Sites
75Literacy at Technology Centers
- Establish a center-wide literacy plan that
- Defines and measures student progress in reading
books (or equivalent). - Engages students in the language of the career
field weekly through structured reading, writing
and oral presentations. - Requires all students to complete weekly writing
assignments.
76Technology Center Literacy Goals
TCTW
- CT Students
- Read a career-related article and demonstrate
understanding of the content at least weekly - Read and interpret technical books and manuals to
complete assignments at least weekly - Complete a project that first requires some
research and a written plan before completing the
task - Complete short writing assignments of one to
three pages weekly - Complete a senior project that includes a
research paper, a product and an oral
presentation of findings before a panel.
772008 HSTW CT Students Percentage Meeting
Reading Readiness Goal - 250
Source 2008 HSTW Assessment
78- Why is mathematics important to the career and
technical fields of study in your school?
792008 HSTW CT Students Percentage Meeting
Mathematics Readiness Goal - 257
Source 2008 HSTW Assessment
80Numeracy at Technology Centers
- Require that CT teachers identify mathematics
skills needed for each unit - Create mathematics study teams
- Identify and use common mathematics vocabulary
and processes - Collaborate with mathematics teachers and
curriculum specialists to create integrated
mathematics activities - Bring in guest speakers or examples of how
mathematics is used in the field - Create projects that require application of
related mathematics concepts
812008 HSTW CT Students Percentage Meeting
Science Readiness Goal - 258
Source 2008 HSTW Assessment
82Emphasis on Engaging Science
Source 2008 TCTW Assessments, All Sites
83Science at Technology Centers
- Require CT teachers to identify science content
as they apply to the program area - Identify and use common science vocabulary and
processes - Collaborate with science teachers and curriculum
specialists to create integrated activities and
experiments (the Chemistry of Food Science) - Bring in guest speakers or examples of how
science is used in the field - Create projects that require students to conduct
scientific investigations
84Using Literacy, Mathematics and Science to Engage
Students in Quality Instruction
TCTW
- Review your current status related to using
literacy, mathematics and science concepts to
enhance instruction. (Pages 23 and 25) - Brainstorm together the actions you might
implement to strengthen the literacy, mathematics
and science concepts embedded with the CT areas.
(Pages 24 and 26) -
SDW for CT
84
85TCTW
Key PracticeCareer/Technical Studies
Provide more students access to intellectually
challenging career/technical studies in
high-demand fields that emphasize the
higher-level mathematics, science, literacy and
problem-solving skills needed in the workplace
and in further education.
86Quality Career/Technical Courses Matter
TCTW
- Improve high school retention
- Increase understanding of academic content
- Give meaning to school
- Motivate students
- Improve retention of academic skills
- Get on track faster after graduation
- Discover career options
SDW for CT
86
87Quality CT Involves
- Creating new courses blending academics and
technical content - Developing standards, conditions and agreements
for awarding postsecondary credit - Requiring that teachers be certified in their
field (state/national employer certification)
88Quality CT Includes
- Requiring a senior project with academic,
technical and performance standards - Providing student opportunities to earn a
recognized employer certification - Including dual enrollment opportunities for
students to earn college credit through dual
enrollment
89Academic Impact of Quality C/T Programs
- Quality Career/Technical programs can boost
reading achievement by 3 to 4 levels (3 to 4
grades) when students feel the need to learn
for application. - Gary Hoachlander
90Emphasis on Quality Career/Technical Studies
Source 2008 TCTW Assessment, All Sites
90
91Key Point Percentages of Students Taking Six or
More C/T Credits at High- and Low-graduation
Schools
SREB Analysis
92Purposes of High School Career/Technical Studies
HSTW
- Prepare students for further study and careers
- Advance technical literacy, numeracy and
problem-solving skills - Understand technical concepts
- Read and comprehend technical materials
- Apply mathematical concepts within chosen field
- Solve problems and think critically
- Keep students in school
93HSTW Career/technical Studies Evaluation Tool
- Schools use it to self assess
- Have a team use for continuous improvement
- Determine actions to take
- Monitor progress
- 18 Indicators
- 4 levels of implementation
- Based upon best practice research
94Quality CT Education Indicators
- Program of Study
- CT Syllabus
- Work-based Learning
- CT Students Organizations
- Embedded Literacy
- Embedded Numeracy
- Use of Technology
- Professional Development
- Guidance and Advisement
95Quality CT Education Indicators
- Parental Involvement
- Articulation and Dual Enrollment Agreements
- Advisory Committee
- Marketing, Public Relations and Community
Outreach - Enrollment
96Quality CT Education Indicators
- Retention and Completion
- Post Program Positive Placement
- State Assessment, HSTW Assessment and College
- Industry Credentialing and Technical Assessments
- Assignment-Page 29
SDW for CT
96
97CTE Quality Evaluation Tool Indicators Review
- Using the CTE Quality Evaluation Tool answer the
following questions - What evidence do we have to rate this indicator?
- What evidence do we need to collect?
- What actions would we need to take to get to
level 4? - How can we take this document back and engage a
larger group in the self-review of all
indicators?
98Different Ways to Organize High School
Career/Technical Studies
- Using a career concentration as a part of a
program of study - Organizing the high school into small learning
communities around career-based themes - Creating pocket career academies
- Planning programs of academic and
career/technical studies that are linked to
postsecondary studies
SDW
98
99Organizing High School CT Programs around 16
Career Clusters
- Agriculture, Food and Natural Resources
- Architecture and Construction
- Manufacturing
- Transportation, Distribution and Logistics
- Business, Management and Administration
- Marketing, Sales and Service
- Finance
- Hospitality and Tourism
Source U.S. Department of Education.
SDW for CT
99
100Organizing High School CT Programs around 16
Career Clusters (contd)
- Health Science
- Arts, Audio/Video Technology and Communications
- Information Technology
- Science, Technology, Engineering and Mathematics
- Human Services
- Law, Public Safety, Corrections and Security
- Education and Training
- Government and Public Administration
- (www.careerclusters.org)
SDW for CT
100
Source U.S. Department of Education.
101Strengthening C/T Studies
TCTW
- Enroll at-risk students in at least one C/T
credit course annually - Offer ninth grade, project-based, exploratory
course introducing broad career fields - Increase the number of students completing a
concentration of courses that lead to industry
certification - Expand opportunities for students to earn
post-secondary credit or certifications - Emphasize literacy, numeracy, and problem-solving
in all C/T classrooms.
102Strategies to Strengthen C/T Courses
TCTW
- Create C/T anchor project assessments - interim
and end-of course - that reflect industry
standards and require use of literacy and
numeracy skills - Purposefully embed academics in all C/T courses
- Require a career-focused senior (capstone)
project - Get input from local business and industry
partners to strengthen applications of
career/tech content and expand WBL/internships - Design Course Syllabi for every CT course
103Guidelines for Developing Course Syllabi
TCTW
- Course Description
- Instructional Philosophy
- Course Goals
- Major Course Projects
- Project Outlines
- Instruction Delivery Plan
- Assessment Plan Performance Standards
104QUESTION
TCTW
- Why is a quality course syllabus important to
your students?
105Dont Forget the Possibility of Quality Blended
CT Courses
- Develop new types of courses that blend
academic/CT courses - Food/science
- Geometry/construction
- Others
106Table Team Groups
- Identify one Outstanding Practice.
- Brainstorm actions to enhance CT courses
- Actions to increase the percentage of students
meeting the definition of CT Completer - Actions to increase the percentage of students
earning certifications or postsecondary credits - Actions to improve the quality of
career/technical courses - Pages 31-33 in Planner
107 108Step 1 Team Planningpp. 34-35
- Prioritize Actions developed during table team
brainstorming - Rank items based on the impact on student
achievement and high school completion rates - Select 5 of the highest ranked items for year 1
- Identify 5 of the highest ranked priority items
for years 2 and 3
109Ideas to Introduce Technology Centers That Work
to Faculty
- SREB materials/newsletters
- Send teams to national staff development
workshops - Teams share and implement ideas
- Visit outstanding HSTW sites
- Create study teams around selected materials
- Seek input on implementation plan
- Technical Assistance Visits
- Page 36
110TCTW
Next Steps
- KEEP MOVING!!!!!!!
- REMEMBER You own the plan!
- Schools that make progress
- Keep moving - the next 90 days are critical to
success
111REMEMBER
TCTW
- All schools want to improve but few want to
change. The fact remains that to improve, one
MUST change.
112Leaders Must Do Hard Things
- Far too many young people today enter high
school at risk of becoming lost in transition
because our K-20 educational system has failed in
its duty to build clear pathways to academic and
career success. This tragic waste of human
resources will not only condemn millions of
adults in the next generation to unfulfilling
lives marked by low-wage jobs and unrealized
potential,. . . .
Source Lost in Transition, 2008
113- . . . . it will threaten the economic security
and social stability of our states and nation.
Source Lost in Transition, 2008
114TCTW
- I leave you with this as you implement TCTW.
115Lessons from the Geese
TCTW
- When you see geese heading south for the winter
flying along in a V formation, you might consider
what science has discovered as to why they fly
that way.
116Lessons from the Geese
TCTW
- FACT As each bird flaps its wings, it creates
uplift for the bird immediately following. By
flying in a V formation, the whole flock has at
least 71 greater flying range than if each bird
flew on its own. - LESSON People who share a common direction and
sense of community can get where they are going
more quickly and easily because they are
traveling on the uplift of one another.
117Lessons from the Geese
TCTW
- FACT When a goose flies out of formation, it
suddenly feels the drag and resistance of trying
to go it alone. It quickly gets back into
formation to take advantage of the lifting power
of the bird in front of it. - LESSON If we have as much common sense as a
goose, we stay in formation with those headed
where we want to go. We are willing to accept
their help and give our help to others. It is
harder to do something alone than together.
118Lessons from the Geese
TCTW
- FACT When the lead goose gets tired, it rotates
back into the formation, and another goose flies
to the point position. - LESSON It is sensible to take turns doing the
hard and demanding tasks and sharing leadership.
As with geese, people are interdependent of each
others skills, capabilities, and unique
arrangements of gifts, talents, or resources.
119Lessons from the Geese
TCTW
- FACT The geese flying in formation honk from
behind to encourage those up front to keep up
their speed. - LESSON We need to make sure our honking is
encouraging. In groups where there is
encouragement, the production is much greater.
The power of encouragement is the quality of
honking we seek. We need to make sure our honking
is encouraging and not discouraging.
120Lessons from the Geese
TCTW
- FACT When a goose gets sick or wounded, two
other geese will drop out of formation with that
goose and follow it down to lend help and
protection. They stay with the fallen goose until
it dies or is able to fly again. - LESSON If we have the sense of a goose, we will
stand by our colleagues and each other in
difficult times as well as in good!
121 122If I can provide you with any assistance, please
contact
- Ann Benson
- 405-743-2919 (office)
- 405-880-5383 (cell)
- gben_at_brightok.net