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The Surge: A Metaphor for Urban School Reform Michael K. Bendicsen, Ed.D. September 29-30, 2014 Indiana School Safety Specialist Academy.
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The Surge: A Metaphor for Urban School Reform Michael K. Bendicsen, Ed.D. September 29-30, 2014 Indiana School Safety Specialist Academy
“Scholars are virtually unanimous in their judgment that conventional forces often lose unconventional wars because they lack a conceptual understanding of the war they are fighting.” - Lt. Colonel Mathew Moten, Chief of Military History, West Point (via T. Ricks, 2006)
Urban Education and the Iraq War A person could have looked at the Iraq war, and most urban education in the United States, in 2004 and not been faulted for viewing both as colossal failures. Both problems were massive, amorphous, complex and dangerous. Neither displayed clear paths toward resolution or even amelioration. Deeper examination could suggest ways to succeed, or at least improve both situations. Further reflection could show that the two seemingly different problems could have very similar solutions.
The “problem,” as generically identified by the media and policy makers with many urban schools, typically concerned low academic achievement (Banchero, 2010; Bush, 2010; Haynes, 2009; Matheson, 2012). • Another view, however, is that low academic achievement can be better understood as a symptom rather than the real disease. Some educators have observed, in this regard, that without ending the cycle of violence and improving poor infrastructure academic achievement would not improve (Lorion, 1998; Milam, Furr-Holden, Leaf, 2010; Warren, 2005).
There also emerges another question concerning urban schools and low achievement. Even if adults could raise test scores without addressing the other issues, should leaders do so?
What is counterinsurgency (COIN)? • What was “The Surge”?
What characteristics of counterinsurgency can be realistically applied to education reform efforts?
Can any significant strategic objectives (democracy, literacy, etc.) be met without first meeting the basic human needs of security, infrastructure, and food?
Are the correct metrics being used to judge the progress and success of the operation?
Maslow • Unsatisfied needs prevent moving up • Waiting for Superman – not worthy of investment • Poverty • Violence • Infrastructure
Comparisons - Iraq, The Military and Urban Education • Massive and complex • Hierarchical • Violence • Chicago, Camden, New Orleans, Baghdad • Need for comprehensive and synergistic solutions • Need for superior leadership
The Use of Metaphor • Both education and military worlds use metaphor, and often the same ones • Tribal • It takes a village • Waging peace • Anchors • Quagmire/ morass • The Surge
Other Points of Connection • Personal experiences • Menis / Themis • Neurobiology, stress physiology, PTSD
How Children Succeed • by Paul Tough
Dr. Burke Harris • Adverse Childhood Experiences • (ACE) • Neuroendocrinology • (how hormones interact with the brain) • Stress Physiology • (how stress affects the body) • HPA
ACE Scores • Executive Function • (higher order mental abilities found in the prefrontal cortex)
Know your turf • Diagnose the problem • Organize for inter-agency operations • Find a political/cultural advisor • Train the squad leaders—then trust them
Be there • Prepare for handover from day one • Build trusted networks • Small is beautiful
Implications • Risk Aversion • Synergy • Battle Space Superiority • Political Considerations
Application • Data could be better applied and acted on more quickly • A “one size fits all” approach was ineffective and counterproductive • Hierarchy of Needs • Green Zone • Special Forces- A Teams • Existing Synergetic School-City Models
The Surge: A Metaphor for Urban School Reform Michael K. Bendicsen, Ed.D. September 29-30, 2014 Indiana School Safety Specialist Academy
Michael Bendicsen, Ed.D. Principal Tippecanoe Valley High School 8345 South SR 19 Akron, IN 46910 574-353-7031 x2470 Fax – 574-353-1016 bendicsenm@tvsc.k12.in.us
