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Mortality Leadership Competence: Identifying and resetting System-Death in Learning Organizations

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By USA Radical Black - An Urban Educational Think Tank (columnist include Don Allen) When a human body expires, all that remains is a lifeless shell that once held the vibrancy and identity of an individual. Similarly, in many learning organizations, we witness a high “mortality rate” in leadership competence—leaders who, though physically present, lack the necessary vitality, innovation, and insight to drive positive outcomes for students and families. This stagnation comes at the expense of students and communities, who count on schools to be more than just custodians of their children’s time; they expect educational institutions to be engines of knowledge, growth, and preparation for future success. Yet, as data increasingly reveals, the systems entrusted with shaping young minds are often hollow, devoid of best practices, creativity, and effective output. Mortality Leadership Competence , a term introduced by Don Allen, Ed.S., M.A. Ed., MAT, challenges us to confront the sobering
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Part 1: Teaching 11-14-year-olds Academic Writing

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By Don Allen, (Journal of A Black Teacher)  Teaching 11-14-year-olds academic writing presents unique challenges, as these students generally have no prior experience in academic writing and little reference for understanding the components involved. Research writing, poetry, narrative writing, biography writing, feedback writing, block letter formats, email etiquette, or even crafting action and adventure stories are unfamiliar territories for most of them. Unlike older students, they have few or no past examples to lean on, so everything from learning structure to finding their own voice has to start from scratch. There are many ways to teach middle school students academic writing, and middle school teachers hope that the previous grade teachers will have laid an introductory foundation that segways into middle school-level writing. In cultures of underserved communities and their school-aged children, a unique dynamic can be seen that provides data that children are not taught writ
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Location: Minnesota, USA
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Reclaiming our Legacy in Literacy for Our Black Children

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By Don Allen -  Journal of A Black Teacher (2024) Random thoughts and reflections.  In the era of United States slavery, Black men and women ingeniously pursued the ability to read and write in defiance of prohibitive laws and life-threatening circumstances. More than the skill itself, literacy was an act of rebellion against the oppressive system that wished to maintain Black Americans in the United States in perpetual ignorance. Through ingenuity, bonds people used the most unlikely items for writing and reading classmates: sticks, rocks, string, flour-in particular, from kitchen workers' wood. In most instances, dirt was the "paper" on which to practice writing and spelling. These lowly resources became ways in which literacy would be interpreted as freedom, power, and a promise of a life worth living. Over the generations, Black families nurtured this tradition of knowledge and education, teaching their children to read and write and instilling values of intellectual
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Reaching Middle School Quantitative & Qualitative Lexile Levels of 925L>? Taking a closer look at teaching Phonemic Awareness (PA)

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By Don Allen, Journal of A Black Teacher (2024) Lexile Level explanation  - parent guide (MDE) In fact, phonemic awareness development might be quite tough for underserved students in the Twin Cities and even within Black and Brown communities due to a generational achievement gap and inequity that exist in our educational systems. Many students in these communities come from generations of individuals who have not been in a place to support their own students due to socio-economic barriers: underfunded schools, large student-to-teacher ratios, and a lack of early childhood education opportunities. Often, this gap leaves parents unable to provide the resources needed for their children's literacy development. Phonemic awareness perhaps is the most critical requisite for early reading, dependent on rich, language-based environments that may not have been consistently provided to under-served students at home or via school experiences. Other disadvantages that can also counter these
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Location: Minnesota, USA
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Who said it was okay for Middle School Children to party in Downtown Minneapolis?

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“A simple question deserves a simple answer.” By Don Allen, Journal of a Black Teacher (2024) ( Photo :  Dr. Boyce Watkins X feed; Fair Use) The erosion of our social structures concerning Black children is a topic that consistently sparks my curiosity. I often find myself contemplating the reasons behind this decline and the impact it has on our communities. About four years ago, I began to delve deeper into my readings. I realized that the issues affecting the Twin Cities could potentially arise in other cities, and local communities had to find ways to restore collaboration and human capital to enhance the city for the betterment of local businesses, neighborhoods, and, most importantly, the people. However, I couldn't comprehend the exposure of our 12-16-year-old children to adult situations while exploring downtown with the same level of enthusiasm as adults. Though it may not be a popular question, the most crucial one that demands an immediate answer is: where are the parent
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The Unintended Consequences of the Actors, Policy, Law, and the Consequences of Brown vs. Board of Education on Black Teachers: A Social Justice Perspective and Cognitive Red Lining of Black Children

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  By Don Allen (Editorial Opinion) Journal of A Black Teacher (2024)       The landmark decision of  Brown vs. Board of Education in 1954 is often awkwardly celebrated as a monumental victory in the struggle for civil rights and social justice in the United States. By declaring racial segregation in public schools unconstitutional, the Supreme Court set the stage for the desegregation of American society, promoting equality in education. However, while the decision was a significant step forward in many respects, it also had unintended and adverse consequences for Black educators, which continue to resonate in 2024. This paper aims to meet the assignment prerequisites by exploring the connections between the policy established by Brown vs. Board and the social justice issue of the marginalization and displacement of Black teachers, highlighting the complex interplay between legal reforms and their social impact.       Brown vs. Board of Education consolidated five separate cases chall
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Location: Minneapolis, MN, USA
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The Data Speaks: Why We Should Be Listening

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By Don Allen (Editorial Opinion) - Journal of A Black Teacher (2024) In education, data speaks volumes, yet it’s often met with silence. Teachers, administrators, and policymakers stand at a crossroads when using data to drive decisions. Schools are rich in one crucial resource: children. The talent we have in our students is immeasurable. They are our society's future thinkers, creators, and leaders, and we are fortunate to be surrounded by this talent daily. But what happens when school sites and districts don’t listen to the data, refusing to acknowledge where the challenges lie? How can we possibly nurture this talent if we don’t understand the obstacles in their way? This article explores the consequences of neglecting data and how the lack of collective determination in favor of individual agendas stifles growth and progress. Despite the immense talent within our classrooms and the available resources — human capital, expertise, and technology — our schools still struggle. Th
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Location: Minneapolis, MN, USA
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