This is a story about a name named Jamie Vollmer and millions and millions of blueberries. But first, let’s talk about students.
Virtually everyone has two cents to offer and a grand plan to “save” the educational system. The problem with backseat educators is that their perspective doesn’t reflect the reality of actually having boots on the ground in schools.
School administrators and faculty know that educated kids aren’t a product like blueberries that can be churned out and shipped off to the Ivy League; we’re talking about complex, curious children going through the sheer turmoil of childhood and adolescence.
The students in our school systems are every bit as multifaceted as the adults in the administration, but external critics don’t always seem to appreciate that fundamental truth when looking from the outside in.
Of course, even detractors can be swayed by the right argument.
Now, Let’s Meet Mr.Vollmer
A great example is the famous ‘Blueberry Story’ by Jamie Vollmer. Vollmer, a businessman and speaker with set-in-stone opinions on how education could improve, had a life-changing encounter when a teacher stood up and offered the perfect rebuttal.
Scroll through below to read Vollmer’s account of the world-shaking experience.
“If I ran my business the way you people operate your schools, I wouldn’t be in business very long!”
I stood before an auditorium filled with outraged teachers who were becoming angrier by the minute. My speech had entirely consumed their precious 90 minutes of inservice. Their initial icy glares had turned to restless agitation. You could cut the hostility with a knife.
I represented a group of business people dedicated to improving public schools. I was an executive at an ice cream company that became famous in the mid-eighties when People Magazine chose our blueberry ice cream as the “Best Ice Cream in America.”
I was convinced of two things. First, public schools needed to change; they were archaic selecting and sorting mechanisms designed for the industrial age and out of step with the needs of our emerging “knowledge society.” Second, educators were a major part of the problem: they resisted change, hunkered down in their feathered nests, protected by tenure, and shielded by a bureaucratic monopoly. They needed to look to business. We knew how to produce quality. Zero defects! TQM! Continuous improvement!
In retrospect, the speech was perfectly balanced – equal parts ignorance and arrogance.
As soon as I finished, a woman’s hand shot up. She appeared polite, pleasant – she was, in fact, a razor-edged, veteran, high school English teacher who had been waiting to unload.
She began quietly, “We are told, sir, that you manage a company that makes good ice cream.”
I smugly replied, “Best ice cream in America, Ma’am.” “How nice,” she said. “Is it rich and smooth?” “Sixteen percent butterfat,” I crowed.
“Premium ingredients?” she inquired.
“Super-premium! Nothing but triple A.” I was on a roll. I never saw the next line coming.
“Mr. Vollmer,” she said, leaning forward with a wicked eyebrow raised to the sky, “when you are standing on your receiving dock and you see an inferior shipment of blueberries arrive, what do you do?”
In the silence of that room, I could hear the trap snap…. I was dead meat, but I wasn’t going to lie.
“I send them back.”
She jumped to her feet. “That’s right!” she barked, “and we can never send back our blueberries. We take them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant. We take them with ADHD, junior rheumatoid arthritis, and English as their second language. We take them all! Every one! And that, Mr. Vollmer, is why it’s not a business. It’s school!”
In an explosion, all 290 teachers, principals, bus drivers, aides, custodians, and secretaries jumped to their feet and yelled, “Yeah! Blueberries! Blueberries!”
And so began my long transformation.
Since then, I have visited hundreds of schools. I have learned that a school is not a business. Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best CEO screaming into the night.
None of this negates the need for change. We must change what, when, and how we teach to give all children maximum opportunity to thrive in a post-industrial society. But educators cannot do this alone; these changes can occur only with the understanding, trust, permission, and active support of the surrounding community. For the most important thing I have learned is that schools reflect the attitudes, beliefs and health of the communities they serve, and therefore, to improve public education means more than changing our schools, it means changing America.
Jamie Robert Vollmer © 2011
Jamie Vollmer is a former business executive and attorney who now works to increase public support for America’s public schools. His new book, Schools Cannot Do It Alone is available at www.jamievollmer.com