The Four Letter Word- Data

Perhaps it was the way in which "data-driven instruction, PLCs, assessment analysis, etc." was introduced to me a decade ago along with the resulting climate of more "testing and accountability" that left me uninspired and unmotivated to see the value of having discussions about data. At the time, I was teaching 6th grade with a powerhouse team of teachers. One day we were told, "You're now required to have a PLC meeting to talk about testing data." That was it! There were no explanations or answering of questions, no modeling, no inspiring message about the WHY, no higher purpose set or vision cast. I remember us looking at each other and asking, "What does PLC even mean? What are we supposed to do with the data that we're not already doing?" Luckily, one of our team members had her MBA degree and was skilled in reading and interpreting data. And so we half-heartedly looked at the student math test scores and did our best to be compliant. We had no direction, no real purpose, and honestly didn't understand why another mandatory meeting was needed since we already had daily conversations about our students and their academic progress. I attribute our confusion to poor school leadership and my lack of understanding because I'd become somewhat complacent in my own professional development.



Fast forward nearly a decade and that four-letter word, data, has a whole new significance to me. Data (and the vocabulary associated with it) is not my enemy, a gotcha, a cold prickly or something I dread. It's not anything new. Teachers have always had plenty of data! The shift for me was a mindset and a focus. I had to change from using data primarily for grades to using data to improve my practice and student learning.

Word choice conjures up emotional responses to educational jargon. Some call it simple semantics. I think it makes a difference. At least in my head, data-driven, seems a little harsh and impersonal. It's another word like rigor that is loaded. I prefer thinking of data as information. Specifically, data is information that helps the teacher guide the student. It may be a test or quiz score, but it doesn't have to be. It easily could be anecdotal notes about a conference, a picture of student work, an exit ticket, or observations about student behavior. Data is the information, the evidence, that tells a story.

When we look at data, ask questions, and take action based on the results of the data, data becomes meaningful and personal. Instead of a focus on numbers only, we can bring into line our attention on the children. We can consider the social-emotional factors that may be supporting or impeding academic performance. We can tap into our professional judgement and expertise. Numbers are indeed part of the discussion, but we also recognize that as Einstein said, "Not everything that can be counted counts, and not everything that counts can be counted." As we look at the evidence before us, our driving question is simple: are our students learning?

An in-depth discussion of data, assessment, research, analysis, culture, etc. is beyond the scope of a simple blog post. There are hundreds of books, webinars, podcasts, Twitter chats, courses, blog posts and other resources for educators to use for their learning. The purpose of this post is to share a few thoughts about data that I've learned on my journey that will hopefully answer the questions that my colleagues have asked me. I am NOT an expert! I'm still learning and growing. My thoughts seem to shift and change just a little as I learn more. However, I'm happy to share where I am now in my thinking.

Be Inquisitive- "When in doubt, observe and ask questions. When certain, observe at length and ask many more questions." George S. Patton Jr.

There are undoubtedly formal ways of doing "Action Research" in the classroom. However, I think teachers who are passionate learners, who intentionally seek ways to improve their practice, are implementing action research all of the time. In simple terms, teachers start with a question. For example, one year I asked, "I wonder how student understanding/mastery would be affected if I used the Math Reps EduProtocol and focused only on a few standards?" I made a simple plan, implemented my ideas, collected data, reflected on the evidence, tweaked, and kept going. The more success I saw, the more motivated I was to keep going! Data was my friend! My students became more confident in math and the energy in the classroom was palpable. There were many positives- some were measurable, and some were not. Perhaps the largest gain was the fact that my students realized that they could learn and do hard things and that we (our class community) were going to do whatever it took to make sure that everyone understood those "big rocks!" If we could all learn those, then we could continue and learn and master a few more standards.

The data, those green squares, challenged and inspired me. I kept asking myself questions about how to tweak my instruction to reach those kids who were failing to understand. I had to be creative. I sought the advice of other educators. It was hard work! I had to ask a lot of 'Why' questions. Honestly, at times, those questions changed to "Why? Why? Why?" as I pulled out my hair in frustration! Was I able to help every student achieve mastery of those standards before the benchmark test? No. But the process was enlightening, and I'd recommend it to any educator seeking to present material in a way that ensures that all students learn and move forward.

Use Evidence of Student Learning to Improve Instruction- 

Have you heard of the poem, Melinda Mae, by Shel Silverstein? She ate a monstrous whale one bite at a time.



Using evidence of student learning to improve instruction is the "whale" in my opinion. This is the hard work of a PLC.

Data tells a story. Sometimes the story is not all rainbows and unicorns. It's hard to hear. It's easy to place blame or make excuses. There is a danger in attributing students' difficulties to the students themselves. Rather than listing all of the deficits of the students, educators need to address what they can do collectively to improve professional practice. We need to ask each other questions. Why do you think this strategy worked/didn't work? What strategy might help these kids understand the concept better? We shouldn't teach in isolation. We should be ceaselessly collaborative, welcoming the scrutiny of other colleagues as we all learn about how students learn best.

Effective PLCs are about conversations that matter, collective commitments, accountability, taking action, and a dedication to continuous improvement. They require trust and respect for our colleagues. Educators must be vulnerable and have a willingness to take risks, be open-minded, and courageous enough to step out of their comfort zones. Teachers are more likely to engage in the PLC process if there's strong school leadership. Leaders must cast a vision, set the course, build a school culture of trust, and walk the talk.

Use Technology As A Tool- 

Technology has been a huge part of my journey in using data to improve my practice and student learning. I could write a whole book about how technology transformed my classroom. I continue to be fascinated by how teachers have so much real-time data available to them during instruction and can adjust a lesson in the moment to better meet student needs. It's equally fascinating how easy it is to visually see through any number of graphs, charts, and diagrams where understanding is breaking down and which students need remediation, which students are approaching mastery, and those who need their learning extended. Almost every web tool that I know of includes analytics or are working towards that end. It's an exciting time for educators who embrace technology in the classroom!

Start With The End In Mind- Students can hit any target they can see and which stands still for them. Rick Stiggins

You can't talk about data without discussing assessment. Begin by asking yourself what mastery looks like. What is understanding? Learning more about assessment is a whole journey of its own. I've had to unlearn and relearn much of what I thought was good practice. (I'm still learning!) How many educators are still planning units like, "I have to teach a unit about _____. What activities can I do in this unit?" A quick Google search displays Pinterest boards and resources to purchase on TPT for the busy teacher. I use these resources too and the allure of cuteness is sometimes overpowering. (That's a topic for another post.) Instead, we should be thinking, "These are the things that my students must learn and here's where they are already (based on data). What experiences do I need to provide for them to master the material?" The summative assessment is designed first. The pre-assessment is based on the summative evaluation and assesses students' readiness for content and to guide instructional decisions. Formative assessments are done frequently and provide ongoing feedback. They are the checkpoints. All three types of assessments offer valuable data for the teacher to use.

Let Data Inspire Action- 

Most teachers enter the profession because of a desire to make a difference in the lives of young people. They want to be a part of something bigger than themselves. They want to share their passion for learning with their students. There is incredible joy and a sense of fulfillment when our students succeed.

Data can be a teacher's best ally by providing valuable insights into a student's learning journey. As a teacher differentiates learning for her students, data can guide instructional decisions. A teacher can monitor progress and facilitate learning by choosing the strategies which potentially will have the greatest impact. Perhaps of even more significance, teachers learning together can use data to support one another and build collective efficacy. We're in this together. Teachers need to believe that they can make a difference in the lives of their students. Hope and optimism are contagious!

Keep Learning-

We're all on a journey. We may be at different points along the road, but we all get better when we learn together. My "data journey" is comprised of many shifts in thinking over time. I cringe a little when I think about where I was a decade ago. Moreover, I'm proud of all that I've learned so far. I have "many miles to go before I sleep." Alvin Toffler said, "The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn." A lot has changed since I began teaching. One thing has remained constant- my love for kids! They deserve my best! If data can help me become better at what I do, then I have no choice but to embrace and use it.

All Kids Can Learn...BUT

Photo by Olivier Fahrni on Unsplash

Instead of being born like most babies, I decided to try to come into this world breech. It didn't work and nearly cost my life and that of my mother's. According to the medical practice of the time, a C-section was not a common option. I was pushed back, turned around, and pulled out with a pair of forceps. (I can't even imagine the pain that my mom was forced to endure.) We both survived this ordeal, but life didn't get any easier. My two younger brothers and I grew up in situational poverty. By the time I was almost five, my mom had divorced, and we were on our own. Alcohol, physical and mental abuse and all of the insecurities and problems that come with poverty impacted my life at an early age.

Life hasn't been easy, but the challenges that I've had to overcome have made me who I am today. I've learned a lot about resilience, grit, perseverance, and hard work. I've also learned about the impact teachers can have on student lives. Although many kids who grow up in poverty struggle in school, I was on the opposite end of the spectrum in a lot of ways. (I was a teacher pleaser and hard worker- not gifted.) Once the keys of reading were unlocked, I became a voracious reader! Not only did I read, but I wrote, illustrated, and told my own stories. My teachers took a personal interest in me and kept me challenged. I loved school! I loved my teachers! I loved learning!

Maybe with a little bit of my personal background now, you'll understand why my heart aches when I hear teachers say something like, "All kids can learn..but" and then continue with any number of assumptions about kids growing up in poverty and outright excuses for not having higher expectations. More often than not, words don't have to be spoken because their actions speak even louder. 

I wholeheartedly believe that kids can learn at high levels despite the challenges that they may face! The teacher may have to provide more background knowledge, more scaffolding, more time, and more practice with specific feedback. But, it's doable! We must keep the bar high! Perhaps, we should even make the shift from conveying high expectations to inspiring aspirations. Kids will rise to the occasion! Over and over again throughout my career, I've witnessed my students overcome seemingly insurmountable odds and learn at high levels. They've even surpassed MY high expectations for learning! Kids thrive when they are challenged. They can and want to accomplish hard things. Students are engaged and motivated to learn when they have teachers who believe in them, when they have opportunities to ask questions, create and collaborate with their peers, and when what they're asked to do has a purpose.

Meeting the needs of so many diverse learners is not easy! Please, don't give up. Just one more try, one more attempt, one more time of thinking about how to inspire a specific learner can change a life. We can't afford to not do everything possible to help our kids engage in relevant learning. "We're in the life-changing business!" as Dave Burgess often says. Lives will not be changed if we play the blame game if we fail to see strengths and only see deficits if we are unwilling to be reflective of our teaching practices and strive to improve and if we get bogged down in old mindsets. We have to believe with 100% assurance that our students, despite the challenges, can learn and that we can make a difference. We have to have a growth mindset, a positive attitude, and hope.

We know what we need to do as educators. There is no shortage of information explaining the hows and whys of how to help kids learn and be successful. If you're not sure, get educated. Every teacher should read, Poor Students, Rich Teaching, Poor Students, Richer Teaching by Eric Jensen and Helping Children to Succeed by Paul Tough at a minimum. Are we willing to do what needs to be done? No one said it would be easy. It will be worth it! Encourage kids to dream big, really big, and then help make their dreams come true.

All kids can learn...AND will! 

Efficacy

Photo by Josh Calabrese on Unsplash

Academic Optimism: A school with high academic optimism is a collectivity in which the faculty believes that it can make a difference, that students can learn, and academic performance can be achieved. Wayne Hoy et al.

Three years ago, I wrote a blog post entitled Urgency. This is how it began.

Have you ever really thought about the time that educators have to change the life of their students? Eric Jensen did in his book, Teaching With Poverty In Mind. Here’s the thinking.

1. Every student in your classroom gets 168 hours each week. (7 days x 24 hours)

2. Subtract the time kids have for sleeping, eating, grooming, and their busy lives. (12-13 hours per day x 7 days= 84-91 hours)

3. That leaves each child with a maximum of 84 hours each week, or 4,368 hours each year. Out of that block, you get at most 30 school hours each week (6 hours x 5 days) for 36 to 42 weeks a year. At the high end, you get 1,260 hours each year (30 hours per week x 42 weeks) for changing a student's life.

Photo by Lukas Blazek on Unsplash

Here's the key ratio: 1,260 hours out of a possible 4,368. You have 28 percent of a student's waking time. You are outnumbered by more than two to one. "With the small proportion of their lives that you do have access to, you cannot afford to waste a single class or school day. " Eric Jensen

Three years later, and the sense of urgency is even greater! A million kids will drop out of high school this year. That's unacceptable! It's frightening to me that so many kids are finding school so disengaging or that they lack so many skills that they lose hope and choose to drop out. This decision is one that will negatively affect the rest of their lives and future generations.

Teachers alone can't solve all of the causes of so many students dropping out. But they can make the decision to do all that's within their sphere of influence and control. Teachers can change what they do in their classrooms to have even better outcomes. To impact student lives, teachers may have to change some of their mindsets and practices. It may be uncomfortable. The journey may not be easy, but it'll be worth it.

So let's cut to the chase. At this time of year, there's plenty of data- sometimes more than we can use. Data tells part of a story. It should inspire us to take action!

What happens when the data isn't as favorable as we'd like? When students don't learn what we teach, it's easy to play the blame game. The easy way out is to blame the student's parents, last year's teacher, the district benchmark, test anxiety, the student, or a whole host of other excuses. Teachers also get caught explaining a student's failure to learn by reasoning that the student has too many barriers to learn, that he's unmotivated, or even that he's just not capable. Too many educators simply believe that they are not accountable to all students. It's easier to play the blame game rather than holding up a mirror and holding ourselves accountable for learning (our student's learning and our own).

I'm as guilty as the next person and have fallen into that trap. No teacher wants to feel or look incompetent. So after trying multiple strategies and feeling frustrated with the lack of progress, it's easier to play the blame game. "Teachers may feel forced into choosing, albeit many times unconsciously, between defining themselves as inadequate or the children as lacking" (Haberman, 1995)

The antidote for blame is building self-efficacy. Guskey and Passaro (1994) define self-efficacy as "teachers' belief or conviction that they can influence how well students learn, even those who may be difficult or unmotivated." Teachers with more self-efficacy see the strengths and potential of each child despite the barriers. They have high expectations, encourage students to learn challenging content, differentiate instruction to meet students' needs, and engage students in relevant learning. They teach with greater enthusiasm, are less negative, are willing to innovate, and are persistent. Teachers with a strong sense of self-efficacy are more resilient and are continually learning. They are reflective- both while teaching and before or after teaching.

"Reflection can be difficult, even threatening, because it forces us to be honest with ourselves and recognize not only our successes but areas where we need to improve. It makes us take responsibility for our teaching and learning." (Scales, 2013)

Teaching is too difficult of a job to do in isolation. Teachers working alone cannot meet all of the needs of a diverse classroom. Sarason shared an idea in many schools, "These are my kids, my room, and my materials." There needs to be a shift of thinking to "These are our kids and we cannot help all of them learn what they must learn without a collective effort." We must rely on our PLCs to clarify priorities, to set common goals, to work together, to hold each other accountable, to support, and to learn together with a focus on student learning. We must switch our focus "from inputs to outcomes and from activities to results."

Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. (Bandura) There is a strong relationship between self-efficacy and work-related performance. A teacher with more self-efficacy will most likely have students engaged at a higher level. A teacher with lower self-efficacy will most likely have classroom management issues because they lack the belief in themselves to be change agents. Great school leaders understand the link between self-efficacy, collective efficacy, and student achievement.

Collective teacher efficacy according to Tschannen-Moran and Barr (2004) is defined as "the collective self-perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities."

Success breeds more success. The expectation of success is confidence. As teachers work and accomplish goals together, collective efficacy builds momentum to set even more ambitious goals.

Dr. Martin Luther King Jr. said, "We are confronted with the fierce urgency of now. In this unfolding conundrum of life and history, there is such a thing as being too late. Procrastination is still the thief of time. We must move past indecision to action. Now let us begin. The choice is ours, and though we may prefer it otherwise, we must choose in this crucial moment of human history.

Now is the time! Our students deserve to have teachers that are reflective practitioners who continually learn, improve, and are results oriented. It's not about perfection, it's about taking action. It's making those first steps on a journey that may require teachers to ask more questions, better questions, and to change traditional mindsets and practices.

What To Do In Week One?

That crucial first week of school- what should teachers do?

This is my first attempt to use Lumen5.com I'm not exactly sure how to share it on Twitter since there is no link provided and it's too long to share the whole video. This is my Plan B.

     Update 8-2 Here is the Vimeo link to the Video Hopefully, it'll make it easier to share. :)

To read the specific article from Rick Wormeli go HERE. It is a fabulous reminder for new and veteran teachers! Rick provides wonderful, actionable steps to help teachers build trusting relationships with their students. It's a must read for every educator preparing to start a new school year.

This was fun to create. I hope someone can find it of use.

***Thank you, Rick, for always inspiring! Meeting you in person was one of the highlights of my professional career.

Prime Membership

Photo by Helloquence on Unsplash

We all love the free memberships that companies provide their customers. For educators, we absolutely depend on free resources for our classrooms. We spend a lot out of our pockets to provide supplies and other materials for our kids because that's just what we do. Free plans offer the basics. Usually, those free accounts have limits in how you use the online tool or service. However, many companies provide PRIME MEMBERSHIPS. By paying a monthly or yearly fee, many more features are made available to the customer. In fact, sometimes their free versions are pretty worthless in comparison to what is offered with other membership plans.

Public education is free. What if our schools offered PRIME MEMBERSHIP features without charging an additional cost? What would the advertised prime benefits look like?

Prime Membership Features:

• Value- Everyone in this school values YOU just the way you are! You are enough. You matter! 
• Belonging- Come here and feel like a family member. We'll encircle you in loving arms and address you by your name. 
• Voice- Here you'll be listened to and understood. Share your insights, opinions, goals, and your dreams. Let your voice be amplified and make a difference in the world.
• High Expectations- We have absolute faith in you and know that you have greatness inside of you. We expect your best! Along with expecting your best, we will provide you with our best. 
• Quality- Top educators are in every classroom creating experiences that immerse their students in learning.
• Optimism- There is power in positive thinking! We believe in having a growth mindset, learning from mistakes, developing grit and perseverance.
• Connections- Come to this school to not only connect with your peers at the school but to connect with your peers on a global level. Connect and build trusting relationships with the staff and students that will last a lifetime.
• Choices- Students here are empowered to make some of their own choices about how, when, and what they learn. They demonstrate mastery of the standards by showing their thinking expressed in creative ways.
• Relevancy- Forget worksheets and busy work! At this school, you'll be involved with collaboratively solving problems and making the world a better place. You will be part of something greater than yourself.
• Success- Absolutely guaranteed! There are no labels here. You will be successful!
• Pride- Be part of something great!
• Kindness- We choose to be kind. We do the little things that count.

What PRIME MEMBERSHIP features would you add?

As we prepare to start another school year, think about what kind of membership your students will have at your school. Will they get the basics (a building, books, and a person at the front of the room)? Or, do they deserve the PRIME membership features? 

Is Followership Leadership?

In a recent Twitter chat, I posted this tweet:

Initially, I was surprised that it received so much attention. Upon further reflection, I realized that what resonated with people was the concept of "followership"- a term we rarely discuss. In fact, even after reading dozens of books and articles and participating in multiple chats about leadership, I can honestly say that I've only heard or seen the term used a few times as a passing thought about leadership. And because I don't consider myself as an intellectual, admittedly, my first thought was the song, Following the Leader from Peter Pan and the icebreaker game with the same title. 😄

He who cannot be a good follower cannot be a good leader. Aristotle

Followership is not the opposite of leadership. It is not blind obedience. The traits of effective followership closely match the traits of effective leadership. Followership and leadership are closely intertwined. We are all constantly seeking a balance between our role as a leader and our role as a follower.

Effective followers and effective leaders are often the same people playing different parts at different hours of the day. Bailey

A skilled follower complements the leader's vision and abilities. Complement comes from the Latin root complere which means "to complete."

If "followership" is so important for "leadership" why is it rarely discussed?

There are some misconceptions and stigmas attached to the term: follower. You won't find a list of "Followership Experiences" on anyone's resume. And your mom won't be boasting about how great of a follower you are to other family members and friends. You won't get a pay raise and most likely will never be recognized for being a great follower. In our culture, we often think of followers as minions or sheep who wait for instructions and do as they're told without any thought, skill, or influence. Some view followership as a stepping stone until they have a formal position, power, and authority. Others think of followers as being less than courageous and of those that have not "made it" yet.

But, a great leader isn't a leader without followers. The contributions of the followers largely determine the success of the leader. Reverend Paul Beedle said,

Followership is a discipline of supporting leaders and helping them to lead well. It is not submission, but the wise and good care of leaders, done out of a sense of gratitude for their willingness to take on the responsibilities of leadership, and a sense of hope and faith in their abilities and potential.

Excellent followership takes skill.

• Listening: An excellent follower develops and uses reflective listening skills to understand the vision of the leader. In a support role, a trusted follower can ask reflective questions that can help the leader avoid pitfalls and blind spots. 
• Trustworthiness: Leaders surround themselves with people whom they can trust. Followership is not being a "yes-man." An excellent follower has the courage to dissent in private and supports in public. A leader can count on an excellent follower to push their thinking. Followership is being competent and someone that the leader can count on to "get things done."
• Communication: An excellent follower communicates clearly with enthusiasm and high energy to other followers the direction that the leader is taking. They use their influence to spread positivity and hope.
• Collaboration: With the common goal in sight, an excellent follower builds a strong team. She models a strong work ethic, critical and creative thinking, risk-taking, innovation, and vulnerability.
• Servant Mindset: An excellent follower serves others with empathy and compassion. 

The list of followership skills and characteristics is long and closely matches any list of leadership skills. So, is followership demonstrating leadership? If it is demonstrating leadership, why are there thousands of leadership books and a scant few about followership?

I've been one to shout from the rooftops that everyone is a leader! I've encouraged others to "lead" and increase their circle of influence. But, should I be celebrating "followership" instead? Not everyone wants to lead. There are many people that have excellent followership skills that never recognize their value and contributions. They fail to recognize their leadership skills. So, is it all just a play on words and semantics?

It is the men behind who make the man ahead. M. Crowell

A successful man is one who can lay a firm foundation with the bricks others have thrown at him. D. Brinkley

The purpose of this blog is to process my own thinking. I'm far from being an expert on this topic. I have more questions now than answers. This post is a snapshot of where my thinking is today at this moment.

In my search for clarity, I read part of a book where the author is trying to dispel the negative stereotypes of the word, follower. The premise is that being a follower is enough. Followership skills should be developed and not with the destination of having a future leadership position.

From my own observations and experiences, there are many educators who never aspire to take on more formal leadership roles. Why? In education, the word "just" gets thrown around to devalue the contributions of committed people. I'm "just" a teacher, I'm "just" a secretary, custodian, teacher's aide or volunteer permeates our culture and perpetuates the idea that followership is less important than a formal leadership role. Would recognizing great followership skills in the same manner that we recognize leadership skills make a difference in how valued people feel? If they were able to recognize their followership skills, would that lead more down the path of accepting formal leadership roles?

I'm genuinely interested in this discussion. What are your thoughts?

Summertime Snowflakes

via GIPHY

It's sweltering outside! We're in the "dog days" of summer with temperatures in the high 90's every day. There is no reprieve from the hot, dry climate of Utah. Unless...you walk into our school!

It's SNOWING! 

In fact, it's snowing so much that there's almost enough snow for a snowball!

WAIT....Are you wondering what the heck I'm talking about?

Dave Burgess @burgessdave (author of Teach Like A Pirate) blogged HERE about how ski resorts make their own snow instead of complaining about the weather. Similarly, in our school systems, there are people who complain about the lack of progress, poor PD, and a myriad of other things. Dave encourages everyone to make their own snow and gives multiple examples of educators "making their own snow" and impacting positive change. In another post HERE he compares changing the culture of your school or district to making a snowball and rolling it down a hill. You make a snowball by packing a small amount of snow into a tight ball first and then add more snow a little at a time. A snowball will pick up more snow and momentum as it is rolling down the hill. Culture change often happens because of someone/or a small group of people initiating a small change. 

It's snowing at school because 1) the principal supported the beginning step of building a professional library 2) a small group of teachers read and discussed a book together 3) the school has a culture of learning.

There are summertime snowflakes falling everywhere! One only needs to be on Twitter (or other SM platforms) to see what great educators are doing all over the world. It's inspiring! Never underestimate the power of one or what a small group can do.

Although I recently accepted a position at another school, I'm excited that it has started to snow at my former school! I can't wait to see some snow at my new school. I'm looking forward to the day when we'll need a snowplow!

 Anyone can lead up and lead out! How will you make it snow in your school or district?

The Practice of Giving an A

Grades say very little about the work that a student produces. What does the grade of a B+ tell you about a student's mastery of a concept? Is the grade about competition, compliance, comparison of one student against others, or the average of multiple attempts to reach proficiency? There are a plethora of educational books and articles that discuss grading practices. This post is not about the debate.

In the book, The Art of Possibility, Benjamen Zander discusses the practice of giving an A. "It is an enlivening way of approaching people that promises to transform you as well as them. It is a shift in attitude that makes it possible for you to speak freely about your own thoughts and feelings while, at the same time, you support others to be all they dream of being. The practice of giving an A transports your relationships from the world of measurement to the universe of possibility."

In an effort for his students to take risks instead of worrying about a letter grade, Zander announced to his students, "Each student will get an A for this course. However, there is one requirement that you must fulfill to earn this grade: Sometime in the next two weeks, you must write me a letter dated next May, which begins with the words, 'Dear Mr. Zander, I got my A because...,' and in this letter you are to tell, in as much detail as you can, the story of what will have happened to you by next May that is in line with this extraordinary grade." He then instructed his students to place themselves into the future and look back to report on all of their insights and accomplishments throughout the year. Everything had to be written in past tense. Phrases like "I hope," or I intend," were not to be included. He told them that he was most interested in the person that they would describe in their letters. What happened was extraordinary self-discovery and growth in his students!

The video shared here is a classic and one that inspires me each time that I view it. Zander is a master teacher and leader. He starts off believing in the student. He scaffolds and differentiates instruction while teaching the student to see mistakes as an opportunity to learn and grow. Zander asks questions, models,  encourages and gives specific feedback. He celebrates all of the little wins throughout the process. The transformation is extraordinary even to the untrained ear! Zander brought out the best in this student because he believed in his ability and built upon his strengths.

What if your school focused more on building from people's strengths? How would it impact your school culture? What would grading and evaluation practices look like? How do your current practices encourage risk-taking?

Often educators do what they do because they know of no different way. We replicate what we have experienced ourselves. We fail to ask questions. We fail to think differently. Silos divide and isolate thoughts.

If we want to encourage a culture of risk-taking and learning, we must be able to re-think our beliefs about "best practices." If we're going to move forward, we must be willing to let go of some of our past. We need to connect to one another, challenge the status quo, ask better questions, and share our thinking.

As we anticipate the start of a new school year, I hope that we will all consider the practice of giving an A to every person in your school community.

If you believe in others and give them a positive

reputation to uphold, you can help them become

better than they think they are.

John Maxwell

Renewal- A Post for #LeadupNow

I'm posting this here as a way to retrieve it quickly.

Renewal. It means to make like new. Synonyms include words like restore implying returning to an original state after depletion, renovate as in repairing or rebuilding, and rejuvenate suggesting a restoration of youthful vigor, powers, or appearance. We renew library books, licenses, acquaintances, and vows. Holiday breaks renew our spirits; exercise renews our energy. Spring is the renewal of life after a long spell of winter. Our world is in a constant state of change and adaptation. Change comes in cycles of birth, growth, death, and renewal. Renewal is the acceptance of change.

John Goodlad said, “Most of us generally don’t pull up stakes and move simply because the paint on the windowsill starts to peel. And we don’t destroy our old garden and start over from scratch each time the blooms begin to fade. We do better when we exercise patience, ongoing care and while monitoring the effectiveness of that care, make adjustments where necessary. Such an approach, when applied to schooling, is what we call educational renewal.” In the words of John Goodlad, educational renewal is primarily designed for two purposes. First, renewal is to prevent current conditions from deteriorating and to address problems that arise. Secondly, school renewal aims to effect and sustain the changes that are desirable.

Educational renewal is never on a checklist as something that can be “done.” It is not a program, mandate, or initiative. It is not a mass produced package with instructions on how to fix problems by replacing what is currently happening in a school. Renewal is a way of being. School renewal includes all stakeholders- teachers, parents, secretaries, administration, custodians, librarians, students, bus drivers, etc. that collectively look at the school experience and inquire about what is working and what is not working. Everyone has a voice and ideas are shared on a regular basis. Alternatives to the status quo are examined, put into practice, and assessed to determine their impact. The responsibility for change lies with those who can and must make the changes and who will also be affected by the changes. In a school setting, renewal may look something like providing more support and training for literacy instruction rather than replacing a whole reading program. It is different than a reform. School renewal is more about the continuous tweaking of behaviors that over time lead to a greater transformation much like a gardener prunes, weeds, and tends to other tasks that nurture the plants within a garden. And just as the soil must be primed and ready for a fruitful garden, a school’s culture must be primed and ready for risk-taking, open discussion, and change.

Unfortunately, developing a school culture that fosters school renewal doesn’t happen quickly and easily. It takes a courageous leader to clearly articulate and communicate a shared vision. Leaders must model and embody the values that they want to instill in others. They must be resourceful and understand how resources and budgets can be used to influence change strategies. Strong leaders must develop leadership skills in others by identifying strengths and finding opportunities for their staff members to lead. They must examine data, determine next steps, and evaluate the impact of those next steps. Leadership for school renewal can’t just be positional if long-term changes are expected to take root. Teacher leaders can influence the thoughts and actions of their colleagues to improve their practices. A culture where renewal thrives is created when engaging in inquiry, and reflective behaviors is a norm.

One of the greatest responsibilities of leaders is to foster a strong sense of self-efficacy in teachers and the belief that their purposeful actions can make meaningful changes in the lives of their students. Leaders must trust their teachers and communicate the belief that collectively, SMART goals can be achieved. They instill hope despite the obstacles and empower their stakeholders to create the conditions that will make educators more successful. The optimism, confidence, and determination of great leaders to persevere are infectious. Strong visionary leaders passionately inspire their staff to focus on what students are to learn and be able to do. Feedback about each student’s progress is timely and ongoing so that teachers can use the embedded structures to give students more support. Professional learning communities provide timely feedback to each teacher regarding student learning in comparison to other students so that teachers can identify their strengths and weaknesses with instruction. A PLC becomes more than just another educational acronym. The school becomes a place focused on learning. The school and the people within the school improve simultaneously. The message of “We’re all growing, learning, and improving our ability to ensure that every student is learning” is loud and it’s celebrated!

An ancient Greek philosopher, Heraclitus, said: “There is nothing permanent except change.” As educators embrace the concept of renewal in their school, changes won’t seem so daunting. Those things that work and are valuable to a school community can be retained while at the same time promote the changes that will improve educators and their practices. Small consistent changes for improvement over time lead to a level of transformation and lasting effective change. Perhaps the most common metaphor for transformation is the metamorphosis of a caterpillar. Maya Angelou said, "We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty." Simultaneous educational renewal is a transformation that benefits all stakeholders as they change and grow together.

Successful leaders in educational renewal efforts must rise above the common standard. As Goodlad stated, "Our schools today desperately need innovative leaders who can dust off the narrative that implores creation of a thoughtful public, as proposed by Thomas Jefferson, Horace Mann, John Dewey, and many other distinguished scholars. We need innovative leaders who are ready and willing to challenge the status quo, leaders who can influence others in pursuit of schools that engage all students in meaningful learning toward the ultimate purpose of creating a thoughtful public willing and prepared to work toward a healthy and just democracy."

Compelled Blogger Tribe- The Why

Photo by Blake Cheek on Unsplash

The Compelled Blogger Tribe is a group of educators dedicated to writing, reading, and sharing their blog posts. Blogging is part of the reflection process as educators. We all get better by supporting one another. It was organized about four years ago by, Jennifer Hogan and Craig Vroom. Shortly thereafter, Jonathon Wennstrom joined the leadership team. Beyond the writing, reading, and sharing of blog posts lies my WHY I'm part of this amazing group of educators.

Admittedly, I have not been a good tribe member during this last school year. Not only did I fail at writing blog posts, but I also failed at reading, commenting, and sharing more of the blog posts of others. It wasn't intentional.

For some reason, I became trapped in the fog of a huge writer's block. I reflected and thought a lot about what to write. But I didn't write. Sometimes I wrote a little something but didn't publish it. I don't really consider myself as a writer and that feeling was magnified by my many failed attempts to write something meaningful. I lost my way. I became too worried about writing for other people instead of using blogging as an opportunity to reflect on my own thinking and growth. 

So WHY? Why do I remain a member of this tribe? It's a simple answer- it's about the connection that I have with amazing educators all around the country/world. I've been a lurker more than a participant (which is something that I need to change) but I have learned so much from this elite group. 

This month we're reflecting and writing about our WHY. It's an opportunity to reset and renew our commitment- my commitment to writing, reading, commenting, and sharing. The Compelled Blogger Tribe is a beacon of light in the fog. They give me HOPE. They inspire me to keep moving forward.

Questions!

Photo by Emily Morter on Unsplash

Questions! Questions! Questions!

I have so many questions!
The what's
The how to's
The when's

It's summer vacation and no one is around to answer my questions. Truth is- I don't want to bug them.

But my head is exploding! I can't sleep. I'm thinking, thinking, thinking....

I'm reading, reading, reading!
Annotating
Underlining
Reflecting

I want to make a difference!
                                for teachers
                                for students
                                for the school community

But right now...I...need...to...slow...down...and be patient.

BREATHE

FOCUS

Work on improving myself.

You can't give away what you don't have.

8 Ways to Lead: A Mindset Shift for Teachers

Photo by Marcus Wallis on Unsplash
originally posted April 8, 2018

Mention the word, “leader,” and many people conjure up an image of a larger-than-life character who seemingly single-handedly transforms their organization for the better. A leader, as many also erroneously believe, is determined by having a title or position of importance. John Maxwell said, “Leadership is influence, nothing more and nothing less.” Teachers all over the world, regularly lead positive changes in their classrooms, schools, districts, and beyond without fanfare, recognition and often without a formal title or position. They lead because their colleagues respect and trust them. Their leadership begins from the heart. Their passion for reaching and teaching young people and love for what they do is evident. Extraordinary teachers are leaders because they inspire and motivate others to be and do their best. How they lead is multifaceted and is only limited by their creativity.

Unfortunately, too many teachers fail to identify themselves as leaders. Many educators share the mindset that leadership is for a “talented” few. This limiting belief stifles the potential of teachers that could otherwise make a larger impact on student learning and achievement. The inclination to think about “my class, my students” or even “my team” prevents teachers from developing a greater vision. Instead of viewing themselves as leaders that accept not only the responsibility of their class but also the responsibility of all students; they see themselves as “just teachers” and limit their potential impact. Their talents and abilities largely remain an untapped resource that could enrich the lives of many more people.

The paradigm shift from “my” to “our” is subtle but powerful. When this shift happens, when teachers start to view themselves as leaders who are empowered to inspire positive changes not only in the lives of “their students” but in “all students,” they are motivated by an even higher purpose. “Every child, every day” takes on a whole new significance.

Every teacher can and must lead if they care about kids. Not all will become outstanding leaders, but everyone can improve. Leadership skills can be learned. What teachers will soon realize is that they are already leading! They need only to expand their circle of influence beyond their classroom walls.

There are as many ways that teachers can lead as there are teachers. Here are eight ways that teachers can make an even more significant impact on student learning and success.

Be the Person the Principal can Trust- Provide high-quality instruction for the students in your classroom. Do your job at a consistent level of excellence and then go above and beyond. Extend your circle of influence to others who will be inspired and motivated by you sharing your unique gifts and talents. Lead out and support the principal with the initiatives that will benefit students. Lead by example. Model professionalism. Continually learn and improve.

Take the Initiative- What improvements can you lead that align with your school’s shared vision? Look around. What is needed? How can you leverage your strengths? Taking the initiative is where the creativity of teachers come into play. Great teachers will see many opportunities to serve their students and colleagues. Teachers can share resources, informally help colleagues learn how to integrate a tech tool or teaching strategy, offer to present PD in an area of expertise, or oversee a student-led project. The possibilities are limitless!

Build A Positive School Culture- Spread positivity throughout your school and organization. Allow your infectious energy and positive attitude to spread. Do what you can to create memorable moments. Think outside of the box and find creative ways to welcome, encourage, and engage students in authentic learning experiences. Create a culture where everyone feels safe and that they belong. Lead by loving and serving others. Provide parents with the best school and opportunities available. Find ways of improving the communication between home and school.

Model Professional Learning- Read, attend conferences and edcamps, connect with other educators, and continually learn and improve teaching practices. A leader is a learner, and a learner is a leader. Take risks and try new things. Share your learning journey- both the successes and failures.

Acknowledge and Celebrate Greatness- Recognize the great work of your colleagues. Everyone has a need to feel valued and appreciated. Make it your mission to get to know staff members on a more personal level. Give the gift of time. Share the positive happenings of your school with others via personal notes of appreciation, social media, or other means. Encourage and instill confidence in others.

Collaborate- Build a culture of collaboration. Use your influence to break down the walls of isolation that surround teachers through one conversation at a time. Inspire your colleagues to see the bigger picture and importance of a PLC. Be the first to risk. Invite trusted colleagues into your classroom virtually or in person. Use their feedback for growth. Gently nudge and challenge them to stretch beyond their comfort zones and join you on a journey. Build momentum and work together for a common purpose. Be results oriented. Achieve goals together. Help to develop a culture of collaborative leadership where all voices are valued equally.

Have the Courage to Advocate- Listen and share the stories of your students. Speak up and speak out. Give an adult voice to your students who are often not empowered to advocate for themselves. Find ways to empower students and share their voice. What changes need to happen to improve student learning? What cause can you champion? Encourage and teach empathy. Great leaders seek to understand.

Observe and Problem Solve- Lighten the load of your principal by being observant of potential problems. Find solutions. A leader has a desire to change the status quo. Look at your school or organization with fresh eyes. Ask questions. Listen to feedback. Use your creativity to innovate and improve the current environment.

Educating children is a high and noble calling. The current challenges and demands are too significant for any one school leader to lead alone. It's crucial that teachers develop a leader's mindset. We can’t afford to wait years and years to improve our schools. Our students depend on us now. It will take an army of leaders working together with a clarity of purpose to significantly change the status quo. But, we must do it. Every teacher, veteran and new, is needed. Every teacher is called to lead.