Read by Example Newsletter, 9-22-18: Professional Growth

This blog now has a newsletter! I’ll be reposting the first couple of lists here to build awareness for it. You can subscribe here for free. Thanks for reading, -Matt

My Post 2.jpg

This week I found personal growth to be a common thread in the posts and related resources.

  1. When we lead like a coach, we are more likely to see growth in our teachers. Check out my post on this topic.
  2. An excellent resource for leading like a coach is Coaching Conversations: Transforming Your School One Conversation at a Time by Linda M. Gross Cheliotes and Marceta F. Reilly.
  3. Can principals even be coaches? I wrote about this in a post from five years ago. I am not sure I currently agree with my thinking at that time.
  4. I questioned whether we are talking about what really matters when try to grow professionally in this post.
  5. The previous post references a recent ASCD Education Update article. The subject involves a teacher and a principal facilitate a mock conversation about the challenges with traditional teacher evaluation systems.
  6. Last summer, I wrote a post on how literacy leaders might release some of the responsibility of professional development to teachers via study groups.
  7. The previous post is in response to Jennifer Allen’s excellent resource Becoming a Literacy Leader. We (contributors and I) responded to this book in our own online study group; click here to check out all of our posts.
  8. I wrote a short response to the memoir I just read, Educated by Tara Westover.
  9. My wife and I plan to attend an author Skype visit with Tara Westover at a local library (we both read the book). Check out the author’s website for her schedule.
  10. Journaling is how Westover documented her upbringing. Related, I enjoyed this article by Benjamin Hardy for developing a habit and process regarding reflective journaling for professional and/or personal growth.

What’s going on in your world? Any themes you are noticing? Please share in the comments.

Educated

91DFQa-KgQLI read for almost two hours last night finishing Educated by Tara Westover. Wow, what a powerful memoir. The author describes her life growing up at the foothills of the Idaho mountains. Her parents are survivalists: trying to live away from society out of fear of “the government”. Mental illness and religion play a role in Westover’s story, but through her writing she was able to mine down to a deeper understanding of her upbringing isolated from the world.

Throughout her childhood and as a young adult, Westover kept journals that documented her both tragic and inspiring experiences. Her written reflections served as artifacts of her life which she came back to while writing this memoir. The author concedes that her version of the truth could only be a close proximation of what actually happened, even though she witnessed first hand much of what she described.

We are all more complicated than the roles we are assigned in stories. Nothing has revealed that truth to me more than writing this memoir – trying to pin down the people I love on paper, to capture the whole meaning of them in a few words, which is of course impossible. This is the best I can do: to tell that other story next to the one I remember.

I am sure that Westover only used a fraction of her written reflections as she crafted her memoir. She culled what was essential to tell her story. When we have our students write in school, how much of it is personal in nature? Should we teach students how to journal, as well as how to take these seemingly disparate pieces to find trends and patterns in our writing and ideas? How might we use journaling as a way to examine our own lives? There are lessons presented graciously here by Westover that we could all consider.

Teacher Observations: Are we talking about the right thing?

I’ve got it written in my planner: start the teacher evaluation cycle. Something I am definitely going to communicate with faculty this week. Okay, probably.

The formal evaluation process is one aspect of my role as a principal that I have minimized over time. It’s not that I don’t take it seriously. I dot my I’s and cross my T’s. I even see it as beneficial when addressing performance that is not up to a minimum standard of excellence. But when it comes to what matters regarding teacher supervision, I would rather focus on my daily classroom visits and instructional walks.

As I have described in the past here, instructional walks are informal observations of instruction. What I experience is communicate in writing. They are non-evaluative and focused primarily on the positive aspects of teaching and learning in the classroom. My role is active: I am interacting with kids and letting the teacher know what’s going well in the classroom. Feedback is provided only when trust is established between the teacher and me and the faculty have been provided with the professional learning to improve.

This topic is on my mind right now because of a recent article in ASCD Education Update. In it, a teacher and a principal from two different schools provide a hypothetical conversation about the accuracy and effectiveness of traditional classroom walkthroughs. The teacher felt like the principal only came in when some of his students were not cooperating. He also wanted this administrator to inquire more about why certain kids were not successful. In response, the principal empathized with the teacher, acknowledging the limits of their evaluation system with a promise to be more present.

While I appreciate these types of conversations, and I understand that different states approach teacher evaluation differently, I feel like we are not talking about the right thing.

The right thing, from my perspective, is to discuss instruction as colleagues. To have constructive and even critical discussions about teaching and learning. To engage in conversation and reflection without worry of reprieve or hurt feelings. In these situations, we almost forget about who is in what role. We are focused on the practice.

Can this happen when a principal’s time is monopolized by a system that positions them primarily as an evaluator instead of a mentor and a coach? I don’t believe so. In these situations, trust is hard to build. Collegial relationships rarely form to their potential. Teaching to standards that need to be checked off a list of look-fors can inhibit innovation and the creative process of teaching.

My only suggestion is, as I shared previously, to minimize as much as we can regarding the current evaluation system if it is not effective for engaging educators in a reflective process of constant improvement. Dot those I’s. Cross your T’s. And when the paperwork is done, get back into the classroom and start learning and leading with your teachers.

 

Lead Like a Coach

kevin-maillefer-496375-unsplash.jpg
Photo by Kevin Maillefer on Unsplash

I am part of a family of coaches. My earliest memories in athletics include going to summer basketball camps during my elementary school years. My grandfather, a former high school basketball coach, would stop over and stand on the sidelines while we scrimmaged or drilled. I can still hear the squeak of rubber soles against hardwood as we played while he looked from afar. My memory of him does not include a lot of talk about basketball; for him, it was more a presence and quiet observation.

From there I have had my step-father serve as an assistant coach during junior high basketball. My father-in-law is also a former high school basketball coach; my brother-in-law and sister-in-law also excelled in coaching in this sport. It shouldn’t surprise that I too became a coach once able. Throughout my college career, I would come home during the summers to lead summer recreation programs including Little League and girls’ softball.

As a newly minted teacher, I quickly sought out the opportunity to coach junior high basketball. One story I like to share from that time is that when I received a coaching stipend one year, I took that check, deposited it in my bank account, and then bought a ring that I would later offer to my girlfriend. (In case you’re wondering – she said yes.)

My career led to becoming an athletic director as part of my role as an assistant principal at a junior high school. I was now a coach for coaches, in a sense. While I couldn’t be as involved in the day-to-day coaching experience, I gained a broader perspective about what characteristics an excellent coach might embody.

These memories have spurred reflection about what not only makes a great coach but also how these qualities also make them great leaders. These reflections have raised awareness for me about how my own position as a school principal can “take a coaching stance” when working with faculty. At any rate, here is a working list that I have developed. I see these attributes as applicable to anyone in a coaching role within a school: instructional coach, teacher-leader, and a principal.

  • Make goals clear and attainable for the work
  • Maintain high expectations for performance
  • Develop beliefs, commitments, and values with a team
  • Able to demonstrate new skills and strategies
  • Celebrate people’s efforts and successes
  • Foster trust and relationships with team members
  • Create an environment that is conducive for innovation and independence
  • Provide support through instructional coaching, online PD, study groups, etc.
  • Build collective responsibility and empower others to lead
  • Communicate when expectations are not being met

Leading like a coach in a school is complex. I don’t know if any one person can distill all of the qualities to specific criteria. So what are your thoughts? Would you add (or subtract) from this list? I am truly interested; please share in the comments.

 

Read by Example Newsletter 9-15-18: Finding the Time

This blog now has a newsletter! I’ll be reposting the first couple of lists here to build awareness for it. You can subscribe here for free. Thanks for reading, -Matt

This week’s theme finds time as a thread throughout the ideas shared here.

  1. In my post The Best Way to Learn, I highlight research about how much time is actually spent reading and writing in typical classrooms (hint: not a lot).
  2. The research by Richard Allington cited in the previous post can be found at the Reading Rockets website; click here.
  3. Allington’s book with Patricia Cunningham, Schools that Work: Where All Children Read and Write (Pearson, 2007), is also excellent for literacy leaders.
  4. The idea that we should assign 20 minutes a day of reading to our students has come under scrutiny. What is “best practice”? We explore this issue in my post on the topic. Check out the insightful comments, too.
  5. You can find The Atlantic article I cited for the previous post by clicking here. While reading logs is the topic for the article, it is a companion practice to expecting students to engage in a specific amount of time devoted to reading.
  6. How might we shift from “20 minutes a day” and other outdated practices? Edutopia is a favorite website of mine for resources on many topics related to modern learning. Check out this article on conferring during reading instruction.
  7. Kelly Gallagher is quoted in the “20 minutes of reading” post. His book Readicide is an essential resource for educators. I encourage educators to explore his website, where he shares many resources for free, such as his one-pagers idea.
  8. Our beliefs and our practices are more closely connected than we might realize. Check out my post on this topic. We can benefit from taking a moment to reflect on our actions and examine why we are doing what we are doing.
  9. I didn’t mention which books I read as a teacher by Cris Tovani and Stephanie Harvey in the previous post. They are I Read it, But I Don’t Get it and Strategies that Work, respectfully.
  10. Rita Platt, a contributor to the blog, offers ideas for building and maintaining a positive school climate in her post for MiddleWeb.

Take care,

Matt

P.S. Ever wanted to participate in a Twitter chat but you were not sure how? Read my post on this topic and then try out these ideas with the #G2Great group on the following dates:

Why we should focus on our beliefs as well as our practices

I was at the front of the school during dismissal, holding the door open for the students leaving. One 3rd grader stopped, looked at me, and asked, “Did you go to college?” “Yes, I did,” I responded. He thought for a moment, then shared quietly, “I don’t think I will go to college.” I asked him why.

Because no one in my family has gone to college.

Right away, I reassured him that if he wanted to go to college. he would be able to. He then talked about how expensive college was, which led to a conversation about scholarships and grants for students who excel in school. (By the way, this is not a typical conversation I have with a 3rd grader. He is a very thoughtful person.)

We can have the most technically skilled teachers in our school. They can receive the best professional development available and be provided all the time they need to prepare instruction and manage other tasks. But if a teacher does not believe that every student in their classroom can be successful readers, writers, and thinkers, then no amount of qualification or ability will have the necessary impact on our students.

Fortunately, beliefs and practices are intertwined. One influences the other. For example, if we try and apply a new practice and find it successful, our beliefs can shift so that we are discontinuing the less innovative practice. Likewise, when we reconsider our current practices because students are not as successful as they could be, we can become more open to new ideas.

A personal example: when I was teaching 5th and 6th grade in a multi-age environment, I leaned on the reading anthology series during the literacy block. I recall one student who was a “word caller”: they could read any text put in front of them, but they had little to no comprehension about what they just read. Frustrated, I sought out resources. Ideas from books by Cris Tovani and Stephanie Harvey were added to my repertoire. After applying these new practices, the student still wasn’t successful. But at least I had more reliable information when sharing my concerns about a possible learning disability with the parent.

113016b

My beliefs changed because my concern for the student outweighed any pride or insecurity I had in my own abilities. Yet teachers do not have to wait for a challenge like mine to take action. In her book Read, Write, Lead: Breakthrough Strategies for Schoolwide Literacy Success (ASCD, 2014), Regie Routman describes characteristics of highly effective teacher-leaders (Appendix I):

  • Articulates core beliefs about teaching, literacy, and learning.
  • Daily practices match stated beliefs.
  • Reflects on how beliefs drive practices.
  • Seeks to improve and adjust beliefs and practices in light of new information and experiences.
  • Is open to productive change.

I’d like to think that I embodied some of these characteristics with the story about my former student. Yet prior to that case, I plowed through the mandated literacy program without giving much thought to the results. I cannot feel guilty, though. I can only share my own story in the hope that others will learn from my experiences.

As we start gathering assessment results from the fall screeners, I encourage all of us to pause for a moment and ask ourselves a few questions:

  1. When it comes to my literacy instruction, why am I doing what I am doing? (What you list is your beliefs.)
  2. If I didn’t have the current resources in my classroom, what would I use for literacy instruction? (You are examining how your beliefs drive your practices.)
  3. How can I ensure that every student not only is successful but also feels successful in my classroom? (You are becoming open to change.)

We can always do better. Every year we have students who don’t believe they are capable or worthy of success. We know they are, and they don’t have to feel this way. It’s our job to model what it means to have high expectations for ourselves. Be open about our personal challenges and how we are currently addressing them. Students need to see us as learners, not just experts. An open and transparent mind can also help maintain a focus on what our students need instead of what we think we need to teach. They are, after all, the reason schools exist.

 

Should students read 20 minutes a day?

sharon-mccutcheon-532782-unsplash.jpg
Photo by Sharon McCutcheon on Unsplash

While initially thinking about this question, I wanted to clearly state “no”. No, we shouldn’t be assigning students to read 20 minutes a day. Mandating a student to read can make this practice feel like drudgery, equated with homework and its ilk. But this issue deserves more attention; it’s not that simple.

Yes, I do know the effect that voluminous reading has on achievement and building a lifelong habit. If you Google the phrase “read 20 minutes a day”, you will get page after page of articles, posts, and videos praising this practice. Reading log templates sometimes accompany the content. One has to get to the seventeenth page of search results before they can find the first article that questions this practice.

The article I found on the seventeenth page is worth reading. Can Reading Logs Ruin Reading for Kids?, written by Erica Reischer for The Atlantic, cites two studies that demonstrate the potential negative effects of assigning reading to students and using reading logs (a common practice when assigning daily reading).

  • When rewards or mandates are used to coax kids to read, they may lose their internal motivation to read independently.
  • In comparison to students who were assigned to read daily, students who are encouraged to read voluntarily showed an increased interest in reading independently.

Still, I understand teachers’ interest in holding students accountable for reading regularly. We know that some kids will not read regularly without some level of expectations. So maybe the answer is “no”, but what can we do? Consider the following alternatives to assigning 20 minutes of reading per night.

Co-create Reader Expectations with Students

If we can build learning community norms with students, then they will likely have more ownership in what is decided. (Teachers are the same way.) Today, I happened to visit a few classrooms that were engaged in this discussion. One group decided that, instead of expecting 20 minutes a day, they would read 100 minutes a week. “Some evenings, we get really busy,” acknolwedged the teacher.

Confer with Students

Students cannot fake their understanding of a book when we ask them thoughtful questions about what they read. With conferring, students can connect with a couple students each day during independent reading time to discuss what they read, offer personalized instruction regarding skills and strategies, and craft goals for the future. The accountability piece can still be a reading log, just as long as students know they are responsibile for maintaining it for that next conference. Teachers generally keep some type of conferring notebook to organize their notes.

Bonus: Check out this Edutopia article for more information on reading conferences.

Reader Responses

High school English teacher and prolific writer Kelly Gallagher shares his solution to balancing engagement and accountability with independent reading. In his book Readicide: How Schools Are Killing Reading and What You Can Do About it (Stenhouse, 2009), Gallagher describes his use of “one-pagers” (pg. 82) to evaluate student comprehension. These brief written responses can reveal students’ understanding of what they read. Skills such as prediction and persuasive writing are also assessed with these one-pagers.

Gallagher understands as a practitioner that fine balance between student engagement and classroom expectations during independent reading.

If the teacher infuses the recreational reading experience with too much accountability – chapter questions, worksheets, double-entry journals – then the experience ceases to be recreational. However, if students are never held to any accountability, many of them will not start reading.

Co-creating reader expectations, conferring, and written responses to what students are reading seem like reasonable improvements to the tired practice of assigning a set amount of time for students to read daily. What works for you? What do you struggle with? Feel free to share in the comments.