Are We Talking About the Same Tree? (the Importance of Clarity)

The following is a crosspost from my school blog. I thought it might be relevant here as well. Have an excellent Labor Day weekend!  – Matt

Two members of the maintenance team stopped me in the high school hallway.

“Are you good with us taking down the cedar tree in the front of your building?”

When asked, I was 98% sure which tree they were referring to. Steve, our building custodian, and I had discussed last year about removing the tree. It had outgrown its space. The branches had now extended above the walls at the second level. It hindered the maintenance crew’s efforts to remove the snow from that upper area.

Still, I wanted to be sure that the tree they were talking about was, in fact, the same tree.

“Let me go back to school, check out that tree, and confirm with Steve.”

Yes, it was that tree.

 

Was it necessary for me to go back and confirm this, even though I was 98% confident? What’s the worst that could have happened? They could have cut down the wrong tree, I guess.

With teaching and leading in a school, it is even more critical that we are all on the same page. Clarity is critical for trust. Without clarity, we make assumptions about people’s beliefs and actions. For example, if we had different understandings of what it means to teach “the whole child”, our school might have different expectations and approaches in our work with kids. Some of us might not value the social and emotional needs of students as much as others. That is how we end up with inequity in our schools. Student placement in classrooms becomes a lottery system in which some kids get a considerably different educational experience than others.

Our faculty is engaged in the journey of knowing which tree we are talking about. Our “tree” is literacy. Specifically, we are focused on the connection between reading and writing. We are meeting monthly during professional learning communities to watch expert instruction together via video, have professional conversations about what we saw, and then try out the instructional strategy in the classroom. Celebrations of our efforts and student learning results happen regularly. Through these activities, we are achieving clarity about promising practices for reading and writing instruction. We are on the same page which helps ensure students are receiving equally effective instruction.

This is not to say that teachers don’t have some latitude in how they facilitate learning in their classrooms. The neat thing about this work is that it can be applied to many different resources and units of instruction. I’ve heard the phrase “This is common sense!” when teachers have engaged in learning about effective literacy instruction. As Regie Routman, the developer of our professional resources, notes, “When has common sense not been acceptable in schools?” As we have found agreement about what is important for all students to experience, we have collected these beliefs as statements and made them visible throughout the school.

 

As a school, we will continue this work of not making assumptions about our teaching and learning philosophies. We will continue to examine our instruction, our students’ results, and our beliefs about literacy. Even when we might be 98% sure about our work, we will strive to be on the same page, 100%.

Growing Teacher Leaders

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As the new school year begins, I am entering my third year as an instructional coach. This year I will serve K-2 teachers at two elementary sites within our district. This is a new coaching model that our district is moving to in order for our coaching team to have a stronger focus, impact student achievement, and achieve district goals.

In Jennifer Allen’s book, Becoming a Literacy Leader, she outlines some specific ways that coaches can achieve success over time. These ways include knowing our purpose, sharing the vision, and maintaining a strong focus.  As our team embarks on this new coaching model, like Allen, we must ask ourselves, what is our focus and what are we willing to give up so that we can identify a small number of high-leverage moves that will help us reach our goals?

One of the challenges of this kind of successful coaching is scheduling. Being able to attend every grade level meeting is not possible. Allen acknowledges this challenge and the need for structures to be in place in order to “propel the momentum of our work.” For the work to be sustainable, it cannot only be dependent on one or two people. This is where teacher leadership must be cultivated in order to fill the gaps that having only one coach can leave.

Allen outlines a process that utilizes teacher leaders. This process provides a way for teachers to work and make meaning together and hold a common interpretation of the curriculum. The belief is that this raises the level of consistency in implementation of the curriculum, therefore, raising student achievement. The teacher leader facilitates the work based on what the team wants to emphasize.

Two reflection templates are provided with questions for teachers to consider.

  1. Reflecting on Curriculum Units

What do you notice?

What questions do you have?

What are the key understandings for the unit?

What do you still need?

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  1. Reflecting on Student Work

What does the student know in regards to the learning goal?

What are the next steps for instruction?

How will progress be monitored?

What does the student still need to demonstrate to meet the learning goal?

Are any confusions or misconceptions observed?

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I am excited about this process since it gives me another tool to use in helping cultivate leaders and help teachers take ownership over their grade level meetings. It’s that next step I have needed as I reflect on my previous experiences with grade level meetings. The idea of helping facilitate meetings that will give teachers direction, a shared understanding of their unit, opportunities to share effective instructional strategies, and reflect on student work with common expectations makes this coach excited to get started. Let the growing of teacher leaders begin!

Principals Need to Know Literacy

When I first became a principal at an elementary school, I thought I had the requisite knowledge to be a literacy leader. My previous experiences in the classroom as a teacher of readers and writers led this misconception. So when I arrived in my new building, and one of the teachers encouraged me to attend a literacy institute, I declined. I cited the need to get the schedule, budget, and rosters ready before the students arrived.

During my first school year as a principal, I did engage in monthly professional learning with the faculty, also around literacy. We learned about the reading-writing connection through the Regie Routman in Residence program. This video-based professional learning experience gave me many new insights, most notably: I didn’t know literacy.

My misconceptions were many. Yes, I understood guided reading. But I didn’t realize that guided reading wasn’t the most effective way to teacher responsively with my former 5th and 6th graders. Instead, I should have been conferring with kids regarding what they were reading independently, as well as facilitating more book reviews and recommendations. As the year progressed, I started feeling a little guilty about some of my past instructional moves. However, I was thankful that as a faculty we were learning about promising practices together and would be better educators for our students.

When the opportunity came up a year later to attend that same literacy institute, I didn’t say no.

This article serves as a closing post for our online study group Becoming a Literacy Leader by Jen Allen. During the summer, many contributors offered their thinking and shared their experiences related to this excellent resource for literacy leaders. Our engagement in this study serves as evidence that none of us believe we have all the answers, nor will we in the future. The research and knowledge regarding literacy are constantly evolving, especially with literacy becoming literacies in light of our digital world.

As one principal to another, I need you to know literacy. Not so you can more effectively evaluate teachers. Principals need to know literacy because it is at the heart of the educational experience. Read just about any educational resource that calls on strong leadership for sustained schoolwide improvement. The authors will most likely cite reading and writing as critical to a principal’s (and students’) success.

When a principal knows literacy, they can have better conversations with their faculty during collaboration. They are speaking the same language instead of quibbling over semantics, like the definition of “guided reading”. When a principal knows literacy, they understand that one of their budget priorities is books, books, and more books. And when a community or board member questions these purchases (and it has happened to me), a principal can cite the research that supports these decisions. When a principal knows literacy, they can take a stand against a mindless adoption of a commercial literacy program. Their beliefs about reading and writing, in line with the rest of the faculty, becomes a firewall for anyone trying to standardize instruction only in the name of better test scores.

Only when a principal knows literacy and partners with teachers to become more knowledgeable together can all students truly experience success as readers and writers.

 

Study Groups for Voluntary Professional Development

In Chapter 4 of Becoming a Literacy Leader, Jennifer Allen describes how she facilitates professional learning beyond the schoolwide initiative. She refers to these opportunities as “study groups”. They are typically designed around a specific educational resource. Jennifer reflects on the importance of having voice and choice in her professional learning.

As a teacher, I often found that my needs and interests were not met within the allotted in-service days designated for professional development during the school year. I was thirsty for professional development opportunities involving new instructional practices. Instead, I found that most of our in-service days were planned months in advance to address state assessment requirements. (pg. 59)

In the past, I had tried to facilitate study groups but encountered several problems.

  • First, I was selecting the text. Teachers didn’t have voice and choice in what to read.
  • Second, I did not have regularly scheduled dates communicated ahead of time. I would ask teachers when they would want to meet, a few would get back to me, and then we tried to make it fit.
  • Third, I saw this as a way to teach instead of an opportunity to learn from the resource and with each other. As Jennifer notes in Becoming a Literacy Leader, “I participate as an equal member of each group. I think the reason study groups work is that the teachers are directing their own learning.” (pg. 65)

By learning from my experiences plus this resource, we have prepared a more responsive approach to personalize professional learning for faculty.

Research Relevant Resources to Offer

In the spring, I thought about what our school’s needs and interests were as we prepared for next year. Some of these topics would need to be beyond our schoolwide initiative of authentic literacy. For example, personalized learning and Responsive Classroom were two areas I knew teachers were interested in learning more about. I made a list of all relevant resources available, discovered through researching publisher websites, professional reading resources, and book search tools such as Amazon and Goodreads.

Select Resources as a Leadership Team

Before the school year begins, our school’s leadership team reviewed the titles collected for consideration. Teachers on the team provided their input, knowing what their colleagues might and might not be interested in.

Offer Study Group Opportunities to Faculty

I typed up a list of titles with descriptions along with dates the study groups would meet (image on left). Teachers can click on a link to a Google Form and enroll in one or more study groups (image on right).

After teachers have signed up, we will need to assign co-facilitators for the groups. One facilitator would likely be a member of the leadership team. The other facilitator would be a participating teacher. These facilitators would cover for each other in case one of them could not make it.

Jennifer also has a routine agenda for the study groups to ensure a successful study group experience (pg. 74):

  • Discussion/Sharing (10 minutes)
  • Reading Excerpt
  • Video Clip
  • Toolbox (15 minutes)
  • Putting Ideas into Practice (5 minutes)
  • Next Month

Just as important to providing teachers with voice and choice in their professional learning, I believe it is equally powerful to have teachers model lifelong, voluntary learning for our students and school community. I look forward to seeing how the concept of study groups will have a positive impact on teacher autonomy and student learning.

 

 

Better Data Days Are Ahead

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We’ve all been there, we collect data, make beautiful color coded spreadsheets detailing nearly every data point we could possibly collect on each possible child. We compare district data to state data, nationally norm referenced data against in class assessments. We highlight students’ projected growth in order to make adequate progress for each child. We look at whole class data and determine standards to re-teach. We attend collaboration and intervention meetings in order to discuss students who are receiving services and what progress is being made. We create, update, and review a school data wall. We can name multiple data points on each student in our classes at the snap of a finger. 

Face it, we are inundated with data. But are we always really looking at the data for all children and determining the next steps?
Chapter 6 “Supporting Curriculum and Assessment” made me pause and think about how important it is to take that next step in data. Jen dives deep in this chapter with some really important details to consider as literacy leaders in a building. Not only should we be tracking student achievement for ALL learners, we should carve out time periodically to review this data and determine next steps. Some prompting questions Jen outlines are as follows:

  • What are the strengths and needs of each student?
  • What students are you concerned about?
  • What students have made the most growth?
  • What observations can you make about your overall literacy data?

Jen suggests having these literacy team meetings each fall, winter, and spring to ensure that no student falls through the cracks. Each person has a crucial role in the process; the teacher reflects on each student, the principal reviews the student’s cumulative folder, the assistant principal listens and takes notes for student placement, and the literacy leader takes notes on students who are still at risk of failure.

As a result of reading this chapter, I have had some really great discussions with teachers and my administration about how we can create a better culture of data REVIEW. I am excited that our staff is ready to take the next steps in data review and that we are clearly beyond the idea of just being great collectors of data. 

This is going to be a great year. Teachers are asking for the next step in our data process and are ready to take it on and make it our own, and make it meaningful. I am confident that as a result, our teachers will feel a better sense of direction and purpose. And once again, the work that goes on behind the scenes will play out better in classroom instruction, in our relationships with our students and families, and will result in increased student achievement.

My Life in Seven Stories

The bridge between knowing and doing is feeling. – Unknown

Reading the acknowledgments in Becoming a Literacy Leader: Supporting Learning and Change, Jennifer Allen thanks Franki Sibberson for her initial interest in the professional learning activity “My Life in Seven Stories”. It sounds like this idea was the seed that resulted in the book we read today.

“My Life in Seven Stories” is the title of a professional learning activity. Teachers make a list of seven titles that touch on past experiences in their lives. Then, they take one title and write about this small moment. They can share with a group of teachers or decide not to, their choice. The purpose is to get teachers to write during monthly staff meetings. Through these snapshots, the literacy leader can then demonstrate a writing strategy, such as revising leads, using their personal narratives. “My Life in Seven Stories” also helps build trust by being vulnerable and integrating feelings into the literacy work.

I thought I would try this here – My Life in Seven Stories:

  • Dessert in Elmwood, Illinois
  • Thunderstorm
  • All-Star Game
  • The Missed Shot
  • Going to College
  • The Apartment
  • The Move

I purposefully avoided titles related to my kids; I could have created a list of seventeen topics to write about related to them. Instead, each title/topic is about my life.

Below is my short narrative for the title “The Move”:

I sat on the front porch of a rustic cabin. No television. It was a summer evening and I was enjoying a cold shandy. Right now, my family and I were in between residences. We had our home for sale up north while we waited for the closing date on our new home in our new town, Mineral Point. Because there was much to do to get myself ready for the new school year, I would come down during the week, rent whatever was available, while my family stayed up north. Not a lot to do in the evenings, I sometimes found myself on a cabin porch, staring across the street at the new school I would soon be leading.

It was at this point that I think our move become 100% real for me. For sixteen years, my wife and I had served as educators in another town. We had friends, were logistically close to family, and had made many connections with other educators. Why did we move? The reasons were many, yet at that point they didn’t matter because here I was, sitting on the front porch of a log cabin, staring at a school (and community) we knew little about. This was exciting and nerve-racking at the same time. “How can I take advantage of this fresh start?” and “Will our house sell before we move in?” were questions that constantly swirled in my head during this tumultuous and sometimes lonely time.

Being a literacy leader means that we sometimes need to be vulnerable with our faculty. If we expect teachers to take risks and grow with their colleagues and their students, then we have to model this. My willingness to share a personal part of who I am through writing (and I know I could improve upon this initial offering) will more likely lead to teachers doing the same with their students. If we can cause that change by opening ourselves up emotionally, even a little bit, that may lead to teachers and students discovering the larger purpose to reading and writing.

I don’t plan on sharing my other personal stories in this space. One is enough. Maybe we will use this professional development activity in the future at our school. It’s hard to be vulnerable without trust, yet without taking a personal risk, trust may never be gained.

 

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Cothren House – The cabin I stayed in

 

 

 

Individualized Coaching

I am going into my third year as an instructional coach and  what a journey it has been!  I must confess that I was completely comfortable with being a classroom teacher.  I knew how to be an effective teacher; I knew and understood my district’s and state’s standards and expectations; I could teach the curriculum;  I could manage my students (and their parents);  and I worked with a great team.  I had this teaching thing figured out, life was good!

Soon, an instructional coaching position became available.  To make the situation more lucrative, the position was available at my current school.  So, I applied.  Then, after a few rounds of interviews, I was offered the position.

I soon found myself in the world of coaching, and it was a different world for me.  Here is why coaching was different for me..the teachers.  I was faced with motivating, encouraging, and helping/coaching teachers.  How in the world does an instructional coach do that???  See, I didn’t have any previous experience with working with adults.  Most of my teaching was to six or seven-year olds.  I was now faced with communicating with adults.

Out of all my fears and uncertainties, I was certain of one thing, I wanted teachers to grow.  From my perspective, the most important aspect of my job is to provide opportunities for teachers to grow.  

Well, there could be a wide range of teacher’s abilities within one school.  There can be novice teachers and there can be veteran teachers.  It is essential for each group of teachers to be equipped with skills and strategies that can be readily used within their classroom.

There are so many ways to coach teachers.  You can coach by grade level, by content, and through book studies.   The question then becomes,which method is the best method.  One practical way to coach teachers is with individualized coaching..  

Individualized Coaching is a great tool to use to offer differentiated support.  This will allow you to support your veteran teachers and your novice teachers.  Let’s take a look at how individualized coaching will look for novice teachers first.

Novice teachers need guidance.  They need to understand the state’s standards and the district’s expectations regarding their respective grade level.  They also need to understand what they are expected to teach children.  

Jennifer Allen explained one way her district helps their novice and new-to-the-district teachers.  She states that within her district teachers new to the district are apart of  a “monthly release day with other teachers who are new to the profession or new to our district…it is intended as a gift of time to support them and help keep their heads above water in the craziness of starting the school year and entering our fast-paced profession”.  Don’t you remember your very first year of teaching?? Did you feel like a fish out of water?  I know I did.  Giving new teachers an opportunity to collaborate together builds camaraderie, it also allows you, as an instructional coach, to give specific, directed direction towards their needs. If you are not able to support a monthly release day, it is still beneficial to meet with those new teachers.  I am sure any help with planning would be greatly appreciated.

Beginning of the year assessments is another area of need. Allen mentioned that she works with her teachers three times a week.  My heart smiled when reading this because I often worry about being in a teacher’s way if I am in their room too much.  Here she provides heavy support for teachers with assessments in the beginning of year.  

Here are a few other areas to think about when working with your new teachers:    Is there a school wide discipline program?  What are the instructional expectations for teachers?  How will they (the teachers) be evaluated?  These are all questions that will help your teachers become acclimated with your school’s culture.

Working with master teachers looks a bit different.  It is a collaborative effort.  For example, a master teacher may come to you and want help with using mentor sentences to help with teaching grammar.  Instead of you researching and reading and modeling, this step is done together.  You and the teacher work together towards the same goal.  

When modeling in the classroom, it may look more like co-teaching.  You may begin teaching the lesson to students and then the roles may switch.  This requires trust!  Teachers will need to view you as a partner in learning and understanding, a facilitator.

Both groups of teachers will need your support.  It will just look a little different.  

What is your ultimate goal in coaching teachers? My goal, as stated above, is growth.  It may be growth in the implementation of small groups, or assessments, or classroom management, or the workshop model.  I strive to help teachers grow….which means they need to be pushed out of their comfort zone.  

The greatest growth I have achieved as an educator has been working as an instructional coach.  It’s not because of the title, it’s because this position has pushed me outside my comfort zone…..way outside my comfort zone.  I wasn’t comfortable; I was uncomfortable, and this caused me to learn…to grow.

So, take a deep breath and use your coaching time as opportunities to push yourself to do something new…take a risk…do the same for your teachers and your students…and watch yourself, your teachers, and your students FLY!

The most important feature of an educator is to provide the conditions under which people’s learning curves go off the chart.  Sometimes it is the other people’s learning curves:  those of students, teachers, parents, administrators.  But at all times it is our learning curve.

– Roland Barth from Becoming A Literacy Leader