If you review many of my earlier posts, you will see that I believe that a systems approach to school change is necessary. Many of the schools that I worked with in my very large district have moved forward in someway. They have attempted to break their large comprehensive high schools into a series of small schools or small learning communities or both. It is gratifying to see this happening; however, what you will also find in most of these schools is structural changes with little change in instructional classroom practice. Without a change of mindset in the area of instructional practice, we will not see the kind of sustained improvement of student achievement that we want.
I was recently asked by principal friend to help him develop his thinking on how to focus greater attention on the instructional practices in his school. His school had just made outstanding gains on the California State Assessment tool (API), but he was not sure if their previous year’s efforts would sustain growth in academic achievement over time. This conversation helped me to reflect on my own instructional focus during my years as a principal and director.
I have always believed that if you want to change anything, you have to figure out how to get the changes clearly stated in no more than five bullets. I did that with my school change mantra that you can read about in other blogs, and I did that with my school vision as a principal. Now, I was being asked to think through how to focus an administrative team and a teaching staff on no more than five areas that will lead to improved academic achievement for all students. Since placing my thinking into writing, I have had many conversations and practice sessions with district and school based administrators and some classroom teachers. I learn a lot from these conversations.
I am providing you with the five bullets in this entry, and then over the next several weeks I will try and develop each of the bullets more fully. I also wish to share a follow up to my healthy school culture entry with another related document on evaluating a school for a healthy instructional culture. I know that none of this work is easy, but through frequent conversations, it is easier to develop educators thinking than one might believe. Unfortunately, we rarely see administrators and/or teachers holding instructional conversations in depth that will lead to changes in mindset and the building of a common instructional vision that all community members can agree to be part of at a school.
My five areas of focus for improving student achievement, and raising the level of rigor within a classroom are:
- By raising the level of questioning within a classroom by teachers and students we can increase the instructional rigor being introduced into any classroom
- By increasing the amount and type of feedback that teachers offer to students, and that administrators offer to teachers, we can improve teaching and learning opportunities for everyone.
- By creating a common educational language around important educational concepts, we will improve the professional practices of all educators. Discussing common language, implies having behaviors in the classroom that match the language, as discussed by Richard Elmore in his newest book, Rounds.
- By guaranteeing the existence of a safe and caring classroom environment where students feel safe to ask questions and make mistakes, we will improve student’s interest in learning.
- By creating strong personalized connections between students and teachers, and between students and the content, we can use to our advantage the relationships that are built as tools for student motivation
I will attempt to explain each of these five areas in greater detail in subsequent blog entries. I see each of these five as being supportive of any instructional effort that a district or school is attempting to put into place. Differentiated instruction, project-based learning, reciprocal teaching, Socratic seminars will all benefit by consciously including the five areas above within the professional development work of these or any other instructional delivery models.
If you have any comment on my thinking in this area, I would enjoy reading your responses, and holding a conversation with others around this topic.
