This morning, I was discussing an article that I recently reviewed in my blog with a wonderful middle school principal who cares dearly for her students, and cares deeply about how those students are taught and prepared for their next level of education in high school.
As we discussed in the article on Google Hiring Practices (see the previous blog entry), we began to discuss the value of having experienced versus inexperienced teachers and what each brings to the table. I told her of my own experience with new schools that opened in the early 2000s with strong visions, but with young staff members who bought into the vision completely. We found that it is much easier to get younger educators to look at a 21st century educational model and willingly adopt it, but if left without the support of experienced team members, the most passionate person cannot succeed in the field of educating young people. So, our learning was that a balanced approach to teaching and learning is necessary with a staff that is experienced enough to know best practices and protocols for the age of the students being taught; and a young enough staff to be willing to accept new ideas and visions that differ greatly from the traditional educational model of secondary education in this country.
While the conversation was interesting, it suddenly took another turn that requires some thought and consideration by educators. Both of us have experienced for many years that by the time many students enter high school, they have given up on their opportunity for success (high school graduation). Many students have literally learned to see themselves as failures and incapable of learning. What a dangerous learning experience these students have received in the nine years that they have been attending school. If you do not believe in yourself, or feel that you are capable of learning, then your chances of finding success in high school will be minimal. We often speak of the need to be sure that our students learn to persevere and to be resilient. Instead of learning these important personal lessons that can lead to success, these students have learned failure and once they learn the feeling of failure, they find that it is reinforced over and over again. (Right now I can hear some defensive educators saying, why blame us for students who feel this way? Don't their parents play a role in causing this sense of insecurity within their children? Of course, this is true, but we cannot control what goes on in the family dynamics, we only have control of the educational process and the time they spend in school. So, it is my belief that we have plenty to think about as teachers to help students to be resilient and strong individuals. We may be the only good chance some students have for finding success.)
So, the question becomes, what can we do to reinforce success for students in school, beginning in pre-school, so that we do not create generations of students who feel incapable of academic success. (Unfortunately, it has been my experience that students who feel unsuccessful in school K-8th grade, translate that feeling of failure to many aspects of their lives, including the kinds of people they befriend, the types of workforce positions they feel qualified to reach, and the inability to do higher level thinking in any area of their life). Do we lower our standards to make kids successful? Do we give every student a graduation experience whether they earned it or not? What actions should educators take to help all students matriculate through school in a positive way?
We know that when we give students anything without real effort being involved, they know that the value of the gift has less meaning. We cannot give kids A grades, or diplomas if they have not earned them. Students know when a positive comment or response is fake or real. It feels real when they have put out effort and earned the praise or recognition. Lowering standards will not change the way students see themselves. Building meaningful and honest relationships with adults in their educational life can make a major difference. Honest adults can share constructive criticism that is useful much more satisfactorily than if the feedback a student receives from a teacher is only a poor grade on a paper or test. Real feedback is one of the most significant learning experiences for anyone, we need to provide it to our students in a way that allows them to learn and grow.
Almost every job or career in our nation is built on relationships. Students who are successful are usually much better at interacting with their peers and with adults of consequence in their life. They tend to be more successful at interacting with people they do not know very well. This ability, however, comes from confidence that they believe "I am an important and valuable person". So, they role of the teacher is to work with every student to help them gain knowledge of themselves and to trust they can be and will be valuable members of our society. These students will be better prepared to enter high school, and successfully meet the post-secondary options that will be available to them in years to come.
The structure of a school tells us a lot about what is most important in the mind of the school leaders. If information and test results are all that education is about, it will show by making report card grades and test scores the most valued areas of education discussed with students. The success of students in both of these areas have more to do with effort, resiliency, and perseverance than in how smart they are. Schools should not be about producing smart kids, but rather about producing educated kids who are personally prepared to meet the challenges in our society.
Tuesday, April 8, 2014
Sunday, March 23, 2014
Google Hiring Practices, What Does it Say to Educators?
Laszlo Bock, the senior vice president of people operations for Google was recently quoted in a New York Times article, "Google had determined that 'G.P.A.’s are worthless as a criteria for hiring, and test scores are worthless. ... We found that they don’t predict anything.'” This comment is just the tip of a much bigger story that has profound impact on the educational community. You can find the entire New York Times article at http://www.nytimes.com/2014/02/23/opinion/sunday/friedman-how-to-get-a-job-at-google.html?_r=0. I hope that in response to my comments you will all read it and reflect on Mr. Bock's take on education through your own educator's filter.
Here is what comes to mind for me.
The role of education in our society has made a major shift. It is about preparing all of our students for college and careers, and preparing them to successfully live in our 21st century society as a good and happy citizen. I am not sure that this sounds different than what I was told in teacher education school in the late 1960s and early 1970s, but there is a giant difference.
Our process of education in the USA due to changes in technology, globalization, and the needs of our society to maintain its strong leadership and financial position in the world must evolve its educational system so that all students have the chance to thrive. Some steps are in place for this evolution and some schools and districts are moving forward at a faster rate than others.
Here are my initial thoughts about this article. I look forward to hearing and sharing yours.
I have believed in what I am sharing here for a long time. I remember that in college learning the teachings of John Dewey was important. Unfortunately, when I entered my early teaching jobs, John Dewey's thinking was not present, nor wanted by most of my colleagues. As an administrator, I tried my best with some success, to bring change to the teaching and learning practices at my school. We had a good level of success with that. Now, with the Common Core, I see our best opportunity to evolve our American educational system to better provide experiences that prepare students for the lives they will be living, in and out of work.
A story that I have shared with teachers on a number of occasions was an early sign to me of change becoming more common in the work place. My son was fortunate to attend a university where a great medical school came to select up to eight students per year for early acceptance to their program. So, at the end of his sophomore year, he was accepted to their medical school with the only condition being that he completed his BA/BS in any field of his choice. I found it interesting that he was told that he did not have to take any additional science courses, since he had completed his required pre-med classes successfully and proven to the selection board that he possessed the skills needed for the field of medicine. They told him that they would give him whatever knowledge he needed once he started medical school.
What were they looking for? I was told that they were looking for humanity majors for the field of medicine. I was told that the interview process and the student's ability to react quickly to questions was important. I was told that they wanted students who had shown success in analysis and synthesis and could be problem solvers and critical thinkers. I was told that they wanted people who could take initiative and be leaders in this profession. I was told that they wanted students who could handle the workload and had the comprehension skills needed for all of the reading and interpreting required of this profession. After reading the article about Google, it did not sound so different to me than what a medical school admittance officer had shared with me over ten years ago.
It is my hope that the conversations around articles such as this take place around the USA with educators listening and leading the discussions. Barack Obama has shared in his two presidential acceptance speeches the importance of preparing many more students for STEM fields if we wish to maintain our position in the world. He is asking that our educational evolution be sped up to address our national needs. I see this being supported by Common Core, if we have the necessary conversations with our educators that lead to a change from the status quo of education and moves us to a new 21st century place for educating our kids.
I hope that you will comment back to me and share your thoughts. I would love to extend this conversation. Thank you for reading.
Here is what comes to mind for me.
The role of education in our society has made a major shift. It is about preparing all of our students for college and careers, and preparing them to successfully live in our 21st century society as a good and happy citizen. I am not sure that this sounds different than what I was told in teacher education school in the late 1960s and early 1970s, but there is a giant difference.
Our process of education in the USA due to changes in technology, globalization, and the needs of our society to maintain its strong leadership and financial position in the world must evolve its educational system so that all students have the chance to thrive. Some steps are in place for this evolution and some schools and districts are moving forward at a faster rate than others.
Here are my initial thoughts about this article. I look forward to hearing and sharing yours.
We know that the current Common Core Standards are based heavily on the original SCANS report that came out in 1990 and was updated to the 21st Century Skills in the early 2000s. So, all of us are working now with the goal of preparing all students for college and careers. If you think about education in the bigger picture, it is all about the world of work, and preparation for living in our society in the 21st century. College is just an additional step in preparation for entering the job market. So, hearing what Google has to say is very telling. I would love to discuss this article with you, if you have time. It is not long but worth the time.
Let me say that even before you read it, the executive is not putting down a college education, but rather is drawing a conclusion that the right set of skills have to be learned by all employees whether they learn it through a formal or less formal education. Are we preparing our kids for the world of the future, or the world of the past? Common Core, I believe is a good step in the right direction. It is about applying learning, not just re-stating information. We know the skills that are being asked for, it is now our job to be sure that every student gets the educational experiences in the classroom (or outside the classroom) that support our societal and their personal needs of the 21st century.
I have believed in what I am sharing here for a long time. I remember that in college learning the teachings of John Dewey was important. Unfortunately, when I entered my early teaching jobs, John Dewey's thinking was not present, nor wanted by most of my colleagues. As an administrator, I tried my best with some success, to bring change to the teaching and learning practices at my school. We had a good level of success with that. Now, with the Common Core, I see our best opportunity to evolve our American educational system to better provide experiences that prepare students for the lives they will be living, in and out of work.
A story that I have shared with teachers on a number of occasions was an early sign to me of change becoming more common in the work place. My son was fortunate to attend a university where a great medical school came to select up to eight students per year for early acceptance to their program. So, at the end of his sophomore year, he was accepted to their medical school with the only condition being that he completed his BA/BS in any field of his choice. I found it interesting that he was told that he did not have to take any additional science courses, since he had completed his required pre-med classes successfully and proven to the selection board that he possessed the skills needed for the field of medicine. They told him that they would give him whatever knowledge he needed once he started medical school.
What were they looking for? I was told that they were looking for humanity majors for the field of medicine. I was told that the interview process and the student's ability to react quickly to questions was important. I was told that they wanted students who had shown success in analysis and synthesis and could be problem solvers and critical thinkers. I was told that they wanted people who could take initiative and be leaders in this profession. I was told that they wanted students who could handle the workload and had the comprehension skills needed for all of the reading and interpreting required of this profession. After reading the article about Google, it did not sound so different to me than what a medical school admittance officer had shared with me over ten years ago.
It is my hope that the conversations around articles such as this take place around the USA with educators listening and leading the discussions. Barack Obama has shared in his two presidential acceptance speeches the importance of preparing many more students for STEM fields if we wish to maintain our position in the world. He is asking that our educational evolution be sped up to address our national needs. I see this being supported by Common Core, if we have the necessary conversations with our educators that lead to a change from the status quo of education and moves us to a new 21st century place for educating our kids.
I hope that you will comment back to me and share your thoughts. I would love to extend this conversation. Thank you for reading.
Sunday, December 1, 2013
Reading Comprehension Is Now Everyone's Responsibility
This author identified a major pre-high school problem that has existed for many years. It is also a major high school problem, as well. He identifies the fact that our students do not have a reading problem, they can decode words, rather they have a reading comprehension problem.
Where I believe he is wrong is to say that this is a fairly recent problem so teachers may not have the tool kit for teaching comprehension. In 1989 when I was first assigned as a middle school principal, we already saw the same issues relating to reading comprehension. In the late 1990s when Open Court was introduced we saw students were excellent decoders but did not have strong comprehension skills. In fact, I spoke personally to middle school educators from Northern California where Open Court was well established and they told me the same was true for their middle school students.
Two thoughts come to mind:
First, why have teachers in preparation programs not received more tools for their reading comprehension tool kit? After all, we have recognized this problem for a long time?
Second, I hope that Common Core with its assessments will now drive changes that have not taken hold in the past. I remember in the mid 1990s State legislation with corresponding funding (unusual) required all schools to provide reading comprehension training at all schools led by local staff who received special training from the district. We did a pretty good job I thought, but many secondary content teachers did not see the teaching of reading as their responsibility. This lack of training success was reinforced for me when I became supervisor visiting many schools and classrooms around our district.
I now believe that we did not create significantly important context for non English Language Arts teachers to believe that reading comprehension was part of their responsibility. Just saying something will not lead to change in this profession. We need to help people understand purpose for change. In California, that was difficult because the real teacher assessment came from STAR test results, and those end of year assessments were certainly content specific, so when would a teacher offer the skills development students need? Time on skills pulled teacher and students away from the existing standards coverage, which was very difficult to complete during a school year already. With high hopes, I see Common Core as the way to bring greater urgency to all teachers that improving reading comprehension and building related 21st century skills is part of the job description for all educators. Assessments always have and always will drive instructional practices.
The author provides three areas of focus to make the teaching of reading comprehension part of every educational classroom.
Does your school have the structures in place and the staff leadership that will allow practices such as those suggested to occur?
Please read the article at the URL I am including when you have time. This could lead to some excellent educator conversations that need to take place within schools and within educator networks.
Happy Thanksgiving.
Larry
http://www.huffingtonpost.com/sheena-hervey/literacy-crisis-in-middle_b_4304969.html
Where I believe he is wrong is to say that this is a fairly recent problem so teachers may not have the tool kit for teaching comprehension. In 1989 when I was first assigned as a middle school principal, we already saw the same issues relating to reading comprehension. In the late 1990s when Open Court was introduced we saw students were excellent decoders but did not have strong comprehension skills. In fact, I spoke personally to middle school educators from Northern California where Open Court was well established and they told me the same was true for their middle school students.
Two thoughts come to mind:
First, why have teachers in preparation programs not received more tools for their reading comprehension tool kit? After all, we have recognized this problem for a long time?
Second, I hope that Common Core with its assessments will now drive changes that have not taken hold in the past. I remember in the mid 1990s State legislation with corresponding funding (unusual) required all schools to provide reading comprehension training at all schools led by local staff who received special training from the district. We did a pretty good job I thought, but many secondary content teachers did not see the teaching of reading as their responsibility. This lack of training success was reinforced for me when I became supervisor visiting many schools and classrooms around our district.
I now believe that we did not create significantly important context for non English Language Arts teachers to believe that reading comprehension was part of their responsibility. Just saying something will not lead to change in this profession. We need to help people understand purpose for change. In California, that was difficult because the real teacher assessment came from STAR test results, and those end of year assessments were certainly content specific, so when would a teacher offer the skills development students need? Time on skills pulled teacher and students away from the existing standards coverage, which was very difficult to complete during a school year already. With high hopes, I see Common Core as the way to bring greater urgency to all teachers that improving reading comprehension and building related 21st century skills is part of the job description for all educators. Assessments always have and always will drive instructional practices.
The author provides three areas of focus to make the teaching of reading comprehension part of every educational classroom.
Does your school have the structures in place and the staff leadership that will allow practices such as those suggested to occur?
Please read the article at the URL I am including when you have time. This could lead to some excellent educator conversations that need to take place within schools and within educator networks.
Happy Thanksgiving.
Larry
http://www.huffingtonpost.com/sheena-hervey/literacy-crisis-in-middle_b_4304969.html
Sunday, May 19, 2013
Updating and Musing About My Educational Experiences Coming in the Near Future
It has been a while since I last blogged, but the time has come for me to put energy back into my Secondary Educators' Blog. Today is just a warning that my intellectual juices are in motion once again. I want to thank my friend Daniel Gumarang for continually pushing me to write, share, write. He is right, I need to do this. Also, I received an impetus to move forward from a TV show that I had recorded and watched with my wife earlier this evening. I will share in the near future what I took from the season finale of Undercover Boss.
Thanks for being patient and waiting for me to make a comeback to my own blogging experiences where I can share my thoughts on improving and moving education for the good of the kids and for the benefit of our educators and our society.
I will be in touch with you shortly.
Larry
Thanks for being patient and waiting for me to make a comeback to my own blogging experiences where I can share my thoughts on improving and moving education for the good of the kids and for the benefit of our educators and our society.
I will be in touch with you shortly.
Larry
Monday, February 27, 2012
New Study and My Observation Go Hand in Hand
A new study reported by Caralee Adams of College Bound in Education Week provides us with supporting information as to why Linked Learning is a critical piece in the secondary education reform efforts around this country. This blog is worth visiting. As a nation we are continuing to grow in population, and we are continuing to grow in the percent of our population earning at least a BA degree (this was unexpected good news to me).
As is reported in this study, in 2010 the difference in income between ending your education at high school and ending it with a BA is the difference between $31,000 and $58,000 a year. This by itself tells us why our education system needs to provide every child with the opportunity to continue their education beyond high school, and at the same time prepare them with the 21st century skills needed for success in the world of work.
As educators, we need to continually review this type of data and re-commit ourselves to preparing our students for a world that none of us can predict what it will look like. For those who wish to continue to teach as if the world were the 1920s, they have to join the change or move out of the way. It is our students and their future that we have to be thinking about, not what is our plan for making our life as a teacher as easy as possible.
Last week, I visited a middle school that I have worked closely with and known well since 2000. I saw a new culture instituted by all of the staff and community so that students were engaged in every class that I visited. I saw teaching strategies that were similar in each class (Kagan Strategies). I saw students learning content and 21st century skills side by side. I saw dedicated teachers who have worked together with the community to create a new culture that will better prepare these students for college and careers. It was exciting to see a culture completely change in less than one school year. There is no question that they have a lot of work left to do, but they are now collaborative and in agreement moving forward for the good of their students. I was so proud to see that the efforts of a staff working in unison can make such a big difference, and much more quickly than I expected.
I feel confident that these middle school students will continue to succeed both in high school and in their post-secondary educational years. They will gain jobs that will benefit them, their families, and their community.
Please share some of your success stories around reform efforts so that we can all learn from each others' work.
Monday, January 30, 2012
The Vision is Revolutionary, The Implementation is Evolutionary
I have continued to learn a lot about the process of change in schools since my retirement several years ago. Very recently a new issue was presented to me and led me to think about my actions and the actions of other leaders when put in a similar position at a school site.
I am working with a wonderful writing team on developing a plan for opening a new school in their district. They have worked very hard, reading literature, searching for best practices, and continuously making improvements on their plan, before its submission to their Board of Education in the very near future. They have an excellent and well thought out plan. Like all of the plans being submitted for the opening of new schools, this plan appears long and harsh to read. But it follows the guidance given to all writers by the Superintendent. So, it is not any longer or confusing than any of the other plans that will be submitted, I believe.
One of the lead writers was proactive and shared the proposed plan with teachers that he felt would be strong and caring teachers and who would look at this as a wonderful and rare opportunity to open a new school with a special student centered vision. To his surprise, many of the teachers read the plan, and said that it was too much work. My belief is that they thought that this plan was to be 100% in place on the first day of school.
After holding some follow up conversations with him regarding this subject, it became clear to me that there are two different things going on at the same time, and the teachers, and writers may not have noticed the differences when writing or reading their plans. It is actually easy to understand once considered. My explanation began by saying to him that I was not surprised what these excellent teachers responded to him. His response is now very different. So, let’s look at a way to win over excellent teachers who could thrive in a reform minded school model, very different from the traditional teacher isolation model that they currently work within. The parallel areas of discussion are:
- What do we want for our students? What are the outcomes that we will expect? (The Vision)
- How will we prepare ourselves to alter our practices in order to help our students reach the outcomes we want for each of them? (The Implementation)
The vision is revolutionary, but the implementation is evolutionary is what I shared with him as a clear and concise statement of the reality of planning and implementation. In order to fix the situation, the writing team created a one page summary of their plan, including expected student outcomes, professional development models to be put into place, and the teaching strategies that would support the Standards Based Curriculum and the 21st century skills development that we want all students to leave with from this new school.
Tuesday, December 27, 2011
Marzano Levels of Implementation of New Instructional Practices
“The Educational Leadership article by Robert Marzano in their January 2012 issue is very interesting and useful. Marzano points to his observation of the levels of growth by teachers in implementation of new instructional strategies. This article supports my Targeted Instruction document that I have shared freely where we have to consider how we improve immediate practice while we give teachers time to learn new instructional strategies such as Project-based Learning. It will take excellent teachers and others time to change and learn the new paradigm different from what they have been working under, as they are introduced to strategies that better meet the needs of the State Common Core Standards, the 21st Century Skills development, and student preparation for college and careers.” I am including the key elements of the Educational Leadership article by Marzano below. If you find interest in this article, you should go to the Educational Leadership web site and read the entire article. It can be found at | ||||
 |
December 2011/January 2012 | Volume 69 | Number 4
The Resourceful School Pages 88-89
It's How You Use a Strategy
At the applying and innovative levels, we find the catalysts for large gains in student learning.
Four Levels of Implementation
While analyzing video recordings of teachers using strategies, I noticed four levels of implementation that might help explain some of the variation in research findings (Marzano, Frontier, & Livingston, 2011). I have found that how a teacher uses a strategy is key to how effective the strategy is. Let's look at the strategy of identifying similarities and differences using a comparison matrix.
Beginning Level
Here, a teacher has little fluency with the strategy and is prone to errors using it. At this level, the strategy probably has little effect on student learning.
Consider how a teacher might use a comparison matrix at this level. The columns of the matrix show the elements to compare; the rows list various characteristics. For example, in a social studies class, a teacher might effectively use such a matrix by recording two forms of government in the columns—monarchy and dictatorship. In the rows, the teacher might record two characteristics—how decisions are made and the frequency of this form of government in the major countries of the world.
Operating at the beginning level, a teacher might make the mistake of expecting students to compare too many elements. Recording four types of governments in the columns (for example, monarchy, dictatorship, democracy, and republic) would render the strategy too complex. Another common error is neglecting to ensure that students identify how the compared elements are both similar and different on each characteristic. Students need to record both in the matrix. If they don't, they miss the main point.
Developing Level
At this level, the teacher does not make such mistakes. He or she doesn't list too many elements or characteristics and clarifies that students are to indicate both similarities and differences for each characteristic. In the studies I've conducted with classroom teachers, this seems to be the typical level of strategy use in the classroom—teachers use a strategy without significant error and with relative ease. However, this level of use does not produce the large gains in student learning reported in some studies.
Applying Level
Starting at this level, we find the catalysts for large gains in student learning. Here, the teacher not only makes no mistakes in using the strategy and uses it with relative ease, but also monitors students' reactions to see whether the strategy has had the desired effect.
For example, after completing the comparison matrix involving monarchies and dictatorships, students might realize that neither a monarchy nor a dictatorship is a very representative form of government. To monitor this type of awareness, the teacher may probe students by asking questions like, What do you see now about monarchies and dictatorships that you didn't see before? At this level, the teacher continually interacts with students to tease out finer distinctions regarding the elements being compared.
Innovating Level
At this level, the teacher is so familiar with the strategy that he or she has adapted it to meet specific student needs. For example, I have seen teachers add elements to the comparison matrix that you typically wouldn't find in the professional literature.
In one class in which the comparison matrix had a particularly powerful effect on student learning, the teacher looked for differences of opinion among students regarding similarities and differences. For example, if some students concluded that dictatorships are always detrimental to the citizens of a country and other students disagreed, the teacher would use these differences of opinion as a springboard for asking students to collect information from the Internet and other sources to support their points of view.
Monday, November 28, 2011
Transition is Step One to Creating a School of Endearment
Ed Week Article: Study Links Academic Setbacks to Middle School Transition
Ed Week just presented an interesting article regarding the importance of transition. A major study out of Harvard states that the point of school transition from elementary to middle is the most significant transition point for students to remain successful through high school. You can find the abbreviated article on the November 28 version of ASCD's SmartBrief, or go directly to Ed Week and find the full article, which is worth reading.
Michael Fullan in his 2008 book on Six Secrets of Leadership, discusses how a business, and I converted it to a school can become a Firm of Endearment. Creating Schools of Endearment requires effort and pre-thought about how we bring new students into our culture, and guarantee that the culture that exists is a healthy, caring, and trusting culture.
Since my time as a middle school principal, I have believed that the elementary to middle school transition was very much overlooked for its importance to educators. As a director supervising middle schools in the early 2000s, I presented data to show the dip that occurs to middle students in both math and ELA at the point of transition. The middle school principals I shared this with seemed to take the information seriously based on the table conversations that followed, however, it did not seem to change the direction of the school district. Focus was then, and continues to be on the elementary and high schools. I understand that all levels are important, but as a society we put a lot of emphasis on the data coming out of our high schools. This puts the high school educators in a difficult situation, and it ignores the importance of middle school in preparing our kids to succeed in high school.
Three years after retiring, I still sit with an approved middle school plan in my computer, that no one has asked for in order to begin implementing. It was approved in the middle of my last year in my district, 2008, and nothing has altered the focus since. I continue to question why only data is the concern and not the preparation of the kids in many areas, including those that are academic.
As a director, I reflected on my efforts to build a real transition program from elementary to middle school, and wrote a paper sharing what seemed to work successfully for our students. You can read my paper on transition from elementary to middle school by clicking here: https://docs.google.com/document/d/1NW1aDKkKCYJpEQpH07g0kMJOeOZXpGez10ye8pphCcU/edit?hl=en_US
Please let me know if you have difficulty getting to this document through Google.docs. I would also be interested in your comments about the article. Transition has to be more than a couple of brief encounters of the minimal kind. It is at the time of articulation opportunities where a school can change in the minds of parents and students from an institution to what Michael Fullar refers to as a "School of Endearment".
Ed Week just presented an interesting article regarding the importance of transition. A major study out of Harvard states that the point of school transition from elementary to middle is the most significant transition point for students to remain successful through high school. You can find the abbreviated article on the November 28 version of ASCD's SmartBrief, or go directly to Ed Week and find the full article, which is worth reading.
Michael Fullan in his 2008 book on Six Secrets of Leadership, discusses how a business, and I converted it to a school can become a Firm of Endearment. Creating Schools of Endearment requires effort and pre-thought about how we bring new students into our culture, and guarantee that the culture that exists is a healthy, caring, and trusting culture.
Since my time as a middle school principal, I have believed that the elementary to middle school transition was very much overlooked for its importance to educators. As a director supervising middle schools in the early 2000s, I presented data to show the dip that occurs to middle students in both math and ELA at the point of transition. The middle school principals I shared this with seemed to take the information seriously based on the table conversations that followed, however, it did not seem to change the direction of the school district. Focus was then, and continues to be on the elementary and high schools. I understand that all levels are important, but as a society we put a lot of emphasis on the data coming out of our high schools. This puts the high school educators in a difficult situation, and it ignores the importance of middle school in preparing our kids to succeed in high school.
Three years after retiring, I still sit with an approved middle school plan in my computer, that no one has asked for in order to begin implementing. It was approved in the middle of my last year in my district, 2008, and nothing has altered the focus since. I continue to question why only data is the concern and not the preparation of the kids in many areas, including those that are academic.
As a director, I reflected on my efforts to build a real transition program from elementary to middle school, and wrote a paper sharing what seemed to work successfully for our students. You can read my paper on transition from elementary to middle school by clicking here: https://docs.google.com/document/d/1NW1aDKkKCYJpEQpH07g0kMJOeOZXpGez10ye8pphCcU/edit?hl=en_US
Please let me know if you have difficulty getting to this document through Google.docs. I would also be interested in your comments about the article. Transition has to be more than a couple of brief encounters of the minimal kind. It is at the time of articulation opportunities where a school can change in the minds of parents and students from an institution to what Michael Fullar refers to as a "School of Endearment".
Thursday, October 20, 2011
Informal Learning Shouldn't Be Underestimated
I wrote the following words back in January 2009 following the death of my uncle, who was extremely important in my life. I have not added this to my blog until now. I am ready to share some very deep feelings that came out of a lot of emotion. This is not about my uncle's death, but about how we as people, children and adults, learn about ourselves and our life. I think that it is worth considering what I have to share. Thanks for reading this when you have time." Larry
"This morning I woke up at 5:00 a.m. because I had to put on paper my feelings about a very special person. My uncle died this past weekend and I wanted to share with others the important role he played as a teacher in my life. After completing this effort, I thought about what I said about my uncle and how it relates to our work as secondary educators. This is what I wish to share in my blog today.
People are educated in two ways during their life, formally and informally. Formal education relates to learning at school through classroom experiences, reading, and discussing what we learn. Informal learning comes from the daily experiences that we have in our lives that are not attached to classroom lessons with standards and specific learning outcomes in mind.
Most of our learning is actually informal, but that does not mean that some of those informal lessons aren’t learned in school. It also doesn’t mean that informal learning is less important than what we learn in a formal setting. In reality, thinking about what I learned from my uncle was much more important than what I learned in any class. I may not have had academic success without the informal learning that I have gained through out my life.
I often tell people that my academic high school experience at San Fernando High School did not prepare me well for UCLA, but it was a perfect non-academic learning experience for my career as a teacher. Our informal experiences are so important and sometimes we as educators lose track of the relative importance of the experiences gained informally.
When I think back on my school years, I remember almost every teacher. As an educator, I remember every principal or supervisor that I have worked for. I have learned a great deal from each of these people. Most of the time my informal learning has been positive, but sometimes what I learned was negative based on what I experienced and what I observed. I learned valuable lessons from both types of experiences.
As teachers, counselors, or administrators do we really spend enough time thinking and discussing how we impact our students, not in a formal, but in an informal way? We are role models because we stand in front of impressionable young people, this comes with the job. We may think that we have been hired to teach content to our students, but we have really been hired to teach children. Yes, we teach them content, concepts, and skills, but we also teach more in a very informal way.
My uncle taught me the importance of dedication, hard work, fairness, generosity, and how to relate to others. What he taught me was reinforced by my teachers and supervisors over many years. What kind of world would we be leaving our students if we teachers believed that we only taught math, science, English, social studies, the arts, physical education or other electives as defined by the scope and sequence developed by our school district? We teach so much more than that. But we have to be sure that we teach those other qualities thoughtfully and carefully because they are learned by students through their observations of us. They learn from what we say and how we act. Our responsibility is great and extremely important, especially if we are the best or only positive adult role model in our students’ life.
We rarely learn about the informal influences we have on our students’, but make no mistake, we are informal teachers to every student we have, and our teaching needs to provide a positive experience for every child we touch. If we are doing that, then we are doing a Herculean job of educating our students. But if we are not, then we could cause our students pain and suffering through out their life. Each of us has to make conscious choices about how we do our job as a teacher and how we use the power of being a role model for our students."
I would like to hear what this item led you to think about as an educator.
"This morning I woke up at 5:00 a.m. because I had to put on paper my feelings about a very special person. My uncle died this past weekend and I wanted to share with others the important role he played as a teacher in my life. After completing this effort, I thought about what I said about my uncle and how it relates to our work as secondary educators. This is what I wish to share in my blog today.
People are educated in two ways during their life, formally and informally. Formal education relates to learning at school through classroom experiences, reading, and discussing what we learn. Informal learning comes from the daily experiences that we have in our lives that are not attached to classroom lessons with standards and specific learning outcomes in mind.
Most of our learning is actually informal, but that does not mean that some of those informal lessons aren’t learned in school. It also doesn’t mean that informal learning is less important than what we learn in a formal setting. In reality, thinking about what I learned from my uncle was much more important than what I learned in any class. I may not have had academic success without the informal learning that I have gained through out my life.
I often tell people that my academic high school experience at San Fernando High School did not prepare me well for UCLA, but it was a perfect non-academic learning experience for my career as a teacher. Our informal experiences are so important and sometimes we as educators lose track of the relative importance of the experiences gained informally.
When I think back on my school years, I remember almost every teacher. As an educator, I remember every principal or supervisor that I have worked for. I have learned a great deal from each of these people. Most of the time my informal learning has been positive, but sometimes what I learned was negative based on what I experienced and what I observed. I learned valuable lessons from both types of experiences.
As teachers, counselors, or administrators do we really spend enough time thinking and discussing how we impact our students, not in a formal, but in an informal way? We are role models because we stand in front of impressionable young people, this comes with the job. We may think that we have been hired to teach content to our students, but we have really been hired to teach children. Yes, we teach them content, concepts, and skills, but we also teach more in a very informal way.
My uncle taught me the importance of dedication, hard work, fairness, generosity, and how to relate to others. What he taught me was reinforced by my teachers and supervisors over many years. What kind of world would we be leaving our students if we teachers believed that we only taught math, science, English, social studies, the arts, physical education or other electives as defined by the scope and sequence developed by our school district? We teach so much more than that. But we have to be sure that we teach those other qualities thoughtfully and carefully because they are learned by students through their observations of us. They learn from what we say and how we act. Our responsibility is great and extremely important, especially if we are the best or only positive adult role model in our students’ life.
We rarely learn about the informal influences we have on our students’, but make no mistake, we are informal teachers to every student we have, and our teaching needs to provide a positive experience for every child we touch. If we are doing that, then we are doing a Herculean job of educating our students. But if we are not, then we could cause our students pain and suffering through out their life. Each of us has to make conscious choices about how we do our job as a teacher and how we use the power of being a role model for our students."
I would like to hear what this item led you to think about as an educator.
Monday, October 10, 2011
Algebra, an Important Educational Gatekeeper
It was recommended to me that I could use my blog as a way of maintaining the many excellent articles that I read and write to share with people in the field of education. I normally send these items directly to individuals as an attachment to an e-mail. When I have to share it with others, I have to come home and find the items and send it off to the next group. By placing the items into my blog, I can send this blog to anyone at anytime and have them review what I have found or written.
Today, I am going to try this and see what kind of response I get from those I share documents with.
I just read an interesting article on the teaching of algebra in the District Administrator Magazine online. It combines suggestions on how to get improvement in our algebra outcomes for students, and it also gives explanation as to why we need to continue to push algebra as a gatekeeper for student success.
"A New Age for Algebra
A renewed emphasis on this math course can make or break a pupil’s success in school." http://www.districtadministration.com/article/new-age-algebra-1
I have always believed, as a math teacher and administrator, that the trouble with algebra is that we do not do a good job of preparing kids for it in the lower grades. We teach our arithmetic in K-7, often as a set of algorithms, so that if a student knows the algorithm well, they will do well on their arithmetic tests. The problem with teaching arithmetic as a series of algorithms is that we don't include the critical thinking or the language of mathematics that are the real power of mathematics education in our traditional classroom instruction. Therefore, when our students reach the higher level mathematics courses, they have not been given enough problem solving time, critical thinking time, or opportunities for success in mathematics, and they give up on mathematics very easily.
As the article clearly states, we need our kids to be much more competitive with the rest of the world in the content field of mathematics. Mathematics opens up many other fields for success. President Obama made it clear and public that we have to produce many more engineers and scientists to maintain our ability to compete globally with the remainder of the world community. STEM programs in schools need to be established and focused for the success of our kids and for the protection of our nation.
The article also makes clear that although there appears to be programs in place that seem to have success in raising the algebra achievement level of our students, we need to be sure that they are used properly. This requires teachers to be trained in the use of these programs and to have continuing support in order to take full advantage of what research tells us about the success of each program.
As a middle school principal, I brought Connected Math to my school. But I did not just buy a new set of textbooks, I purchased the support for teachers to use it properly. We saw incredible gains in our math scores over the last several years of my principalship. Yes, I liked the way Connected Math created real life application to the math being taught, but I liked better that our teachers were enjoying the use of this new instructional tool, saw value in collaborating with their peers, and developing a sense of how to make every child successful.
Math is a gatekeeper for our kids continuing education, unfortunately, it also a roadblock. When we make any single course so high stakes, that it can keep a child from earning a high school diploma, then we have to find a way to help every child succeed.
I hope that you will look at the article I am referencing and find the time to respond and comment so that many of us can jointly participate in a high level and highly important conversation. Our students and our nation need for these discussions to occur all over the United States. Thanks for reading.
Today, I am going to try this and see what kind of response I get from those I share documents with.
I just read an interesting article on the teaching of algebra in the District Administrator Magazine online. It combines suggestions on how to get improvement in our algebra outcomes for students, and it also gives explanation as to why we need to continue to push algebra as a gatekeeper for student success.
"A New Age for Algebra
A renewed emphasis on this math course can make or break a pupil’s success in school." http://www.districtadministration.com/article/new-age-algebra-1
I have always believed, as a math teacher and administrator, that the trouble with algebra is that we do not do a good job of preparing kids for it in the lower grades. We teach our arithmetic in K-7, often as a set of algorithms, so that if a student knows the algorithm well, they will do well on their arithmetic tests. The problem with teaching arithmetic as a series of algorithms is that we don't include the critical thinking or the language of mathematics that are the real power of mathematics education in our traditional classroom instruction. Therefore, when our students reach the higher level mathematics courses, they have not been given enough problem solving time, critical thinking time, or opportunities for success in mathematics, and they give up on mathematics very easily.
As the article clearly states, we need our kids to be much more competitive with the rest of the world in the content field of mathematics. Mathematics opens up many other fields for success. President Obama made it clear and public that we have to produce many more engineers and scientists to maintain our ability to compete globally with the remainder of the world community. STEM programs in schools need to be established and focused for the success of our kids and for the protection of our nation.
The article also makes clear that although there appears to be programs in place that seem to have success in raising the algebra achievement level of our students, we need to be sure that they are used properly. This requires teachers to be trained in the use of these programs and to have continuing support in order to take full advantage of what research tells us about the success of each program.
As a middle school principal, I brought Connected Math to my school. But I did not just buy a new set of textbooks, I purchased the support for teachers to use it properly. We saw incredible gains in our math scores over the last several years of my principalship. Yes, I liked the way Connected Math created real life application to the math being taught, but I liked better that our teachers were enjoying the use of this new instructional tool, saw value in collaborating with their peers, and developing a sense of how to make every child successful.
Math is a gatekeeper for our kids continuing education, unfortunately, it also a roadblock. When we make any single course so high stakes, that it can keep a child from earning a high school diploma, then we have to find a way to help every child succeed.
I hope that you will look at the article I am referencing and find the time to respond and comment so that many of us can jointly participate in a high level and highly important conversation. Our students and our nation need for these discussions to occur all over the United States. Thanks for reading.
Wednesday, December 1, 2010
Planning Tools and Documents for building instructional efforts within your SLC/Academy or Small School
The materials provided in this blog were presented by Larry Tash on December 3, 2010, in San Diego at the California League of Schools Conference. They are being made available to those who attended the conference or those who read this blog as planning tools and documents for building the instructional efforts of your SLC/Academy or small school. Readers are free to use the documents on the condition that you let me and other readers know if the documents were helpful and valuable as you work to improve the teaching and learning practices within your school community. You may need further assistance to understand these documents, so please feel free to e-mail me at larry.tash@gmail.com or add a comment to this blog entry. Good luck with your work, and I hope that you find these documents useful.
HS MP Instructional Plan (document)
This template is the heart of the planning document that can be used by instructional teams within a SLC, Academy, or small school to create a sequential, cyclical teaching plan that provides students the connection between required standards-based curriculum, 21st century skills, shared instructional practices, and Linked Learning expectations.
HS MP Instructional Template (document)
This document provides a blank copy of the above sample document to be used by instructional teams.
Building Toward a Project-Based Learning School (document)
Was presented in order to help school teams to think how to move toward full implementation of PBL by all teachers in the community. This process for some teachers may be very uncomfortable at first and may take a significant amount of time to learn in order for this strategy to benefit students. So, while teachers are learning this new strategy or any other approach to instruction, how do we guarantee that we improve instruction immediately?
California League of MS/HS Schools PowerPoint Presentation (presentation)
This is the complete power point presented at this conference. This may take some time to load, so if you wish to download it, please be patient.
Other documents shared during the presentation:
HS MP Instructional Plan (document)
This template is the heart of the planning document that can be used by instructional teams within a SLC, Academy, or small school to create a sequential, cyclical teaching plan that provides students the connection between required standards-based curriculum, 21st century skills, shared instructional practices, and Linked Learning expectations.
HS MP Instructional Template (document)
This document provides a blank copy of the above sample document to be used by instructional teams.
Building Toward a Project-Based Learning School (document)
Was presented in order to help school teams to think how to move toward full implementation of PBL by all teachers in the community. This process for some teachers may be very uncomfortable at first and may take a significant amount of time to learn in order for this strategy to benefit students. So, while teachers are learning this new strategy or any other approach to instruction, how do we guarantee that we improve instruction immediately?
California League of MS/HS Schools PowerPoint Presentation (presentation)
This is the complete power point presented at this conference. This may take some time to load, so if you wish to download it, please be patient.
Other documents shared during the presentation:
- Targeted Instructional Behavior (document)
- Increasing Instructional Rigor Through Classroom Practice (document)
Monday, August 2, 2010
Changing the National Definition of Reforming Public Education
I continually read in periodicals and maganzines that public education requires reforming if we are to improve student achievement in this country. We are hearing similar comments at the federal level from Arne Duncan and President Obama. We are hearing the same reform talk in California state government from the governor and from big city local mayors. I have heard similar comments from higher education leaders as well.
I have not added to my Secondary Educators Blog for some time. There are many reasons for this. However, after lots of coaxing by friends and from some people I do not even know, I am going to resume adding to my discussion on improving secondary education. This topic of "school reform" and how it is defined is frequently on my mind. I hope that all of you form your own opinions on this topic and respond to what I have to share in this blog entry.
So, what do I keep hearing about public school reform? I hear that merit pay is necessary. I hear that a longer school year is necessary. I hear that tenure must be ended. I hear that more money is needed to support public education.
I agree that all of these things to some degree can help to improve public education. However, I would not call this school reform. In my mind the only reforms that matter are the reforms that bring about change in practice by adults and influence the learning opportunities for students; and the encouragement that schools provide to parents so that they become partners in their children's educational experience.
From my observations, as a nation our leaders are focusing on the wrong "reform" issues. If changes in adult thinking and actions do not lead to changes in classroom practice, then increased student achievement will not occur. I believe this is why we read so many reports of charter schools, small schools, and small learning communities that are both successful and unsuccessful. Improving instructional practice, connecting kids to caring adults, and connecting kids to the content that they are expected to learn are the reform issues that really matter. The school structures, the pay schedule of teachers, the number of days of instruction are all secondary issues.
I feel badly that foundations that can have so much influence, like the Gates Foundation, have moved away from creating culture shifts in our most underperforming schools. I know that they did not see sufficient constructive change in student learning data to allow them to continue putting their funds into school culture change, so they have moved to other arenas of public education to explore and influence change. the Gates Foundation and other educational leaders in this country can have tremendous impact on the public education. I believe that what we are hearing from Arne Duncan, President Obama, Governor Arnold, and mayors of large cities are being influenced by entities like the Gates Foundation, the Broad Foundation, and many universities. I am glad that these entities keep the public conversation around improvement of student achievement active, but why not listen to less powerful educators who are working in the field and hear them share what I am sharing. The differences in student learning will come only when we improve our practices in the classrooms of America through a systemic review of our public education system.
We need to help our leaders and politicians to focus educators and the public on the right reform issues. We need to find the best practices that make sense; we need to help adults connect to students; and we must win the trust of the parents so that they are partners in our school work. I am sure that merit pay will work somewhere for some teachers to help students achievel. I am sure that if we extend the school year we will help many students to learn more. I am sure that we make tenure more difficult to earn, or do away with it, some students will have better educators teaching them. But if we wish to help all students by supporting educators and parents, then we have to focus on the "right reforms" and those have to do with the behaviors and practices in every classroom, no matter what kind of school is created, and no matter what the adults are paid, and no matter how many days those teachers meet with their students.
We all need to reach out to the leaders of our nation and share a common theme and that theme is real reform must occur in the classrooms and households of America by helping adults to change their mindset about how public education can best support our kids.
I have not added to my Secondary Educators Blog for some time. There are many reasons for this. However, after lots of coaxing by friends and from some people I do not even know, I am going to resume adding to my discussion on improving secondary education. This topic of "school reform" and how it is defined is frequently on my mind. I hope that all of you form your own opinions on this topic and respond to what I have to share in this blog entry.
So, what do I keep hearing about public school reform? I hear that merit pay is necessary. I hear that a longer school year is necessary. I hear that tenure must be ended. I hear that more money is needed to support public education.
I agree that all of these things to some degree can help to improve public education. However, I would not call this school reform. In my mind the only reforms that matter are the reforms that bring about change in practice by adults and influence the learning opportunities for students; and the encouragement that schools provide to parents so that they become partners in their children's educational experience.
From my observations, as a nation our leaders are focusing on the wrong "reform" issues. If changes in adult thinking and actions do not lead to changes in classroom practice, then increased student achievement will not occur. I believe this is why we read so many reports of charter schools, small schools, and small learning communities that are both successful and unsuccessful. Improving instructional practice, connecting kids to caring adults, and connecting kids to the content that they are expected to learn are the reform issues that really matter. The school structures, the pay schedule of teachers, the number of days of instruction are all secondary issues.
I feel badly that foundations that can have so much influence, like the Gates Foundation, have moved away from creating culture shifts in our most underperforming schools. I know that they did not see sufficient constructive change in student learning data to allow them to continue putting their funds into school culture change, so they have moved to other arenas of public education to explore and influence change. the Gates Foundation and other educational leaders in this country can have tremendous impact on the public education. I believe that what we are hearing from Arne Duncan, President Obama, Governor Arnold, and mayors of large cities are being influenced by entities like the Gates Foundation, the Broad Foundation, and many universities. I am glad that these entities keep the public conversation around improvement of student achievement active, but why not listen to less powerful educators who are working in the field and hear them share what I am sharing. The differences in student learning will come only when we improve our practices in the classrooms of America through a systemic review of our public education system.
We need to help our leaders and politicians to focus educators and the public on the right reform issues. We need to find the best practices that make sense; we need to help adults connect to students; and we must win the trust of the parents so that they are partners in our school work. I am sure that merit pay will work somewhere for some teachers to help students achievel. I am sure that if we extend the school year we will help many students to learn more. I am sure that we make tenure more difficult to earn, or do away with it, some students will have better educators teaching them. But if we wish to help all students by supporting educators and parents, then we have to focus on the "right reforms" and those have to do with the behaviors and practices in every classroom, no matter what kind of school is created, and no matter what the adults are paid, and no matter how many days those teachers meet with their students.
We all need to reach out to the leaders of our nation and share a common theme and that theme is real reform must occur in the classrooms and households of America by helping adults to change their mindset about how public education can best support our kids.
Friday, October 16, 2009
Focus on Five Instructional Areas for Raising Student Achievement
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.
Sunday, August 23, 2009
Educators Mindset May Be the Key to Improving Teaching and Learning
This week the LAUSD Board of Education is opening up the new schools to the best school developers that they can find, if the Board resolution is passed. The new school developers might be the LAUSD district, a group of educators who work for LAUSD, charter organizations, a group of parents, university leaders or management companies. All of this is in the hopes that someone or some group can find a way to really improve the academic achievement of all students in LAUSD.
There was a former superintendent who looked for silver bullets to change the educational outcomes for kids by believing that scripting the work of the classroom teacher was necessary. He came to believe that although there were some strong teachers within the system, there were too many who could or would not learn to teach in a research-based way. Unfortunately, as I have shared in my earlier blog entries, there is no way to change practice everywhere in such a big system without those implementing buying-in and understanding the reason for program or plan to be implemented. This minor step in the process of change is almost always overlooked in school districts. There are some reasons for its being overlooked but without this critical step, change to the level necessary to support our students will not occur.
A change in the mindset of the classroom teacher is the key to any successful change. The reason is simple, it is at the point of contact between the teacher and student where real teaching and learning occurs. So, what has to happen to change the teacher's mindset? Teachers must be clear as to why they are being asked to change. We look at data regularly within our schools, but most of it is “Public Data” and used mostly to compare schools to other schools, and to show change in gross test scores within a school over time. I do believe that there is a place for this type of accountability. However, I also believe that most of this type of “Public Data” is meant for the public, not for the classroom teacher and school-based administrator to really make a difference in their practice.
I have many educator friends in many school districts and I speak with them regularly about the value that they see in the periodic assessments that they are mandated to give to their students. I do believe that periodic assessments are a tool that is especially beneficial to improving student achievement and can help teachers dramatically if used with the right mindset in place.
The answers that I get from these secondary teachers range from: “they help me to know where my students are understanding and where they are not.” to “ I am glad that these have been given to us, we now have common unit and final exams.” to “I wish that I didn't have to give these, I don't have time the way things are to cover all of the necessary materials. Besides, I only give them because I have to and I don't want to get into any trouble.” I have found that some teachers in some schools actually use this data to change their instructional practice, and I am glad to hear that, but I am not sure that the use of periodic assessments in this way is yet the norm. Yes, they are being given, no they aren't being effectively used by all.
Once again, it is the mindset of our school personnel that will determine whether data such as this has value. No matter what structure we put into place, we have to begin with providing the necessary leadership, professional development for understanding, and modeling for success if we want to change practice. Changing practice is a matter of the classroom teacher believing that the change will make the learning of the student better and the life of the classroom teacher more satisfying.
How do we get to this point? First, I would encourage our training institutions (universities) to reflect deeply on their own teacher preparation efforts. Are they still preparing teachers to go into their own classrooms using 20th century strategies with 21st century kids? I would allow for professional development time that leads our educators through structured conversations about the teaching of students within their own community using the most personal data a school staff has available. We need leadership to guide these teachers who know the students best to connect what they know about their students with the research-based delivery models that are now available. We need to give our teachers information to work with their colleagues in a collaborative model as much as possible. Teaching and learning should not be a free for all where anything goes, but it can't be forced upon good educators if they don't see the value of the change.
Finally, I believe that creating personalized learning environments at all educational levels will benefit kids because they will be well known by adults and not fall between the cracks. But just as important, the necessary teacher conversations can occur around specific kids needs, because the group of teachers holding the conversations share the same group of students over an extended period of time. It gives our teachers and administrators more purpose for agreeing to change and sharing in the changes. They have greater control of their own environment, and hopefully share a common ownership for the academic outcomes of their students.
I don't believe that there is a single right answer for improving academic achievement for all students, but I do know that by working together and by sharing information, research, and personal knowledge, we can continue to increase the number of students being reached. Will it make a difference what structures our new school developers offer? It will only make a difference if the teaching and learning focus is the basis for what they put into place, and the silver bullet approach is avoided.
I don't believe that there is a single right answer for improving academic achievement for all students, but I do know that by working together and by sharing information, research, and personal knowledge, we can continue to increase the number of students being reached. Will it make a difference what structures our new school developers offer? It will only make a difference if the teaching and learning focus is the basis for what they put into place, and the silver bullet approach is avoided.
I look forward to hearing your opinion on this and other educational topics.
Sunday, August 16, 2009
"Implementation with Fidelity", I Have a Problem!
I keep hearing from some national and local educational leaders and educational program developers that if you bring a specific program to a district, it can fix student achievement. Almost always it is then followed with a caveat, "If it is implemented with fidelity". Have you heard the expression, "implementation with fidelity" in your school or district? This is a very troubling expression to me, and hopefully to all of us.
I understand that when a research-based practice is well researched, a lot is learned about how to help kids achieve. However, what happens when a program is brought to a district and for many reasons, it is not implemented with fidelity? Do we blame the implementers, teachers and school-based administrators? Or do we look to the researchers and district leaders who only offer success if the perfect format for perfect implementation is followed?
The reality of my world that I have lived in for over 38 years is that we can never have perfect implementation of any program, no matter how hard we try. Perfect implementation requires that more than sufficient professional development is provided. You and I know that we fight for every professional development second we can find, and then it isn't enough for all that we need to learn as educators. Perfect implementation requires expert modeling of the program model, but this is a high cost item. Although we have had coaches in our schools for several years, they were not experts in every area that they needed to have expertise in. Perfect implementation requires a long term commitment with measurement of success over several years, not in one year. Our grading system, at the state and federal level, preclude us from having several years to measure whether we are moving in the right direction or not. Finally, perfect implementation requires that each teacher and administrator is in agreement that this program model will be better than whatever is currently in place in our schools. I am absolutely sure that we never take the upfront time to gain buy-in from our implementors. The result is that the teachers and administrators see each new program as a passing fad that will be moving on shortly, so why put much effort into supporting or learning it now.
The root of the matter is that without the teachers and school-based administrators buying into any program or plan for a school, it is likely to be implemented with less than the required level of fidelity. I am bothered because we don't work to alter the mindset of our educators before bringing in new programs. I am further disturbed because of the way we bring in these programs, they do not lead to the promised levels of success and some kids are further damaged by the educational system.
I cannot accept "implementation with fidelity" as a statement from educational leaders. We need to find ways to work with kids, educate kids, and support kids whether we have fidelity of implementation or not. We need to all believe that our job makes a difference to our students and to our society. We cannot settle for less than our best. We cannot settle for expecting less than their best of our students. We don't need perfectly implemented programs, we will never get them, but we do need well thought out, researched based programs that are explained to our educators, and given time to succeed. If they don't succeed, we need to figure out how to tweak the program so that we can continually help more children to achieve at higher levels.
The cop out of "implementation with fidelity" allows for educational leaders, educational researchers, administrators, and teachers to have an excuse for why these new programs have not reached a level of success that was expected. I want these researchers to keep researching, we need them. I want our district leaders to keep searching for the best fit our schools, we need them to. I want teachers and school-based administrators to continue to find ways to motivate and engage our students. But I want implementation to be about more than just "fidelity". I want these programs to figure out how to work when they are offered to schools that have many challenges facing them, and need much more than to be told "implement with fidelity".
If you agree or disagree, I would love to hear your comments.
I understand that when a research-based practice is well researched, a lot is learned about how to help kids achieve. However, what happens when a program is brought to a district and for many reasons, it is not implemented with fidelity? Do we blame the implementers, teachers and school-based administrators? Or do we look to the researchers and district leaders who only offer success if the perfect format for perfect implementation is followed?
The reality of my world that I have lived in for over 38 years is that we can never have perfect implementation of any program, no matter how hard we try. Perfect implementation requires that more than sufficient professional development is provided. You and I know that we fight for every professional development second we can find, and then it isn't enough for all that we need to learn as educators. Perfect implementation requires expert modeling of the program model, but this is a high cost item. Although we have had coaches in our schools for several years, they were not experts in every area that they needed to have expertise in. Perfect implementation requires a long term commitment with measurement of success over several years, not in one year. Our grading system, at the state and federal level, preclude us from having several years to measure whether we are moving in the right direction or not. Finally, perfect implementation requires that each teacher and administrator is in agreement that this program model will be better than whatever is currently in place in our schools. I am absolutely sure that we never take the upfront time to gain buy-in from our implementors. The result is that the teachers and administrators see each new program as a passing fad that will be moving on shortly, so why put much effort into supporting or learning it now.
The root of the matter is that without the teachers and school-based administrators buying into any program or plan for a school, it is likely to be implemented with less than the required level of fidelity. I am bothered because we don't work to alter the mindset of our educators before bringing in new programs. I am further disturbed because of the way we bring in these programs, they do not lead to the promised levels of success and some kids are further damaged by the educational system.
I cannot accept "implementation with fidelity" as a statement from educational leaders. We need to find ways to work with kids, educate kids, and support kids whether we have fidelity of implementation or not. We need to all believe that our job makes a difference to our students and to our society. We cannot settle for less than our best. We cannot settle for expecting less than their best of our students. We don't need perfectly implemented programs, we will never get them, but we do need well thought out, researched based programs that are explained to our educators, and given time to succeed. If they don't succeed, we need to figure out how to tweak the program so that we can continually help more children to achieve at higher levels.
The cop out of "implementation with fidelity" allows for educational leaders, educational researchers, administrators, and teachers to have an excuse for why these new programs have not reached a level of success that was expected. I want these researchers to keep researching, we need them. I want our district leaders to keep searching for the best fit our schools, we need them to. I want teachers and school-based administrators to continue to find ways to motivate and engage our students. But I want implementation to be about more than just "fidelity". I want these programs to figure out how to work when they are offered to schools that have many challenges facing them, and need much more than to be told "implement with fidelity".
If you agree or disagree, I would love to hear your comments.
Thursday, July 16, 2009
Legacy is NOT About a Name
Since I retired on July 1, 2008, it has been a very interesting year for me. It has not all been good, but it has not been all bad either. However, the last year began with my accepting the fact that I was going to be retiring, something that I had never believed would happen. However, during the year, my mother and a very close uncle died, and many of my educator friends decided to join me in retirement.
My own retirement and my mother's death in particular helped me to define the word “legacy” for myself. I always believed that I had to leave a legacy when I left the world of education. I thought that I had failed when I retired. When my mother died, it brought the issue of “legacy” back to my attention once again. By defining legacy in the way that I will share , it made it easier to accept my own retirement and my mother's death.
Legacy is really not about my name being remembered for years to come. Sure some past educators have had schools named for them, and that certainly keeps a person's name alive in the system for a long time. However, just like a family, beyond grandparent, how much do we really know about the our parental ancestry. After one complete generation passes through a family or a school district, who will be left that really knows any past person, other than by hearing their name. One educator who has a school named for him certainly did great things for this district, but I believe that there are few people that can associate the name of the school with anything specifically that he did to help children or educators in the system.
So, in my mind, my legacy is not about being remembered as Larry Tash, educator. It is about the wisdom and experiences that I learned and that I shared with others, who carry my words and my teachings forward. Hopefully, they find the same level of success that I found. A legacy is really more about the ideas, experiences, and creativity that you have brought to the system and is passed on from generation to generation of educators. My name may be lost after one generation, but my beliefs and great ideas will hopefully continue to be passed on from educators to educators for many years to come.
How did this help me with my mother's death? I realized that I knew three of my grandparents to a certain degree, and because of their relationship, they were important to me. However, as important as they may have been to me, my two sons were not alive to know any of them. However, my grandparents are still present because what they taught their children (my parents) and what their children taught to me, is what I believe that I have taught to my own children. So, my mother's life continues through me, my boys, and hopefully through my boys to their children in the future.
This definition of legacy made it much easier for me to accept being retired from a job that I loved for 37 years. I know that I mentored several successful educators who carry within them some of what I was able to share. Hopefully, as mentors they will be as successful and will continue the thread of knowledge that came to me and that I passed on.
Was I ready to retire, no, but it was easier once I realized what it means to leave a legacy for the system or for other educators to follow.
I hope that this helps some others who will shockingly reach the time when retirement hits without realizing how fast the years move by.
My own retirement and my mother's death in particular helped me to define the word “legacy” for myself. I always believed that I had to leave a legacy when I left the world of education. I thought that I had failed when I retired. When my mother died, it brought the issue of “legacy” back to my attention once again. By defining legacy in the way that I will share , it made it easier to accept my own retirement and my mother's death.
Legacy is really not about my name being remembered for years to come. Sure some past educators have had schools named for them, and that certainly keeps a person's name alive in the system for a long time. However, just like a family, beyond grandparent, how much do we really know about the our parental ancestry. After one complete generation passes through a family or a school district, who will be left that really knows any past person, other than by hearing their name. One educator who has a school named for him certainly did great things for this district, but I believe that there are few people that can associate the name of the school with anything specifically that he did to help children or educators in the system.
So, in my mind, my legacy is not about being remembered as Larry Tash, educator. It is about the wisdom and experiences that I learned and that I shared with others, who carry my words and my teachings forward. Hopefully, they find the same level of success that I found. A legacy is really more about the ideas, experiences, and creativity that you have brought to the system and is passed on from generation to generation of educators. My name may be lost after one generation, but my beliefs and great ideas will hopefully continue to be passed on from educators to educators for many years to come.
How did this help me with my mother's death? I realized that I knew three of my grandparents to a certain degree, and because of their relationship, they were important to me. However, as important as they may have been to me, my two sons were not alive to know any of them. However, my grandparents are still present because what they taught their children (my parents) and what their children taught to me, is what I believe that I have taught to my own children. So, my mother's life continues through me, my boys, and hopefully through my boys to their children in the future.
This definition of legacy made it much easier for me to accept being retired from a job that I loved for 37 years. I know that I mentored several successful educators who carry within them some of what I was able to share. Hopefully, as mentors they will be as successful and will continue the thread of knowledge that came to me and that I passed on.
Was I ready to retire, no, but it was easier once I realized what it means to leave a legacy for the system or for other educators to follow.
I hope that this helps some others who will shockingly reach the time when retirement hits without realizing how fast the years move by.
Thursday, July 2, 2009
MEASURING SCHOOL CULTURE
The issue of implementing significant change in our secondary schools is deeply tied into the existing culture that exists within our schools. I have spent several years thinking and discussing this issue with educators. I have come to the conclusion that much of the hard work for improving the teaching and learning conditions for students and teachers gets derailed or halted due to the culture that exists in schools. The good news is that a culture can be changed, so we do not have to feel that our work of improving student achievement is without hope.
I shared this document with my former superintendent who felt that it should be shared with all school leaders. The timing for sharing it was not right, but through this blog, I do believe that it can lead to conversations that can help all of us in our preparation for implementing change in our schools.
I know that if we offered the "silver bullet" for improving achievement for all students in our schools, we would have it rejected by many of our peers. The reason that this would happen are numerous, but the one that is most critical is that as secondary educators we have to believe that what is being offered, even the "silver bullet", must be known by us and we must in some way take ownership for its implementation. Unfortunately, we do not spend enough time building the ownership necessary for implementing any programs in our schools. As a result we have all seen the teachers and administrators that nod yes to accepting the mandate, but once they leave the meeting, they go back to their offices and classrooms, and practice business as usual.
So, how do we create the conditions for implementation of programs that have the best chance of helping our kids? We need to work on creating cultures in our school that I have identified as healthy. I am defining healthy in a very loose way on purpose. This definition requires that schools and districts develop the healthy school culture continuum and determine where each school is on that continuum.
What I am providing is a starting point for discussion as to what criteria should be considered by educators in determining where on the healthy culture continuum a school is. Below you will find the criteria for the two extremes of the continuum "healthy culture" and "unhealthy culture". I hope that we can begin discussions around this topic so that we can move all schools to the place where the implementation of best practices, strong programs, and local school ideas can easily be implemented with fidelity. Only this way can we hope to support the education of all students. I have developed similar cultural criterion for instruction and personalization which I will share in the future.
I hope that you find this interesting and stimulating. I hope you and your colleagues either through this blog or at your work sites have conversations based on the idea of building or sustaining a healthy culture in your school or district.
Healthy School Culture
- Will support a variety of teaching and learning practices and strategies
- Will support differentiated approaches to supporting student needs Faculty and staff accept responsibility for improving student achievement for all students
- Anonymity of any student is unacceptable and prevented by guaranteeing that constructive relationships exist between all students and school staff
- Shows signs of continuous improvement on multiple measures determined by school and district determined tools and discuss this data as a team or group
- Will support a positive “school story” that can easily and constructively be shared with parents and community partners
- School-based administrators and faculty have a strong, respectful, and cooperative working relationship and possess professional attitudes
- Active involvement of parents and school staff exists in developing and implementing school plans
- A safe and secure environment for students and staff is apparent and students feel comfortable and feel a connection to their school
- Equity and access issues are resolved for all students, with no tracking of students in a formal or informal manner
- Strategies, practices, and procedures are in place that support increased attendance, decrease in drop outs, decrease in discipline referrals, and increase in parent communication
- A “college going culture” is in place and efforts to include all students occur
Strong connection to career awareness, labor requirements (SCANS Report, and State CTE Framework), and internship opportunities provided for all students - School staff see themselves as continuous learners of educational pedagogy and practice
- School staff members accept responsibility and ownership of student outcomes, both for their success and lack of success
Unhealthy School Culture:
- Requires significant readiness preparation for implementing improved teaching and learning practices and strategies
- Requires changes in staff attitudes in order to support differentiated approaches to supporting student needs
- Many students remain anonymous and do not feel cared for by school staff
- Lacks signs of continuous improvement using multiple measures determined by school and local and district
- Unable to provide a positive “school story” that can easily and constructively be shared with parents and community partners
- Administrators and faculty have a poor working relationship with little trust or respect existing between the groups and little sign of educational professionalism apparent
- School plans written, but without the involvement of parents and staff and with low levels of staff knowledge or implementation
- The school environment feels unsafe and uncomfortable for students and adults, and students do not feel connected to this school
- Due to a lack of thoughtful review of equity and access issues, significant informal tracking is occurring within the school
- Strategies, practices, and procedures are not in place that lead to improved academic success for all students
- A “college going culture” exists for selective students only
- Few career preparedness opportunities exist other than for those students who choose to seek them out
- Staff does not act as continuous learners of educational pedagogy and practice
- School staff does not show a sense of personal responsibility for the successes or failures of the students
Monday, May 18, 2009
Raising Academic Achievement Two Models Tried
As I thoughtfully prepare for my next blog, I read many newspaper and some research articles that relate to my current thinking. Whenever I read, I try to connect what I read to my ongoing belief about what is necessary for improving academic achievement. Those who have read my previous blog entries know my mantra by now. I feel strongly that schools can only improve academic achievement if we look at schools as systems and if we try to correct the barriers that exist to student achievement by reviewing our current system.
Having been working very closely with several urban schools as a consultant since early February, I am able to better see where the needs for change are in most of our schools. I remember clearly telling one of our recent past superintendents, and his instructional superintendent that I would support anything that they chose to place in the school to improve academic achievement, but I also know that if we don’t make other changes in our school, this new great idea will not make a difference. I still feel the same way.
Interestingly, this morning while reading Smart Briefs by ASCD, two articles were summarized from two big city newspapers. They were timely and seemed worth commenting on at this time as we all try to figure out how to raise graduation rates, lower drop out rates, increase the number of students prepared and interested in post-secondary educational opportunities, and provide our nation and economy with students ready to enter the world of work successfully.
Miami-Dade County instituted a program several years ago with the hope of raising the achievement level of students in their lowest performing schools. The Miami Herald reported the following: “A $100 million investment in Miami-Dade County's lowest performing public schools failed to boost student achievement, according to the school district's final report on the program.
The School Improvement Zone was a three-year push at 39 elementary, middle and senior high schools throughout the county. Students participated in a specialized reading program and had a longer school day than students at other schools. They also had a longer school year.” As thoughtful educators, this research provides us with a wealth of conversational possibilities. Why might such a major effort, targeted at specific schools with lots of financial resources provided, not lead to better outcomes for the students in this School Improvement Zone?
A second article from the Baltimore Sun was included in the same ASCD Smart Brief today. It describes the fact that Maryland school districts are lowering the number of students who will not graduate in this the first year where a high school exit exam must be passed prior to students qualifying for graduation. Students not passing the exit exam twice after receiving required intervention support have the opportunity of completing bridging projects in lieu of passing the test. Some Maryland teachers are reporting that students who have completed the projects are actually scoring well enough afterward to pass the exit exam. A sample of one algebra bridging project can be viewed on the Maryland Department of Education web site.
By comparing the two articles, it appears that we have two different ways of helping students to raise their academic achievement levels. In Maryland they are finding early success, while in Miami the long term effort seems to not have been so successful. What can we learn from the two models?
The first thing that jumps out in my mind is that resources by themselves do not make a difference. There must be other systemic changes in a school for students to make marked improvement. Longer hours and expensive programs by themselves are not the answer. So, what might be the answer? Can Maryland’s experience teach us anything about the teaching and learning process? What can we conclude from the Miami experience as described?
Before answering these questions, I am going to stop my blog here for people to think about and perhaps share their thoughts together. My next blog will get into more of my in depth thoughts about the teaching and learning process. I would highly recommend that if you haven’t read, or read it a long time ago, the February 2008 Educational Leadership magazine on Teaching Students to Think, that you review it for your own learning. It is very interesting and provides us with a lot to discuss.
I hope to have my next blog on this topic completed and posted by the end of next week.
Having been working very closely with several urban schools as a consultant since early February, I am able to better see where the needs for change are in most of our schools. I remember clearly telling one of our recent past superintendents, and his instructional superintendent that I would support anything that they chose to place in the school to improve academic achievement, but I also know that if we don’t make other changes in our school, this new great idea will not make a difference. I still feel the same way.
Interestingly, this morning while reading Smart Briefs by ASCD, two articles were summarized from two big city newspapers. They were timely and seemed worth commenting on at this time as we all try to figure out how to raise graduation rates, lower drop out rates, increase the number of students prepared and interested in post-secondary educational opportunities, and provide our nation and economy with students ready to enter the world of work successfully.
Miami-Dade County instituted a program several years ago with the hope of raising the achievement level of students in their lowest performing schools. The Miami Herald reported the following: “A $100 million investment in Miami-Dade County's lowest performing public schools failed to boost student achievement, according to the school district's final report on the program.
The School Improvement Zone was a three-year push at 39 elementary, middle and senior high schools throughout the county. Students participated in a specialized reading program and had a longer school day than students at other schools. They also had a longer school year.” As thoughtful educators, this research provides us with a wealth of conversational possibilities. Why might such a major effort, targeted at specific schools with lots of financial resources provided, not lead to better outcomes for the students in this School Improvement Zone?
A second article from the Baltimore Sun was included in the same ASCD Smart Brief today. It describes the fact that Maryland school districts are lowering the number of students who will not graduate in this the first year where a high school exit exam must be passed prior to students qualifying for graduation. Students not passing the exit exam twice after receiving required intervention support have the opportunity of completing bridging projects in lieu of passing the test. Some Maryland teachers are reporting that students who have completed the projects are actually scoring well enough afterward to pass the exit exam. A sample of one algebra bridging project can be viewed on the Maryland Department of Education web site.
By comparing the two articles, it appears that we have two different ways of helping students to raise their academic achievement levels. In Maryland they are finding early success, while in Miami the long term effort seems to not have been so successful. What can we learn from the two models?
The first thing that jumps out in my mind is that resources by themselves do not make a difference. There must be other systemic changes in a school for students to make marked improvement. Longer hours and expensive programs by themselves are not the answer. So, what might be the answer? Can Maryland’s experience teach us anything about the teaching and learning process? What can we conclude from the Miami experience as described?
Before answering these questions, I am going to stop my blog here for people to think about and perhaps share their thoughts together. My next blog will get into more of my in depth thoughts about the teaching and learning process. I would highly recommend that if you haven’t read, or read it a long time ago, the February 2008 Educational Leadership magazine on Teaching Students to Think, that you review it for your own learning. It is very interesting and provides us with a lot to discuss.
I hope to have my next blog on this topic completed and posted by the end of next week.
Sunday, May 17, 2009
Cyber Summit June 1-12 Online and Free
I encourage everyone to register and participate as much as possible in the 21st Century Cyber Summit being sponsored by the Partnership for 21st Century Skills office out of Washington, D.C. The URL for registering is:
http://www.21stcenturyskills.org/cybersummit
I hope that we run into each other online during this cyber conference.
I am currently working on my next blog post. I want to thank those of you who are encouraging me to continue writing and posting. It helps to be encouraged. It feels good to know that someone is reading what I have written. I look forward to what I have to say when the post is completed.
Sincerely,
Larry Tash
http://www.21stcenturyskills.org/cybersummit
I hope that we run into each other online during this cyber conference.
I am currently working on my next blog post. I want to thank those of you who are encouraging me to continue writing and posting. It helps to be encouraged. It feels good to know that someone is reading what I have written. I look forward to what I have to say when the post is completed.
Sincerely,
Larry Tash
Friday, April 10, 2009
Allowing Strong Teaching Strategies to Make a Difference for Student Learning
I have been very fortunate over the past several weeks to meet personally with some really outstanding professional educators who shared with me their passion regarding the way to reach our students through research-based instructional strategies. I learned a great deal about Project Based Learning and Thinking Maps from true professional educators. I know that if these educators were given the opportunity to work with school staff using their hands on active approach to professional development, we would see some outstanding teaching going on beyond what we can already see in many classrooms.
These discussions allowed me to reflect on my own thinking and to delve deeper into my beliefs about the strategies necessary for changing the instructional programs that we too frequently find taking place in our secondary schools. The discussions we had began around conversations of instructional strategies, but quickly turned to the need to look at many issues existing in our secondary schools if we wish to make real instructional change. We discussed how and why most teachers teach the way they do; the influence of peer pressure on teachers to conform in their teaching style with their colleagues; the need to provide professional development that allows the teachers to be active learners, not passive listeners; the hope that all higher educational institutions would someday come to the experienced educators and ask for teacher preparation advice; and we discussed the importance of strong leadership if we want real reform in our schools.
So, what did I take from these productive conversations? I came away believing that we know a lot about our profession and our work, but what we know to be successful has not been shared in a widespread way. I believe even more strongly now that we have to find ways to reach the mind and hearts of educators if we expect any change in school practice to occur. I believe that we can make big differences for students when the environment and learning conditions we create are supportive of the needs of our students. I have reinforced my belief that we can succeed with our students, but to do so, we can never settle for good enough, we have to push ourselves, our community, our institution and our students to be the best that they possibly can be. We may not succeed with every child, but we have to go into our job believing that we will succeed with every child. If we do not have this belief, it is too easy to say that some kids are “throw away” students because we can never reach them, no matter what we do. Administrators can’t settle for good enough. Teachers can’t settle for good enough. Parents can’t settle for good enough. Students can’t settle for good enough. Our society won’t succeed if we allow a good enough attitude to be pervasive in our educational system.
I know that strong teaching practices and the use of powerful teaching strategies are the only way to raise the level of academic achievement for our students, but I also know that these great strategies and practices will not make the difference for enough students unless other teaching and learning conditions are also in place. Kids need to be motivated to learn; and frequently the motivation needs to come from an adult that shows they care. Kids need to be shown a relationship between the content and their life goals and personal experiences. Schools need to feel safe for students and parents. Supports have to be put into place in order for these wonderful strategies to have a chance of succeeding with our students.
The conclusion I have come to is that educators are participating in a wonderful and noble profession. It is never boring and it is never easy. If it were not for the truly talented educators in our world, many people would be living with greater hardship than they already have. We have to find ways to succeed with all of our students. We know the difficulties and we have to work together to reach out to share or our society as we now know it may become a society that we don’t want for our children and grand children in years to come. We have the power to make a difference, but none of us can make a difference by ourselves.
These discussions allowed me to reflect on my own thinking and to delve deeper into my beliefs about the strategies necessary for changing the instructional programs that we too frequently find taking place in our secondary schools. The discussions we had began around conversations of instructional strategies, but quickly turned to the need to look at many issues existing in our secondary schools if we wish to make real instructional change. We discussed how and why most teachers teach the way they do; the influence of peer pressure on teachers to conform in their teaching style with their colleagues; the need to provide professional development that allows the teachers to be active learners, not passive listeners; the hope that all higher educational institutions would someday come to the experienced educators and ask for teacher preparation advice; and we discussed the importance of strong leadership if we want real reform in our schools.
So, what did I take from these productive conversations? I came away believing that we know a lot about our profession and our work, but what we know to be successful has not been shared in a widespread way. I believe even more strongly now that we have to find ways to reach the mind and hearts of educators if we expect any change in school practice to occur. I believe that we can make big differences for students when the environment and learning conditions we create are supportive of the needs of our students. I have reinforced my belief that we can succeed with our students, but to do so, we can never settle for good enough, we have to push ourselves, our community, our institution and our students to be the best that they possibly can be. We may not succeed with every child, but we have to go into our job believing that we will succeed with every child. If we do not have this belief, it is too easy to say that some kids are “throw away” students because we can never reach them, no matter what we do. Administrators can’t settle for good enough. Teachers can’t settle for good enough. Parents can’t settle for good enough. Students can’t settle for good enough. Our society won’t succeed if we allow a good enough attitude to be pervasive in our educational system.
I know that strong teaching practices and the use of powerful teaching strategies are the only way to raise the level of academic achievement for our students, but I also know that these great strategies and practices will not make the difference for enough students unless other teaching and learning conditions are also in place. Kids need to be motivated to learn; and frequently the motivation needs to come from an adult that shows they care. Kids need to be shown a relationship between the content and their life goals and personal experiences. Schools need to feel safe for students and parents. Supports have to be put into place in order for these wonderful strategies to have a chance of succeeding with our students.
The conclusion I have come to is that educators are participating in a wonderful and noble profession. It is never boring and it is never easy. If it were not for the truly talented educators in our world, many people would be living with greater hardship than they already have. We have to find ways to succeed with all of our students. We know the difficulties and we have to work together to reach out to share or our society as we now know it may become a society that we don’t want for our children and grand children in years to come. We have the power to make a difference, but none of us can make a difference by ourselves.
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